INSTITUT PENDIDIKAN GURU KAMPUS GAYA

Peti Surat 10491, 88805 Kota Kinabalu, Sabah Tel: 088-210646 Faks: 088-217124

TESTING AND EVALUATION IN MATHEMATICS

NAME IC NUMBER GROUP

CODE AND SUBJECT LECTURERS NAME DATE

: ARNA BINTI JUNAIDE : 851207-12-5130 : KPLI MATH (NOVEMBER 2009)

: MATEMATIK : EN BUSTAM BIN DAMAN :15 APRIL 2011

CONTENT 1. INTRODUCTION:

PAGE

1.1 1.2 1.3 1.4

Teaching Objectives 1 Meaning of Test Meaning of Measurement 2 Meaning of Evaluation 2 1

2. OBJECTIVE TESTS

2.1 2.2

Guidelines to Construct Multiple Choice Items. 4 The Test of Purpose 4

3. BLUE PRINT TEST (JPU) 5

4. ITEM SPECIFICATION 6

5. ANSWERS DISTRIBUTION/ SCHEMA 19

6. SPECIFICATION TABLE FOR ANALYSIS OF TEST 20

7. ANALYSIS AND INTERPRETATION OF ITEM/QUESTION 21

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8

Difficulty Index (D.I) 21 Discrimination Index (D.s.I) 23 Calculation to find Difficulty Index and Discrimination Index 25 Difficulty Index Analysis Conclusion for the items Difficulty Index Analysis 29 Discrimination Index (D.s.I) Analysis 30 30% a high-score group and 30% of low-score group 32 Conclusion for the items Discrimination Index Analysis 32

8. ANALYSIS AND INTERPRETATION OF TEST RESULT 33

8.1 8.2 8.3

Mean Median 34 Mode

33

35

9. CONCLUSION 36 1.0

INTRODUCTION

Teaching and learning process is a very effective educational system to see the students achievements. It is also known as an activity to help student to achieve the learning outcome that have been set earlier.

1.1

TEACHING OBJECTIVES

Teaching objective is a process that changing students behaviour and it can be achieved by teachers in one learning process. This changing can be achieved through teaching and learning activities that are well planned. All the changes or progress from the student must be assessed from time to time. Continuous assessment will determine the effectiveness of teaching and learning. The students progress or change also has to be evaluated and record time to time. This clearly shows the existence of the relationship between the objective of teaching, testing, measurement and evaluation.

1.2

MEANING OF TEST

Test is a systematic way to measure changes in an individuals behaviour. Referring this to a class, a test is conducted to measure changes in behaviour related to pupils learning activities. It is, in general, a measuring instrument to obtain information regarding pupils achievement in the cognitive, psychomotor or affective fields. Test is an important part in learning and teaching process. It is also one of the techniques to obtain the process of the pupils changing. To implement the evaluation, teacher must plan and construct a test first. There have same criteria in construct a question for a test. To legislate a question paper, it have to follow the specification that have been set which is the test must be well manage include the whole of the syllabus. This is to ensure all student have been test using the relevant question from the syllabus and also from the teaching objectives. Test also help teacher to find out whether the pupils have successfully mastered certain skill, and acquired the knowledge which have been learned before. The test that use to determine the level of achievement of students is implement by using a paper test. It is divide into two category which is; 1. Objective test

2. Subjective test 1.3 MEANING OF MEASUREMENT

Measurement is a process or system used to determine the quantitative value of a certain test in learning. This quantitative value is usually expressed in a fixed unit of number, in terms of percentage or grade, by using a related measuring instrument.

1.4

MEANING OF EVALUATION

Evaluation is defined as a process to determine, obtain and provide useful information so as to make objective consideration for follow-up action. In the context of education, evaluation is a system or a process which covers activities to collect information relating to strategy of teaching-learning activity and to make analysis and interpretation of result, with the aim to take appropriate follow-up action such as replanning for more effective teaching-learning activity thereafter.

4. 0

SPECIFICATION ITEM : : : 1 Number Bases 1.1 Number Bases in Two, Eight and Five

1. Item number Topic Subtopic Objective

: Converting numbers in base two, eight or five to numbers in base ten and vice versa

Level of Difficulty

Easy

Item No 1 : Express 7 as a number in base two. A. 1002 B. 1012 C. 1102 D. 1112 Understanding) (Level:

2. Item number Topic Subtopic Objective

: : :

2 Number Bases 1.1 number bases in two, eight and five

: stating the value of a digit of a number in bases two,eight and Five.

Level of Difficulty Item No 2: A. 4

Easy

state the value of the underlined digit, in base ten, in the binary number 1010112. C. 10

B. 8

D.

16 (Level: Knowledge)

3. Item number Topic Subtopic Objective numbers in

: : : :

3 Number Bases 1.1 number bases in two, eight and five converting numbers in base two,eight or five to base ten and vice versa.

Level of Difficulty

Easy

Item No 3:

What is the value of digit 3, in base ten, in the number 3104 5?

A. 15 B. 75

C. D.

375 3000 (Level: Knowledge)

4. Item number Topic Subtopic Objective two, eight

: : : :

4 Number Bases 1.1 Number bases in Two, Eight and Five. Stating the value of a digit of a number in bases and Five.

Level of Difficulty

Hard

Item No 4:

Express 24 + 2 + 1 as a number in base two.

A. 1012 B. 10112

C. D.

11012 100112 (Level: Understanding)

5. Item number Topic Subtopic Objective expanded

: : : :

5 Number Bases 1.1.Number bases in Two, Eight and Five. writing a number in bases two, eight and five in notation.

Level of Difficulty

Medium

Item No 5:

Given 4 X 53 + 3 x 52 + 5p= 43105, find the value of p.

A. 0 B. 1

C. D.

2 3 (Level: Synthesis)

6. Item number Topic Subtopic Objective numbers in

: : : :

6 Number Bases 1.1 number bases in Two, Eight and Five Converting numbers in base two, eight or five to base ten

Level of Difficulty

Hard

Item No.6:

Given that 1011102 = X10.find the value of X.

A. 26 B. 36

C. D.

46 56 (Level: Synthesis)

7. Item number Topic Subtopic Objective two Level of Difficulty

: : : : :

7 Number Bases 1.1 Number bases in Two, Eight and Five converting numbers in base ten to numbers in base Medium

Item No.7:

Express 124 as a number in base Two.

A. 11111002 B. 11010112 C. 10011002 D. 10100112 (Level: Understanding)

8. Item number Topic Subtopic

: : :

8 Number Bases 1.1 Number bases in Two, Eight and Five

Objective in

converting a number in a certain base to a number another base.

Level of Difficulty

Hard

Item no 8 : A. 3068 B. 3608 C. 6038 D. 6308

Express 12435 as a number in base eight.

(Level: Understanding)

9. Item number Topic Subtopic Objective Level of Difficulty

: : : : :

9 Number Bases 1.1 Number bases in Two,Eight and Five Addition of two binary numbers Easy

Item no 9:

1011012 + 111012 =

A. 10010102 B. 10110102 C. 10111102 D. 11110002 (Level: Understanding)

10.Item number

10

Topic Subtopic Objective Level of Difficulty

: : : :

Number Bases 1.1 Number bases in Two, Eight and Five Subtraction of two binary numbers Easy

Item no 10: 1010102 1112 =

A. 100112 B. 1000112 C. 1010012 D. 1011012 Knowledge) (Level:

11.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

11 Graphs of Functions II 2.1 Graph of function Drawing the graphs of functions Easy

Item no 11: Which of the following graphs represents y = 4-X 2?

(Level: Understanding)

12.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

12 Graphs of Functions II 2.1 Graph of function Finding the value of y or x from the graph Easy

Item no 12: Which graph represents y = -1/2 X 1?

(Level: Understanding)

13.Item number Topic Subtopic Objective graphically. Level of Difficulty

: : : : :

13 Graphs of Functions II 2.2 solving the equation graphically Finding the value of y or x by using the equation Medium

Item no 13: which graph represent y=X2 X 6?

(Level: Understanding)

14.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

14 Graphs of Functions II 2.1 Graph of Functions Finding the value of y-axis in a quadratic functions Easy

Item no 14: The diagram shows the graph of y= Xn +c

Find the value of n and c.

A. n = -2, c = -4 B. n = -2, c = 4 C. n = 2, c = -4 D. n = 2, c = 4 Synthesis) (Level:

15.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

15 Graphs of Functions II 2.1 Graph of Functions Finding the value of y-axis in a quadratic functions Easy

Item no 15: The diagram shows the graph of y = -X3 + 4

Find the value of a. A. 2 C. 8

B. 4 Synthesis)

D.

16

(Level:

16.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

16 Graphs of Functions II 2.1 Graph of Functions Sketching the graph of a linear function Medium

Item no 16: The diagram shows a Cartesian plane.

Which of the straight lines, A, B, C or D, represents the graph of y = -2x -5? (Level: Understanding)

17.Item number Topic Subtopic

: : :

17 Graphs of Functions II 2.1 Graph of Functions

Objective Level of Difficulty

: :

Sketching the graph of a linear function Easy

Item no 17: The following points satisfy the equation y = 3X 1 except

A. (-2, -7) B. (0, -1) C. (1, -2) D. (2, 5) (Level: Understanding)

18.Item number Topic Subtopic variables Objective

: : : :

18 Graphs of Functions II 2.3 Region representing inequalities in two Identifying the shaded region in the graph

Level of Difficulty

Easy

Item no 18:

The inequality represented by the shaded region in the graph is A. y< -2x + 2 B. y> -2x + 2 C. y -2x + 2 D. y -2x + 2 Knowledge) (Level:

19.Item number Topic Subtopic variables Objective Level of Difficulty

: : : : :

19 Graphs of Functions II 2.3 Region representing inequalities in two Identifying the shaded region in the graph Medium

Item no 19: The diagram shows a Cartesian plane.

Which of the regions, A, B, C or D, satisfies the inequalities x + y 4 and y x?

(Level: Understanding)

20.Item number Topic Subtopic variables Objective inequalities Level of Difficulty

: : : : :

20 Graphs of Functions II 2.3 Region representing inequalities in two Shading the region representing the given Hard

Item no 20:

Which of the following sets of inequalities define the shaded region in the diagram? A. 4x + 3y 12, x y 2, y < 3 B. 4x + 3y 12, x y 2, y < 3 C. 4x + 3y 12, x y 2, y 3 D. 4x + 3y 12, x y >2, y 3 (Level: Application)

21.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

21 Transformations III 3.1 Combination of Two Transformations Identifying the centre of the rotation. Medium

Item no 21: The diagram shows two right-angled triangles, P and Q, drawn on a grid of

squares.

Q is the image of P under an anticlockwise rotation of 90. Which of the points A,B,C or D, is the centre of rotation? (Level: Understanding) 22.Item number Topic Subtopic Objective Level of Difficulty : : : : : 22 Transformations III 3.1 Combination of Two Transformations Combination of Two isometric transformations Medium

Item no 22: The diagram shows two trapeziums, P and Q, drawn on a grid of squares.

Q is the image of P under a translation ( ). Find the values of h and k.

A. h = -7, k = 2 B. h = -2, k = 7 C. h = 2 , k = -7 D. h = 7, k = -2 (Level: Application)

23.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

23 Transformations III 3.1 Combination of Two Transformations Combined transformation involving enlargement Hard

Item no 23: The diagram shows two pentagons, M and N, drawn on a Cartesian plane.

N is the image of M under an enlargement. Find the coordinates of the centre of enlargement. A. (-8, 4) C. (4,-8)

B. (-7, 4)

D.

(4, -7) (Level: Application)

24.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

24 Transformations III 3.1 Combination of Two Transformations Combination of Two isometric transformations Medium

Item no 24: The diagram shows a point K drawn on a Cartesian plane.

Given T is a translation ( ) and R is a rotation of 180 about the point (1,0). State the coordinates of the image of point K under the combined transformation TR.

A. (-4, -1) B. (-3, 2) C. (-2, -1) D. (3,4) (Level: Understanding)

25.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

25 Transformations III 3.1 Combination of Two Transformations Combination of Two isometric transformations Hard

Item no 25: The diagram shows a quadrilateral PQRS drawn on a grid of squares.

Given W is a reflection in the line x= 1 and T is a translation ( ). Find the coordinates of the image of point Q under the combined transformation TW. A. (-2, 5) B. (1,5) C. (5,-2) D. (5, 1) (Level: Application)

26.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

26 Transformations III 3.1 Combination of Two Transformations Combination of Two isometric transformations Medium

Item no 27: Given V is a reflection in the line x=2 and U is a translation ( ). Find the coordinates of the image of point (-2, 4) under the combined transformation UV. A. (-1, 4) B. (-1, 9) C. (4,-1) D. (9,-1) (Level: Understanding)

27.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

27 Transformations III 3.1 Combination of Two Transformations understanding the single transformation reflection Easy

Item no 28: The diagram shows five quadrilaterals drawn on a grid of squares.

Which of the quadrilaterals, A,B,C or D, is not the image of quadrilateral W under a reflection? (Level: Analysis)

28.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

28 Transformations III 3.1 Combination of Two Transformations Understanding the transformation of enlargement Medium

Item no 27: The diagram shows five quadrilaterals drawn on a grid of squares.

Which of the quadrilaterals, A,B, C or D, is the image of quadrilateral P under an enlargement? (Level: Analysis)

29.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

29 Transformations III 3.1 Combination of Two Transformations Understanding the transformation of enlargement Easy

Item no 29: The diagram shows five triangles drawn on a grid of squares.

Which of the triangles, A,B,C or D, is the image of triangle P under an enlargement with a scale factor of 2? (Level: Analysis)

30.Item number Topic Subtopic Objective Level of Difficulty

: : : : :

30 Transformations III 3.1 Combination of Two Transformations Combination of Two isometric transformations Hard

Item no 30: In the diagram, trapezium PTUV is the image of trapezium PQRS under a rotation followed y an enlargement.

Given that the area of trapezium PQRS is 13.5 cm 2, find the area, in cm2, of the shaded region.

A. 40.5 B. 81

C. D.

108 121.5 (Level: Analysis)

5.0

SCHEMA / ANSWER DISTRIBUTION ANSWERS DISTRIBUTION

NO OF QUESTION 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

D /

/ / / / / / / / / / / / / / / /

18 19 20 21 22 23 24 25 26 27 28 29 30 TOTAL 7 8 / 9 / / / / / / / /

7.0

ANALYSIS AND INTERPRETATION OF ITEMS/QUESTIONS

Analysis of items/ questions is, on the whole, a systematic study used to check their test characteristics after the pre-test. This study is based on results of the pre-test and used them to determine the difficulty index and discrimination index for every item/question which has been set. The calculated values of the difficulty index and discrimination index can thus be interpreted, so as to determine whether the item/question is suitable to be used for an actual test in the future. 7.1 Difficulty Index

This index is used, in general, to ascertain the degree of difficulty of a certain item/question set, i.e. whether it is too difficult, average or too easy. The value of this index can be calculated by using the following formula:

Difficulty Index, D.I.= Numbers of candidates who answer correctly (C) Total candidates who attempt the

If there are a large number of candidates, we can use the following method to obtain the Difficulty Index:

Difficulty Index, D.I. = CH + CL T

H+L

CH= Total number of candidates in the high-score group who answer correctly the item/question. CL= Total number of candidates in the low-score group who answer correctly the item/question. T
H+L

= Total number of candidates in both groups with high and low scores.

0.00

0.50

1.00

Difficult item

Medium

Easy

Using these formulae, we can obtain the value of the difficulty Index for a particular item/question for interpretation and make decision, as illustrated in the following table;

Difficulty Index (D.I.)

Interpretation of an item/question

Decision

0.00 0.20

Too difficult

Modify

0.21 - 0.40

Difficult

Accept

0.41 - 0.60

Average

Accept

0.61 - 0.80

Easy

Accept

0.81 1.00

Too easy

Modify

7.2

Discrimination Index

Discrimination Index possesses the power or function to differentiate candidates between high-score group and low-score group. This index can be calculated by using the following formulae:

CH C L T H+L Discrimination Index ( Ds.I.) =

CH = Total number of candidates in the high-score group who answer correctly the item/question. CL = Total number of candidates in the low-score group who answer correctly the item/question T
H+L

= Total number of candidates in both groups with high and low score.

The value of Discrimination Index can be utilized to determine whether a certain item /question is suitable and can be used for a test. Table below illustrates a general method which is normally used to interpret the suitability of certain item/question from the calculated value of Discrimination Index.

Discrimination Index (Ds. I.) Ds. I. > 0.40 0.20 < Ds.I. 0.40 0 Ds.I . 0.20 D.I. < 0

Interpretation of an item/question Positive Discrimination High Positive discrimination Moderate Positive Discrimination Low Negative Discrimination: Performance of low-score group is better than highscore group.

Decision

Very suitable and can be accepted Modify the item / question Item/ question needs to be reconstructed. Item/question is bad and shoul be removed.

Interpretation of an item/question based on Discrimination Index

According to research, a good item/question which can be used for a test, usually has values of difficulty index between 0.40 and 0.60, and discrimination index of values more than 0.40. In order to measure the values of difficulty index and discrimination index, we need to arrange the candidates from the highest score to the lowest score, and record their performance in every item/question which they answer by marking (/) as correct and (X) as wrong in a specification table such as table. To determine the number of candidates in the high-score group CH and the number of candidates in the low-score candidates (CL), we normally allot about 30% of total candidates as the high-score group , and about 30% as the low-score group. For example, there are 19 candidates selected to sit for the test, we calculate the number of candidates to be included in the high-score group and low-score group respectively as follows;

Number of candidates in the high-score group = 30% x 19 5 Number of candidates in the low-score group = 30% x 19 = 5

Table shows arrangement and the values of difficulty index and discrimination index from 19 candidates who answer 30 items in a form 5 Mathematics objective test.

7.3 Calculation to find Difficulty Index (D.I) and Discrimination Index ( D.S.I)

ITEM

DIFFICULTY INDEX (D.I)

DISCRIMINATION INDEX (D.s.I)

FORMULA E

Difficulty Index, D.I.=

Discrimination Index, D.s.I=

Numbers of candidates who answer correctly (C) Total candidates who attempt the item/question (T)

CH C L T
H+L

1
Total correct answer ( C ) =16 Total No of candidates (T )=19 D.I = 0.84 Total no of answers correct in high-score group (CH) Total no of answer correct In low-score group (CL) Total no of candidates in both group T D.s.I= 0.4
H+L

=5

=3

= 10

2 C= 15 T=19 D.I=0.79 3

CH=5 CL=4 T
H+L

=10

D.s.I =0.2 CH=5

C=18 T=19 D.I=0.95

CL=5 T
H+L

=10

D.s.I =0

C=9 T=19 D.I=0.47

CH=2 CL=2 T
H+L

=10

D.s.I =0 5 C=13 T=19 D.I=0.68 CH=2 CL=4 T

H+L

=10

D.s.I =-0.4 6 C=14 T=19 D.I=0.74 CH=4 CL=2 T

H+L

=10

D.s.I =0.4

7 C=16 T=19 D.I=0.84

CH=4 CL=3 T
H+L

=10

D.s.I =0.2

C=10 T=19 D.I=0.53

CH=5 CL=5 T
H+L

=10

D.s.I =1

C=18 T=19 D.I=0.94

CH=5 CL=4 T
H+L

=10

D.s.I =0.2 10 C=14 T=19 D.I=0.74 CH=4 CL=4 T

H+L

=10

D.s.I =0

11

C=13 T=19 D.I=0.68

CH=5 CL=1 T
H+L

=10

D.s.I =0.8

12

C=10 T=19 D.I=0.53

CH=4 CL=3 T
H+L

=10

D.s.I =0.2

13

C=7 T=19 D.I=0.37

CH=4 CL=1 T
H+L

=10

D.s.I =0.6

14

C=6

CH=4

T=19 D.I=0.32 CL=0 T

H+L

=10

D.s.I =0.4 15 C=9 T=19 D.I=0.47 CH=4 CL=1 T

H+L

=10

D.s.I =0.6 16 C=8 T=19 D.I=0.42 CH=2 CL=2 T

H+L

=10

D.s.I =0 17 C=4 T=19 D.I=0.2 CH=3 CL=1 T

H+L

=10

D.s.I =0.4 18 C=11 T=19 D.I=0.58 CH=4 CL=2 T

H+L

=10

D.s.I =0.4

19

C=5 T=19 D.I=0.26

CH=3 CL=0 T
H+L

=10

D.s.I =0.6

20

C=3

CH=3

T=19 D.I=0.16 CL=0 T

H+L

=10

D.s.I =0.6 21 C=9 T=19 D.I=0.47 CH=4 CL=1 T

H+L

=10

D.s.I =0.6 22 C=12 T=19 D.I=0.63 CH=4 CL=1 T

H+L

=10

D.s.I =0.6 23 C=7 T=19 D.I=0.37 CH=4 CL=0 T

H+L

=10

D.s.I =0.8 24 C=8 T=19 D.I=0.42 CH=4 CL=1 T

H+L

=10

D.s.I =0.6 25 C=9 T=19 D.I=0.47 CH=5 CL=4 T

H+L

=10

D.s.I =0.8

26

C=6

CH=3

T=19 D.I=0.32

CL=0 T
H+L

=10

D.s.I =0.6

27

C=12 T=19 D.I=0.63

CH=5 CL=2 T
H+L

=10

D.s.I =0.6 28 C=10 T=19 D.I=0.53 CH=4 CL=1 T

H+L

=10

D.s.I =0.6

29

C=11 T=19 D.I=0.58

CH=4 CL=2 T
H+L

=10

D.s.I =0.4

30

C=10 T=19 D.I=0.53

CH=2 CL=2 T
H+L

=10

D.s.I =0

7.5

Difficulty Index Analysis

ITEMS

TOTAL OF CORRECT ANSWER (n)

DIFFICULTY INDEX

INTERPRETATION OF AN ITEM/QUESTION

DECISION

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

16/19 15/19 18/19 9/19 13/19 14/19 16/19 10/19 18/19 14/19 13/19 10/19 7/19 6/19 9/19 8/19 4/19 11/19 5/19 3/19 9/19 12/19 7/19 8/19 9/19

0.84 0.79 0.95 0.47 0.68 0.74 0.84 0.53 0.94 0.74 0.68 0.53 0.37 0.32 0.47 0.42 0.21 0.58 0.26 0.16 0.47 0.63 0.37 0.42 0.47

Too easy Easy Too easy Medium Easy Easy Too Easy Medium Too easy Easy Easy Medium Difficult Difficult Medium Medium Difficult Medium Difficult Too difficult Medium Easy Difficult Medium Medium

Modify Accept Modify Accept Accept Accept Modify Accept Modify Accept Accept Accept Accept Accept Accept Accept Accept Accept Accept Modify Accept Accept Accept Accept Accept

26 27 28 29 30

6/19 12/19 10/19 11/19 10/19

0.32 0.63 0.53 0.58 0.53

Difficult Easy Medium Medium Medium

Accept Accept Accept Accept Accept

The table above is the Difficulty Index (D.I) Analysis based on the item that have been test on 19 students form 5 Ibnu Sina, Sekolah Menengah Agama Islam Tambunan for 2011 session.

7.6

Conclusion for the Items Difficulty Index (D.I) Analysis

ITEM

DIFFICULTY INDEX (D.I)

Remarks

1 3 7 9

0.84 0.95 0.84 0.94

-Almost all student can easily answer the question correctly. Based on the result interpretation of the items, this question need to modify because the level are too easy.

14 17 19

0.32 0.21 0.26

- The percent that student were able to answer the question are too low. This item are in difficult category but are still accept to test because in making an item/question for JPU, there are provide 25% or 9 question for difficult

item/question.

For the item that are in easy, medium and difficult category, it will be save and store in a question bank so that it can be use anytime when it needed.

7.7

Discrimination Index (D.s.I ) Analysis

ITEM S

TOTAL OF CORRE CT ANSWE R (CH)

TOTAL OF CORRECT ANSWER (CL)

CH CL T
H+L

INTERPRETATION OF AN ITEM/QUESTION

DECISION

0.4

Positive discrimination Moderate Positive discrimination low

Modify the item Item needs to be reconstructe d Item needs to be reconstructe d Item needs

0.2

Positive discrimination low

Positive

discrimination low

to be reconstructe d Item is bad and should be removed Modify the item Item needs to be reconstructe d Item needs to be reconstructe d Item needs to be reconstructe d Item needs to be reconstructe d Very suitable and can be accepted Item needs to be reconstructe d Very suitable and can be accepted Very suitable and can be

-0.4

Negative discrimination Positive discrimination Moderate Positive discrimination low

0.4

0.2

0.1

Positive discrimination low

0.2

Positive discrimination low

10

Positive discrimination low

11

0.8

Positive discrimination high Positive discrimination low

12

0.2

13

0.6

Positive discrimination high Positive discrimination high

14

0.4

accepted 15 4 1 0.6 Positive discrimination high Very suitable and can be accepted

16

Positive discrimination low

Item needs to be reconstructe d Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted

17

0.4

Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high

18

0.4

19

0.6

20

0.6

21

0.6

Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination high Positive discrimination low

Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Very suitable and can be accepted Item needs to be reconstructe d

22

0.6

23

0.8

24

0.6

25

0.8

26

0.6

27

0.6

28

0.6

29

0.4

30

The table above shows the Discrimination Index for each of the item. Based on the table above, the discrimination Index of the item almost accepted by the student except one item which is item number 5 that should be removed in the question.

6.9 Conclusion for the Items Discrimination Index (D.s.I)Analysis

ITEM

DISCRIMINATION INDEX

REMARK

3 4 10 16 30 0.00

-item is bad but usually accepted and used to give an opportunity to student in the low level to get a marks. However, teacher is recommended to modify or reconstruct the item.

-0.4

-item is bad and should be removing. Performance of low-score group is better than highscore group which is there have something wrong with the question.

For the item that are in easy, medium and difficult category, it will be save and store in a question bank so that it can be use anytime when it needed.

8.0 ANALYSIS AND INTERPRETATION OF TEST RESULT. Analysis and interpretation of test or examination result is considered an important stage in assessment. This stage is normally done by teachers after the examination, when the test paper of each student was marked and recorded. The aim of making analysis and interpretation of the students result is to obtain the feedback of the actual performance of the students and to overcome the weaknesses identified.

The measurement of basic statistics normally used for norm-referenced evaluation is frequency polygon, mean, median, and mode. The results obtained from the basic statistics will enable teachers to make correct interpretation on the students performance and prepare report for future reference.

8.1 MEAN

SCORE (X) 6

FREQUENCY (f) 1

fXx

fx

1x6 9 1 1x9 12 2 2 x 12 13 1 1 x 13 14 1 1 x 14

6 9

32

13

14

15

2 2 x 15

30

16

2 2 x 16

32

17

3 3 x 17

51

18

1 1 x 18

18

20

1 1 x 20

20

22

2 2 x 22

44

23

1 1 x 23

23

27

1 1 x 27

27

fx = 319 N = f = 19 Frequency distributions of ungroup scores of mathematics test for form 5 ibnu sina

Mean, X = fx f

319 19

= 16.79

8.2 MEDIAN

Median for grouped or ungrouped data is the value in the middle of an array of set of data. It is a value that divided the bottom 50% of a group of data arranged in ascending order, from the top 50% of the data.

If the scores are expresses as single-valued cumulative distributions, then the formula to find the median is:

Median, M = ( N + 1 ) th score, N = f = Total frequency 2

SCORE X

FREQUENCY (f)

CUMULATIVE FREQUENCY (cf)

6 9 12 13 14 15 16 17 18 20 22 23 27 N = 19

1 1 2 1 1 2 2 3 1 1 2 1 1

1 2 4 5 6 8 10 13 14 15 17 18 19

Median = 19 + 1 2

= 10 th score

:- the median lies the scores of 16

8.3 MODE

In statistics, the mode of a set of numbers, or in a frequency distributions is the value which has the greatest frequency, i.e.the value which occurs the most often.

SCORE X 6

FREQUENCY (f) 1

9 12 13 14 15 16 17 18 20 22 23 27

1 2 1 1 2 2 3 1 1 2 1 1

The mode is 17, because it occurs as the most number of scores. A distribution having only one mode and it is called unimodal.

9.0 CONCLUSION

Testing and evaluation need a few more systematic processes from the beginning to the end of the process. The existences of systematic steps can easily forming a set of quality tests. This is due to give a test as a part of the process of teaching and learning. When implement the tests, teachers must identify the question whether it meet to the objective of teaching and learning.

When viewed the result of the difficulty index and discrimination index for the item that have been constructed in this working paper which have provided this course, the items are well supervised ad appropriately use by students for testing purposes. This is because, both of the index did not shows any difficulties and differentiation that will go too far.

So that, every teacher must have sufficient knowledge in the field of test construction for students to master the skills they have learned before to be more effectively and the items/question that were appropriately and challenging for students ability to grow their brain power.