REVIEW OF

COMMON
STATISTICAL
TERMS

Which Class perform better ?

Class As
Test Result

Class Bs
Test Result

76
80
82
85
91

0
77
91
100
53

Mean Score, also known as the

arithmetic mean, a value that helps
summarize an entire set of numbers.
Standard
Deviation,
a
number
representing how closely bunched a set
of numbers is around its mean, or
average.

In a 50 item test, below is the result of

HS and the LS. Which Class perform
better ?
Class A

Class B

Highest Score

32

50

Lowest Score

24

12

Range, the difference between the

highest and the lowest score in the given
sets of numbers.

In a 40 item test, below is the mean

scores. Which Class perform better ?
Mean Score

Class A

Class B

32.5

34.4

Performance (mastery) level, the

percentage score between the mean
score over the number of items.

WHAT ARE YOUR SCHOOLS

PERFORMANCE INDICATORS
THAT ARE CONTRIBUTORY TO
YOUR
SCHOOL
PERFORMANCE ?

WHAT
ARE
YOUR
SCHOOLS
ACADEMIC
PERFORMANCE
INDICATORS
THAT
ARE
CONTRIBUTORY TO YOUR STUDENT
ACHIEVEMENTS ?

HOW RELIABLE ? VALID ? IS

YOUR
SCHOOL
MEAN
PERCENTAGE SCORE ?
WHAT TOOL OR TOOLS TO BE
USED
TO
MEASURE
REALIABILITY AND VALIDITY
OF YOUR TEST RESULTS ?

All Tests are VALID,

BUT, not All VALID
Tests are RELIABLE
WE NEED ANALYSIS

 SCORE ANALYSIS
ITEM ANALYSIS
Are they the SAME ?

ITEM ANALYSIS
Item analysis is the process
of
applying
statistical
techniques to assess two
characteristic of the test:
Their
Difficulty
and
discriminating power for the
purpose of improving test
quality.

STEPS IN ITEM ANALYSIS

1. Check the test paper of each
students and corresponding score.
( raw scores)
2. Arrange the test papers from
highest to lowest.
3. Separate two subgroups of the
test papers of all the students:
a. High Group the first 27%
b. Low Group the last 27%

Example of High and Low

group
There are 100 test papers arranged
from highest to lowest. How many
test papers to be analyzed?
Upper 27% means 27 test papers (
High Group)
Last 27% means 27 test papers
( Low group )
Therefore, there 54 test papers /
respondents to be analyzed.

STEPS IN ITEM ANALYSIS

4. Calculate the difficulty index of a
question using the formula:

WHERE:

(H L )
Difficulty Index
N

H = number of students who selected the correct

answer in the high
group.
L = number of students who selected the correct
answer in the low
group.
N = Total number of students in these two groups
(H+L)

Example:
In Item Number 1 in a Test, in the High
Group there are 23 answered correctly and
12 in the low group. Calculate the Difficulty
index.

5. Calculate the discrimination index

of the question using the formula:
2( H L )
Discrimina tion Index
N
WHERE:
H = number of students who selected the correct
answer in the high
group.
L = number of students who selected the correct
answer in the low
group.
N = Total number of students in these two groups
(H+L)

Example:
In Item Number 1 in a Test, in the High
Group there are 23 answered correctly and
12 in the low group. Calculate the
Discrimination index.

What is Difficulty Index?

The higher the index, the
easier
the
questions.
In
principle, a question with a
difficulty index lying between
30 and 70% is acceptable.
Most efficient items have a
difficulty index of 50%

What is Discrimination Index?

The higher the index, the
more question will distinguish
between high and low
students. It helps you identify
the topic or area which is
best students really know
but the poor students do
not know.

Difficulty Index Table

0.91 1.00

Very Easy Question

0.76 0.90

Easy Question

0.25 0.75

Average Question

0.10 0.24

Difficult Question

0.05 0.09

Very Difficult Question

Discrimination Index Table

0.35 and over Excellent Question
0.25 0.34

Good Question

0.15 0.24

Marginal Question Revised

Under 0.15

Poor Question - Discard

Sample Item Analysis: Math I, SY 2008-2008

Reliability and
Validity:
Whats the
Difference ?

Reliability is the consistency of your

measurement,
to
which
an
instrument measures the same way
each time it is used under the same
condition with the same subjects.
In short, it is the repeatability of your
measurement.
A measure is considered reliable if a
person's score on the same test given
twice is similar. It is important to
remember that reliability is not
measured, it is estimated.

There are two ways

that reliability is
usually estimated:
Test/retest
Internal consistency

Test/retest is the more

conservative
method
to
estimate reliability. Simply
put,
the
idea
behind
test/retest
is
that
you
should get the same score
on test 1 as you do on test
2.

Internal

consistency

estimates
reliability by grouping questions in a
questionnaire that measure the same
concept.
For example, you could write two
sets of three questions that measure
the
same
concept
(say
class
participation) and after collecting the
responses, run a correlation between
those two groups of three questions
to determine if your instrument is
reliably measuring that concept.

Validity is the strength of our

conclusions,
inferences
or
propositions. it as the "best
available approximation to the
truth or falsity of a given
inference,
proposition
or
conclusion." In short, were we
right?

Lets prepare a
RELIABLE and
VALID
Tests
Thank you