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Improving A Classroom-Based Assessment Test
Improving A Classroom-Based Assessment Test
IMPROVING A
CLASSROOM-BASED
ASSESSMENT TEST
Judgmental Approach
Empirical Approach
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Judgmental Approach
This approach basically makes
use of human judgment in reviewing
the items.
Teachers
Teacher’s peers or colleagues
Students
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Peer Review
Time is provided for this activity and it
has almost always yielded good results for
improving tests and performance-based
assessment tasks.
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Review Checklist
a. Do the items follow the specific and general
guidelines in writing items especially on:
Being aligned to instructional objectives?
Making the problem clear and unambiguous?
Providing plausible option?
Avoiding unintentional clues?
Having only one correct answers?
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Student Review
The judgment is based on students’
experience in taking the test, their
impressions and reactions during the testing
events. The process can be efficiently carried
out through the use of a review
questionnaire.
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Difficulty Index
An item’s difficulty index is obtained by
calculating the p value (p) which is the
proportion of students answering the item
correctly.
p=R/T
Where p is the difficulty index
R = Total number of students answering the
item right
T = Total number of students answering the
item
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Difficulty Index
Item 1: There were 45 students in the Item 1 has a p value of 0.67.
class who responded to item 1 and 30
answered it correctly.
sixty-seven percent (67%) got the
item right while 33% missed it.
P = 30/45
= 0.67
Item 2: in the same class, only 10 Item 2 has a p value of .22. out of
responded correctly in item 2.
45 only 10 or 22% got the item
P = 10/45 right while 35 or 78% missed it
= .22
Discrimination Index
The power of an item to discriminate
between informed and uniformed groups or
between more knowledgeable and less
knowledgeable learners is shown using the
Item-discriminatory Index(D).
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Formulas
D = Ru/Tu –Rl/Tl Where D is the item discrimination index
Ru = number of upper group getting the item
correct
Tu = number of upper group
D = Ru-Rl Rl= number of lower group getting the item
T correct
Tl = Number of lower group
T = number of either group
Pu =is the p-value for upper group (Pu/Tu)
D = Pu – Pl Pl= is the p-value for lower group (Pl/Tl)
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Distracter Analysis
Another empirical procedure to discover
areas for item-improvement utilizes an analysis
of the distribution of responses across the
distracters. Especially when the difficulty index
and discrimination index of the item seem to
suggest its being candidate for revision,
distracters analysis becomes a useful follow-
up.
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Lower 2 0 12 6
Lower 5 14 1 0
IMPROVING A CLASSROOM-BASED ASSESSMENT TEST
Si = p (post) – p(pre)