The document provides guidance on revising and administering tests, as well as understanding student test-taking strategies. It discusses checking venues and materials for test administration and conducting quantitative and qualitative item analyses to evaluate difficulty, discrimination, and alignment to objectives when revising tests. It also notes that students typically read questions first and rely on matching and prior knowledge when answering, so practice tests can help orient them to task requirements.

1. Test Administration
Test Revision
Test-Taking Strategies
Sarah O. Cruz

2. Intended Learning
Objectives
To provide suggestions on
how to revise and administer a
test.
To understand how students
take the test.

3. Start
Revising the Test Understanding Students Test-Taking Strategies
Administering the Test

4. TEST ADMINISTRATION
Checklist
1. Venue
2. Test Administrator Posture
3. Time
4. Multimedia
5. Instructions

5. Other Considerations:
Arrangement of items
Seating Arrangement
Materials

6. TEST REVISION
Item Analysis
1.Quantitative Item Analysis
2. Qualitative Item Analysis

7. Item Analysis Terminology
Quantitative Item Analysis
• A numerical method for analyzing test items employing
students response alternatives or options.
Qualitative Item Analysis
• A non – numerical method for analyzing test items not
employing students responses, but considering test
objectives, content validity, and technical item quality

8. Item Analysis Terminology
Distractor
• Incorrect option in a multiple – choice item
Difficulty Index P
• Proportion of students who answered the item correctly.
Discrimination Index D
• Measure of the extent to which a test item discriminates or
differentiates between students who do well on the overall
test and those who do not do well on the overall test.

9. Discrimination Index (D)
• Those who did well on the overall test chose the
correct answer for a particular item more often than
those who did poorly on the overall test.
Positive Discrimination Index
• Those who did poorly on the overall test chose the
correct answer for a particular item more often than
those who did well on the overall test.
Negative Discrimination Index
• Those who did well and those who did poorly on the
overall test chose the correct answer for a particular
item with equal frequency
Zero Discrimination Index

10. Consider the case below
Suppose your students chose the options to a
four – alternative multiple – choice item.
Let C as the correct answer.
A B C* D
3 0 18 9
How does this information help us?
Is the item too difficult/easy for the students?
Are the distractors of the items effective?
Item X

11. To compute the difficulty level of an item;
A B C* D
3 0 18 9
What is the difficulty level of the item?
Do you consider the item difficult or easy? Why?
Item X

12. Solving the difficulty index
Since the difficulty level of the item is 0. 60 (60%), the item is
moderately difficult.
A B C* D
3 0 18 9
Item X
Note:
If P level > 0.75, the item is considered relatively easy.
If P level < 0. 25, the item is considered relatively difficult.

13. Discrimination Index
Steps in determining Discrimination Index
1. Arrange the papers from highest to lowest score.
2. Separate the papers into an upper group and lower
3. For each item, count the number in the upper group
and the number in the lower group that chose each
alternatives

14. 4. Record your information for each item
Example for item X ( Class Size = 30)
Options A B C* D
Upper 1 0 11 3
Lower 2 0 7 6

15. 5. Compute D, by plugging the appropriate
numbers in the formula
What is the discrimination index of item X?
Is the discrimination index positive or negative?
Which of the groups frequently get the item correctly?
(if group sizes are unequal, choose the higher number)

16. Since the discrimination index of
item X is 0. 267, which is positive. More
students who did well on the overall test
answered the item correctly than students
who did poorly on the overall test.

17. Implication
Difficulty Level (p) = 0. 60
Discrimination Index (D) = 0.267
Should this item be eliminated?
The item is considered a moderately difficult
item that has positive (desirable) discrimination ability.
NO

18. Should any distractor(s) be modified?
Option B is ought to be modified or replaced.
A B C* D
3 0 18 9
Item X YES
(No one chose it)

20. QUALITATIVE ITEM ANALYSIS
– Matching items and objectives
– Editing poorly written items
– Improving content of the validity of the test
– Analyzing grammatical cues, specific
determiners, double negatives, multiple
defensible answers, and items that fail to
match instructional objectives

21. Guide Questions for Qualitative Item
Analysis
Is the difficulty of the item appropriate for the
students to be tested?
Is each test item independent and are the
items, as a group, free from overlapping?
Do the items to be included in the test provide
adequate coverage of the table of
specifications?
Is the item stated in simple, clear language?

22. Does each test item measure an important
learning-outcome included in the table of
specifications?
Is each item type appropriate for the particular
learning outcome to be measured?
Does each item present a clearly formulated task?
Is the item free from extraneous clues?
Guide Questions for Qualitative Item
Analysis

24. Study Findings:
Students read the questions first ,then look for the corresponding
answer
Students stop reading the alternatives as soon as they have found one
that they decide is correct

25. Study Findings:
Students use matching strategy where material in the passage is
matched with those in the alternatives
Students rely on their prior knowledge and general vocabulary

26. Study Conclusion

27. Study Recommendation
GIVE PRACTICE TEST
Orient students on how to perform a
particular task which may require a
subtle or major shifts in response
behavior.

28. Summary
Insights
The choice of testing format
The choice and wordings of instructions
The value and feasibility of coaching the
respondents in how to take the test