Chapter 1

BACKGROUND OF THE STUDY

Assessment is a way of supporting learning. It helps teachers, learners, parents and others

to understand the depth and breath of learning undertaken so that progress and next steps can be

discussed and planned. Teachers will assess what children know, understand and are able to do

within the experiences and outcomes. Teachers will assess each learner's progress and

achievements in knowledge and understanding. Assessment is carried out to see what children and

young people know, understand and are able to do. Assessment is very important for tracking progress,

planning next steps, reporting and involving parents, children and young people in learning. Assessment

is a way of supporting learning. It helps teachers, learners, parents and others to understand the depth and

breadth of learning undertaken so that progress and next steps can be discussed and planned. Assessment

is an integral part of instruction, as it determines whether or not the goals of education are being met.

Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and,

in some cases, funding. Assessment inspires us to ask these hard questions: "Are we teaching what we

think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to

teach the subject better, thereby promoting better learning?"

Action research is inquiry or research in the context of focused efforts to improve the quality of

an organization and its performance. It is typically designed and conducted by practitioners who analyze

the data to improve their own practice. Action research can be done by individuals or by teams of

colleagues. Action Research, a scholarly approach to improve teaching and learning, can be a central

piece of professional development. This project-based research can benefit professors, counselors, and

librarians by actively engaging them in the collaborative study of learning as it takes place day by day in

the context of their own practices. Through this small-scale, practical research, faculty members can

investigate questions regarding student learning that directly impact their practices. As part of the

portfolio in the tenure process, action Research demonstrates how some of the essential competencies are

evident in your practice.

1
 STATEMENT OF THE PROBLEM

This study attempt to analyze the difficulty index of the test, and the measures of central

tendency. Specifically, it sought to answer the following sub-problems:

1. What is the Difficulty Index of the Test?

2. What are the Measures of Central Tendency?

3. What is the standard deviation of the test?

SIGNIFICANCE OF THE STUDY

This study will give the necessary information about the assessment and learning outcomes

in the development of the study habits among students and serves as a guide to the following:

 students: The findings of this study will help the students value and appreciate the process

of conducting test.

 Teachers: The result of this study will serve as guide of the teacher in designing

instructional materials to enhance their teaching.

 Parents: The findings of this study may guide the parents in developing the study habits of

their children.

 School Head: This study will serve as a basis for improving the school and know the

quality of teaching.

 Researchers: This study will serve as a guide for the researchers to enhance their

knowledge in teaching-learning process.

SCOPE AND DELIMITATION

This study focused on administration of assessment in Grade-10 students. There are 15

male students and 15 female students.

The scopes of assessment test are namely: Define words context clues, pronoun , figures

of speech , making inferences and sequencing.This study covers 30 students from the Grade 10

students in one section.

2
 DEFINITION OF TERMS

Assessment of Learning – is an ongoing process of measuring and evaluating learning

outcomes which include a systematic collection, quantification and ordering through the use of

appropriate measuring device.

Item analysis – is a procedure used to identify good items by determining the index of difficulty.

This procedure is the primary method used by the researchers in analyzing and improving the

test items.

Index of Difficulty – is the proportion of student test takers who answer the item correctly. The

researchers used the index in analyzing the nature of the test.

Mean – is the average score of a certain distribution. In this study we used mean to know the

average of a group of scores.

Median – is the middle score of a certain distribution. In this study we used median to know the

half score of the result for the group to identify how many examinees got the highest score.

Mode – is the most frequently occurring score in a certain distribution. In this study we used

mode to identify what kind of distribution the test is.

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 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the summary of literature and studies from foreign and local

researchers. The significance of this study will enrich the view of the researchers and serve as a

guide in presenting the research.

Grant Wiggins points out assessment as a process of gathering information or data help

answer questions or make good decisions. It is an integral part of teaching. Assessment also a

method of measuring and evaluating the nature of the learner, what he learns and how he learns.

He also said that assessment is most effective when based on certain principles.

According to Evangeline Harris Stefanakis (2002), the word ‘assess’ comes from the

Latin ‘assidere’, which means sit beside. Literally then, to assess means to “sit beside the

learner.”

Angelo (1995) point out assessment as an ongoing process. It involves a series of steps

namely: gathering, analyzing and interpreting data. The purpose of assessment is to determine

whether expectations match standards set by school authorities. As an ongoing process,

assessment is a continuous undertaking of the teacher usually done before, during, and after

instruction.

Moreover, Calderon and Gonzales (1993) emphasizes assessment in a more specific way.

The view measurement as the “process of determining the quality of achievement of learners by

means of appropriate instrument.” In these definitions, measurement is viewed as a process that

involves a series of steps. It utilizes data which can be quantified.

4
 Chapter 3

METHODS AND PROCEDURES

This chapter presents the research design, the respondent of the study, the instrument

used, data gathering procedure and statistical treatment of data.

Research Design

The researcher used the descriptive research which focused on the level of students

within performances in the subject area. This gives quality and standing facts being collected.

Respondents

The respondents of this study are Grade 10 students who are currently enrolled in St.

Louise de Marillac High School consisting of 15 female students and 15 male students.

Research Instrument

The instrument used by the researchers was a test questionnaire.

Data Gathering Procedure

The group gathered data for administering the test. First, the group prepared table of

specification containing the taxonomy of instructional objectives to assure that the test will

measure the represent learning outcomes and content to be covered. Then the group prepared a

letter asking for the permission to the principal St. Louise de Marillac School. The permission

was delighted by the principal herself. Then the test was conducted on 17th of April, 2018 also

the same date that the group had retrieved the questionnaire. What followed next was the

preparation for the item analysis and the computation of the measures of the central tendency in

preparation for statistical data.

5
 Statistical treatment of data

The responses of the respondents were tallied and tabulated to facilitate, analyze and

interpret the data, the frequency count, ranking and the percentage. The following formula used

by the researchers.

Difficulty Index Formula:

No. of upper group ┼ No. of lower group

Who got the item right Who got the item right

No. of student used in the Item Analysis

Mean Formula:

x= Am+ ( )
∑ fd
n
ci

Where;

X= mean

Am= Assumed Mean

€fd= summation of frequency multiplied by Deviation

F= Frequency

D= Deviation

N= Number of score in distribution

i= class interval

6
 Median Formula:

( )
N
−PS
2
Md ( ¿ )=¿+ ci
f

Where;

Ll= Lower limit

N=Number of cases

Ci=Class interval

F= frequency

Mode formula:

Mode= 3(Median) – 2(Mean)

Standard Deviation formula:

2
∑ ( x−x )
SD=
n−1

Range formula;

R= HS-LS

Where;

HS= highest score

LS=Lowest score

Chapter 4

7
 ITEM ANALYSIS

This chapter presents the interpretation of the data gathered from the respondent of the

study. Tables were used to present the data followed by the corresponding discussion to make it

more clear and understandable to the readers.

The presentation of the tables was based from the statement of the problem which as

follows:

Result of Item Analysis

Upper Lower

No. of No. of
Item correct correct Difficulty
Number answer % answer % index Remarks Decisions

1 10 100% 9 90% 95% Easy Retain

2 9 90% 9 90% 90% Easy Retain

3 10 100% 8 80% 90% Easy Retain

4 9 90% 7 70% 80% Easy Retain

5 9 95% 6 60% 75% Easy Retain

6 8 80% 7 70% 75% Easy Retain

7 8 80% 8 80% 80% Easy Retain
8 10 100% 6 60% 80% Easy Retain

9 7 70% 8 80% 75% Easy Retain

10 7 70% 6 60% 65% Easy Retain
11 6 60% 5 50% 55% Easy Retain
12 8 80% 6 60% 70% Easy Retain
13 7 70% 4 40% 55% Easy Retain
14 9 90% 1 10% 50% Average Retain
15 5 50% 6 60% 55% Easy Retain
16 8 80% 6 60% 70% Easy Retain
17 5 50% 4 40% 45% Difficult Revise
18 6 60% 2 20% 40% Difficult Revise
19 9 90% 4 40% 65% Easy Retain
20 8 80% 6 60% 70% Easy Retain
21 10 100% 9 90% 95% Easy Retain
22 9 90% 7 70% 80% Easy Retain
23 10 100% 5 50% 75% Easy Retain
24 9 90% 8 80% 85% Easy Retain
25 10 100% 5 50% 75% Easy Retain
26 8 80% 4 40% 60% Easy Retain
27 6 60% 4 40% 50% Average Retain
28 4 40% 3 30% 35% Difficult Revise

8
 29 6 60% 5 50% 55% Easy Retain
30 8 80% 3 30% 55% Easy Retain
31 7 70% 2 20% 45% Difficult Revise
32 10 100% 6 60% 80% Easy Retain
33 7 70% 4 40% 55% Easy Retain
34 7 70% 3 30% 50% Average Retain
35 9 90% 2 20% 55% Easy Retain
36 9 90% 7 70% 80% Easy Retain
37 8 80% 5 50% 65% Easy Retain
38 8 80% 3 30% 55% Easy Retain
39 7 70% 3 30% 50% Average Retain
40 8 80% 2 20% 50% Average Retain
41 9 90% 7 70% 80% Easy Retain
42 7 70% 8 80% 75% Easy Retain
43 4 40% 6 60% 50% Average Retain
44 3 30% 0 0 30% Difficult Revise
45 5 50% 0 0 50% Average Retain
46 8 80% 7 70% 75% Easy Retain
47 9 90% 8 80% 85% Easy Retain
48 6 60% 4 40% 50% Average Retain
49 8 80% 4 40% 60% Easy Retain
50 5 50% 5 50% 50% Average Retain

The table shows the distribution of the respondents from upper and lower group who got

the correct answer. It shows that the number

1,2,3,4,5,6,7,8,9,10,11,12,13,15,16,19,20,21,22,23,24,25,26,29,30,32,33,35,36,37,38,41,42,46,47

and 49 falls under the remark of easy which must be retained. The items 14,27,34,39,40,43,45,48

and 50 is neither easy nor difficult. And items 17,18,28,31 and 44 falls under the remark of

difficult which must be revise.

9
Ranking

Students Score Rank

1 42 1
2 41
2.5
3 41
4 39 4
5 38
6 38 6
7 38
8 37 8
9 34
10 34
10.5
11 34
12 34
13 33
13.5
14 33
15 30
16 30
17 30
17.5
18 30
19 30
20 30
21 29 21
22 28 22
23 27 23
24 26
24.5
25 26
26 25
27 25 27
28 25
29 24 29
30 22 30

Range

R= HS-LS

=42-22

R=20

Class Interval

Ci = R/ si given; R= 20

=20/8 si=8

Ci=3

10
Class Tally F cf Limits Mid point d fd
limits LL-UL
42-44 I 1 30 41.5-44.5 43 4 4
39-41 III 3 29 38.5-41.5 40 3 9
38-38 IIII 4 26 35.5-38.5 37 2 8
33-35 IIIIII 6 22 32.5-35.5 34 1 6
30-32 IIIIII 6 16 29.5-32.5 31 0 0
27-29 III 3 10 26.5-29.5 28 -1 -3
24-26 IIIIII 6 7 23.5-26.5 25 -2 -12
21-23 I 1 1 20.5-23.5 22 -3 -3

Ʃfd=9

COMPUTATIONS;

MEDIAN

Upper limits

n/2−PS
Md (Ul)= UI- ( ) ci Given: n/2=15
f

15−14
= 32.5 - ( )3 PS=14
6

1
=32.5 - ( ) 3 f=6
6

=32.5 - (.16667)3 ci=3

=32.5 - .5 Ul=32.5

Md (UI) = 32

Lower limits

n/2−PS
Md (Ll)= LI+ ( ) ci Given: n/2=15
f

15−10
= 29.5 + ( )3 PS=10
6

5
=29.5 + ( ) 3 f=6
6

=29.5 + (.833)3 ci=3

11
 =29.5 + 2.5 Ll=29.5

Md (UI) = 32

MEAN

Ʃfd
M = AM + ( ) ci Given: AM=31
N

9
= 31+ ( )3 Ʃfd=9
30

=31+ .9 N=30

M =31.9 ci = 3

MODE

d1
MO= LL + ( ) ci
d 1+ d 2

3
= 29.5 + ( )3
3+1

3
= 29.5 + ( )3
3+1

=29.5 + 2.25

MO = 31.75

Kuder Richardson Formula;

f Pi Qi PiQi
27 .9 .1 .09
28 .93 .07 .0651
24 .8 .2 .16
23 .77 .23 .1771
18 .6 .4 .24
21 .7 .3 .21
25 .83 .17 .1411
23 .77 .23 .1771
22 .73 .27 .1971
21 .7 .3 .21
14 .46 .54 .2484
21 .7 .3 .21
18 .6 .4 .24
12 .4 .6 .24
15 .5 .5 .25
20 .66 .34 .2244
15 .5 .5 .25
12 .4 .6 .24

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 18 .6 .4 .24
18 .6 .4 .24
29 .96 .04 .0384
24 .8 .2 .16
23 .77 .23 .1771
27 .9 .1 .09
24 .8 .2 .16
16 .53 .47 .2491
13 .43 .57 .2451
12 .4 .6 .24
16 .53 .47 .2491
19 .63 .37 .2331
15 .5 .5 .25
25 .83 .17 .1411
17 .56 .44 .2464
13 .43 .57 .2451
15 .5 .5 .25
24 .8 .2 .16
21 .7 .3 .21
18 .6 .4 .24
13 .43 .57 .2451
14 .46 .54 .2484
25 .83 .17 .1411
24 .8 .2 .16
16 .53 .47 .2491
9 .3 .7 .21
13 .43 .57 .2451
24 .8 .2 .16
24 .8 .2 .16
16 .53 .47 .2491
14 .46 .54 .2484
15 .5 .5 .24
€=9.942

Students X x−x (x−x )2

1 42 10.23 104.6529
2 41 9.23 85.1929
3 41 9.23 85.1929
4 39 7.23 52.2729
5 38 6.23 38.8129
6 38 6.23 38.8129
7 38 6.23 38.8129
8 37 5.23 27.3529
9 34 2.23 4.9729
10 34 2.23 4.9729
11 34 2.23 4.9729
12 34 2.23 4.9729
13 33 1.23 1.5129
14 33 1.23 1.5129
15 30 -1.77 3.1329
16 30 -1.77 3.1329
17 30 -1.77 3.1329
18 30 -1.77 3.1329
19 30 -1.77 3.1329
20 30 -1.77 3.1329
21 29 -2.77 7.6729
22 28 -3.77 14.2129
23 27 -4.77 22.7529

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 24 26 -5.77 33.2929
25 26 -5.77 33.2929
26 25 -6.77 45.8329
27 25 -6.77 45.8329
28 25 -6.77 45.8329
29 24 -7.77 60.3729
30 22 -9.77 95.4529
€=953 €=917.367

Mean Computation;

∑x
x=
N
953
x=
30
x=31.77

€ (X −X )2
SD2 =
N−1
917.367
=
30−1
= 31.6333448276
SD2 =31

2
N S D −Σ Pi qi
r xx = ⋅ 2
N−1 SD

30 31−9.942
¿ ⋅
30−1 31

30 21.058
¿ ⋅
29 31

¿ 1.0344827586 ⋅.6792903226

¿ .7027141268

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 Chapter 5

SUMMARY

This study attempt to assess and analyze the performance level in English 10 of Saint Luise

de marillac, municipality of Bulan Sorsogon during the calendar year 2017-2018.

Specifically it sought to answer the following questions:

a. What is the difficulty index and discrimination index of the test?

b. What are the measures of central tendency of the test?

c. What are the problems encountered by the teacher in the administration of the test?

The respondent of the study were 30 grade 10 students selected for the purpose in this study.

The method used in this study was descriptive method and student Mid-Test was the main

instrument.

The data were analyzed with the following:

Discrimination index, difficulty index, mean, median, mode and standard deviation.

According to the result of the test being conducted, the students are familiar with the content

of the test questions, assumably the student who got highest scores have already a prior

knowledge and has an ability to comprehend a text . The rest of the respondonts got an

average scores. Base on the result the almost 80% of the students got a passing scores which

means that learners are already familiar with the content of the questionnaire and they

already tackle those lessons indicated in the questionnaire.

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 FINDINGS

The findings of the study were:

The acceptable discrimination of the test composed of 5 fair or revised items, 45 good or

retained items, In a whole there almost of the items are acceptable and positive good retained

items. The acceptable difficulty index of the test composed of 5 pairs with revised and 45 good

or retained items.

The mean of the test was scored very difficult with the score of 31.9 which means the results

of the test are high. So that we also come up with a high result of SD is 31 which means the test

is easy for the grade 10 students of Saint Louise De Marrilac.

There were problems encountered by the teacher foremost which constructing the test

instrument and seeking permission. Teachers in a particular school should be the one who will

choose who are those respondents.

CONCLUSIONS

From the findings of the study the following conclusions were drawn:

The index in item analysis is valuable yet relatively difficult , the procedure that teachers can

use to determine the difficulty level of the test items, a measure called difficulty index is used.

This measures asks teachers to calculate the proportion of students who answered the test item

accurately

The test is very easy for the respondonts. We therefore conclude that the test items we made

had complimented with the IQ of the respondents. It really fits with the intelligence of Grade

10-SLM.. On the other hand maybe the questions we have provided had been discussed

thoroughly by there teachers during their class hours, the lessons became retention on the part of

the students.

And as a researcher we conclude that being a teacher was a very difficult and challenging

proffesion. Especially when the examinations are yet to come because it is really difficult and

hard to produce a test questionnaire abruptly since it will need long period of time, you have to

16
think the best questions that would be included in the test items that fits with what you had

discussed .

RECOMMENDATIONS

The department of education must focus the student’s needs, it’s either private school or

public there must no exemption when it comes to giving a high quality education because

all learners needs to be feed with great knowledge that could be use to improve

theirselves.

. The availability of the books must be maximize , and the teachers must do their job

passionately we recommend that DepEd must produce a handbook for teachers that

would surely help the learners to improve their knowledge , skills , and abilities .

Based on the findings and conclusions the following recommendations are offered:

1. Teacher be encouraged to solicit attention from the students.

2. Teacher shall begin their lesson with clear defined lesson because it provide students with

a clear purpose to focus their learning efforts.

3. Motivation and reading materials be used because it is the direct choice of your

assessment strategies. It also directs behavior toward the particular goal and motivation

also increases students time on task and is also a factor affecting their learning and

achievement.

4. Parents are encouraged to offer their fulliest support for the wholistic development of

their children

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