0 1 2 3 4 5 6 7 8 9 TOTA

L
8 //// / / 6
7 /// / / / / 7
6 / // //// //// / // 14
5 / / // ///// / // 12
4 / / ////// /// / 12
3 / /// / / 6
2 / / / 3
TOTAL 8 2 2 3 9 16 4 8 8 0 60
ACTIVITY 5.1
1. A. Prepare a tally sheet

B. Rank the scores 63, 80, 55, 45 and 36

Scores (x) Number Rank Scores (x) Number Rank
80 1 2.5th 55 11 9th
80 2 2.5th 45 12 14.5th
80 3 2.5th 45 13 14.5th
80 4 2.5th 45 14 14.5th
63 5 5.5th 45 15 14.5th
63 6 5.5th 45 16 14.5th
55 7 9th 45 17 14.5th
55 8 9th 36 18 19th
55 9 9th 36 19 19th
55 10 9th 36 20 19th

C. Prepare a frequency distribution with an interval of 5 and

D. Set- up the less than cumulative frequency
Class Tally Frequency Class Boundary Class
Interval Mark <cf
84-88 / 1 83.5- 88.5 86 60
79-83 ///// 5 78.5- 83.5 81 59
74-78 /// 3 73.5- 78.5 76 54
69-73 //// 4 68.5- 73.5 71 51
64-68 /////////// 11 63.5- 68.5 66 47
59-63 /// 3 58.5- 63.5 61 36
54-58 ////////// 10 53.5- 58.5 56 33
49-53 // 2 48.5- 53.5 51 23
44-48 /////////// 11 43.5- 48.5 46 21
39-43 / 1 38.5- 43.5 41 10
34-38 ////// 6 33.5- 38.5 36 9
29-33 0 0 28.5- 33.5 31 3
24-28 /// 3 23.5- 28.5 26 3
N = 60
2) A. Prepare a Tally Sheet

0 1 2 3 4 5 6 7 8 9 TOTA
L
7 / /// / / / 7
6 / / // // / 7
5 / // / 4
4 / // / // //// / / 12
3 / / //// / 7
2 / // 3
TOTAL 2 1 7 6 8 7 2 2 1 4 40
B. Rank the scores 72, 54, 44, 34 and 29
Score (x) Number Rank Score (x) Number Rank
75 1 1st 34 7 7.5th
54 2 2.5th 34 8 7.5th
54 3 2.5th 34 9 7.5th
44 4 4.5th 29 10 10.5th
44 5 4.5th 29 11 10.5th
34 6 7.5th

C. Prepare a frequency distribution with an interval of 5 and

D. Set up the greater than cumulative frequency
Class Class
Interval Tally Frequency Boundary Class Mark >Cf
76-80 / 1 75.5- 80.5 78 1
71-75 ///// 5 70.5- 75.5 73 6
66-70 // 2 65.5- 70.5 68 8
61-65 ////// 6 60.5- 65.5 63 14
56-60 / 1 55.5- 60.5 58 15
51-55 /// 3 50.5- 55.5 53 18
46-50 // 2 45.5- 50.5 48 20
41-45 ///////// 9 40.5- 45.5 43 29
36-40 // 2 35.5- 40.5 38 31
31-35 ////// 6 30.5- 35.5 33 37
26-30 /// 3 25.5- 30.5 28 40
N= 40
 Exercise 4.10

Reflection Paper – Bloom’s Taxonomy of Education Objectives

I learned from our discussion about Bloom’s taxonomy of education objectives is
the level of thinking required in the cognitive domain of objectives. There are two other
domains of learning, namely psychomotor and affective. According to Bloom’s theory
there are six categories and samples for each level:

· Knowledge category was renamed into remembering in order to be more

comprehensive to us in creating a question for our pupils. In making objectives based of
this category, we are using identifying, describing, naming, recognizing, listing,
retrieving and labeling. These kinds of strategies in making lesson plan in actual
teaching helps the pupils aware of their learning capacity. What we emphasized is the
participation of the pupils during class sessions.

· Understanding, the learner grasps the learning of information by interpreting and

translating what has been learned. Meaning the teaching methods should be the
teacher do is to help interpret ideas which are difficult to understand by the pupils.

· Applying, the learner makes use of information in a context different from the one in
which it was learned. This category emphasized how to elaborate and implementing
topics in playing, make a scrapbook and writing their reflection based of lessons given.

· Analyzing, the learner breaks learned information into its parts to best understand
that information. Student interest and motivation are enhanced by questions that help
students relate what they are learning to their own background knowledge, experience,
and values.

· Evaluating, the learner makes decisions based on in-depth reflection criticism and
assessment. This will be the category that the students will determine their learning
capabilities in terms of assessing their output by giving problems solving based on
topics discussed.

· Evaluation/Creating, this category will focus on decision making in which students

support their ideas of any issues/topics arises. At the end of the class, student can now
submit a written output in order measures their learning level against a set of standards.

I realized that these criteria in making objectives of my future pupils/student will be

my guidelines to better teaching methods for evaluating their learning capacity.
Assessing students by using questions requiring higher-order thinking, teacher
questioning moves beyond an assessment tool. I will make questions that classified by
application, analysis, synthesis and evaluation.

Soon, if I have the opportunity to be a teacher, I will apply all my teaching strategies
in my classroom. I will use new technology gadget especially if I will assign in hinterland
school.
Exercise A 4.13

Do what is asked in each number.

1. Out of 40 students who took a test in Measurement and Evaluation, 10

students in the upper group got the correct responses and only 6 students
in lower group got correct responses from item # 5. Determine:

a. Proportion in the upper group (Pu).

10/40 = 0.25
b. Proportion in the lower group (Pl).
6/40 = 0.15
c. Difficulty index
0.25+0.15= 0.40/2 = 0.20
d. item category
- Very Difficult-

2. A 50-item multiple choice type test with 5 choices was administered to 60

students in Educational Measurement and Evaluation. There were 15
students in the upper group and 8 students in the lower group who got
correct answer for item # 10. Find:

a. Proportion in the upper group (Pu).

15/60 = 0.25
b. Proportion in the lower group (Pl).
8/60 = 0.13
c. Difficulty index
0.25+0.13= 0.38/2 = 0.19
d. Discrimination index
0.25- 0.13 = 0.12
e. item category
- Very Difficult
3. A 20-item multiple choice test with five (5) options was conducted to 30
students in Educational Research. Determine the effectiveness of the
distractors for item # 15. Here are the records of the responses of the upper
and the lower groups.

Group A B C D* E
Upper (15) 5 8 7 6 5
Lower (15) 7 5 7 3 4
 Answer:

Option A – Good
Option B – Poor
Option C – Fair
Option D – Good
Option E – Poor

4. A 30-item multiple choice type test was administered to 40 students in

Advanced Educational Measurement and Evaluation. Record shows that
there are 11 students in the upper group and only 7 students in the lower
group who got the right answer in items #15. Determine:

a. Proportion in the upper group (Pu).

11/40= 0.275
b. Proportion in the lower group (Pl).
7/40 = 0.175
c. Difficulty index
0.275 + 0.175= 0.45/2 = 0.225
d. Discrimination index
0.275 – 0.175 = 0.10
e. item category
- Very Difficult

Exercise A 4.14

Your Reflections

Item analysis helps teachers examine assessments and figure out if

they’re a good measure for testing their students. For example, if a test is
too difficult or too easy for a group of students, then administering the
assessment is a waste of time and doesn’t aid us in the measurement of
student learning.
The frequent use of item analysis also allows teachers to measure
assessments and figure out where any learning gaps may be present.
Teachers can then provide the right instruction and support to target and
bridge those gaps.