Report on Assessment X

Part of teaching portfolio

Magdaleen Kotzé

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Report on Assessment X

Magdaleen Kotzé
Table of Contents
Table of Contents................................................................................ ..............ii

List of graphs....................................................................................... ............iv

1Introduction...................................................................................... ..............1

1.1 Rationale for the report...........................................................................1

1.2 Background.............................................................................................1

Test analysis................................................................................... ..................1

1.3 Scores and range....................................................................................1

1.4 Measures of central tendency.................................................................2

1.5 Tabulating the data.................................................................................3

1.6 Standard deviation..................................................................................4

1.7 Z-scores and T-scores..............................................................................5

1.8 Reliability coefficient...............................................................................6

Item analysis................................................................................. ...................6

1.9 Question 1....................................................................................... ........7

1.10 Question 2..................................................................................... ........7

1.11 Question 3..................................................................................... ........7

1.12 Question 4..................................................................................... ........8

1.13 Question 5..................................................................................... ........8

1.14 Question 6..................................................................................... ........8

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 1.15 Question 7..................................................................................... ........8

1.16 Question 8..................................................................................... ........9

1.17 Question 9..................................................................................... ........9

1.18 Question 10................................................................................. ........10

1.19 Question 11................................................................................ ........10

1.20 Question 12................................................................................ ........10

1.21 Question 13................................................................................. ........11

1.22 Question 14................................................................................. ........11

1.23 Question 15................................................................................. ........11

1.24 Question 16................................................................................. ........11

1.25 Question 17................................................................................. ........12

1.26 Question 18................................................................................. ........12

1.27 Question 19................................................................................. ........12

1.28 Question20.................................................................................. ........13

Conclusion............................................................................................ ..........13

1.29 Recommendations.............................................................................. .14

References.....................................................................................................14

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List of graphs
Graph 1: Scores of the learners (ordered ascending)

Graph 2: Normal distribution

Graph 3: Histogram of Assessment X

LIST OF TABLES

Table 1: Measures of central tendency

Table 2: Student scores

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1 Introduction
The following report contains the results of Assessment X completed by the Grade

9B Mathematic group. The report is structured in two main sections. The test

analysis section focuses on the results of the learners in the test as a whole. The

second section will provide more detail on the different test items used in the

specific test.

1.1 Rationale for the report

The rationale of this report is to share the analysis and results of an objective

test with the headmaster and school governing body. The report forms part of an

independent investigation requested to be performed of the grade 9B

Mathematics group.

1.2 Background
The assessment consists out of 20 multiple choice question items on the first

learning area completed by the learners. Every item weighs 1 mark, thus the

maximum score that a learner could achieve in the test is 20. Twenty five

learners completed the test during a scheduled period.

Test analysis
This section of the report starts by summarising the data of the test, this provides a

global description of how the group achieved in the assessment. This is followed by

an analysis of each learner’s z-scores and t-scores.

1.3 Scores and range

Graph 1 is a visual representation of the scores that the learners achieved in

the assessment. The minimum score in the class was 3 (out of 20) and the

maximum score was 20 (out of 20) which were achieved by 2 learners. Eleven

out of 20 learners (44%) achieved above the class average (indicated by the

red dotted line on Graph 1). Eighteen learners (72%) passed the test with

scores above 10 (out of 20) which is indicated with the blue dotted line in

Graph 1.

GRAPH 1: SCORES OF THE LEARNERS (ORDERED ASCENDING)

The statistics show that the learners achieved a large range of scores on the

test. The range of the test is 17. A larger range indicates that the scores in

the test are more extreme. The range in this test is very big. This is not the

only measure of variability that can be done. The variance and standard

deviation will also be calculated to insure that it was not due to one extreme

score that that range is large.

1.4 Measures of central tendency

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The mean, mode and median are determined using the achievement scores

of the learners. The scores are represented in Table 1. The values of the three

measures are the same, which indicates that a normal distribution is

applicable to the data. The score of 13 is also indicates that it is normal,

slightly above the mid value of 20.

TABLE 1: MEASURES OF CENTRAL TENDENCY

Mean 13
Mode 13
Median 13

GRAPH 2: NORMAL DISTRIBUTION

1.5 Tabulating the data

To complete the test analysis the grouped frequency distribution was

calculated. The scores were divided into 6 intervals with each interval size

equal to3 points. The intervals form categories of data to assist researchers

to group similar data and to interpret the data. Graph 3 is a histogram that

represents the grouped frequency distribution.

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GRAPH 3: HISTOGRAM OF ASSESSMENT X

Take note that this frequency tends to be more weighted towards the higher

scores. The first interval (“3-5”) is only represented by one score. This is an

indication of a single extreme score. The “12-14” interval is above the

midpoint of the scores and it has the most scores, namely 7. The mode and

mean falls in this interval and will contribute to the higher number of learners

that is represented in the interval. The analysis of the data highlight the last

interval (“18 – 20”) which has 5 scores and is a large amount in relation to

the other scores. This shows that 5 learners did extremely well in the

assessment.

1.6 Standard deviation

As mentioned above, the range of the scores is not the only way to calculate

the variability of achievements. Kubiszyn and Borich (2007: p272) defines

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 standard deviation as: “The SD is normally reported as the estimate of

variability that accompanies the mean in describing a distribution.” The mean

is used to get a better understanding of the scores.

The standard deviation for Assessment X is 4.53. (see addendum B for

calculations) This indicates that the scores are mostly grouped within 4.53

around the mean of the test. The standard deviation is normal for the test.

1.7 Z-scores and T-scores1

This section focuses on each learner’s score and how it is compared to the

average and what the z-score for the student is. Table 2 represents the scores

of the learners. Previously in the document, the mean, mode and median

indicated that a normal distribution was applicable for this assessment. The z-

score will indicate where the student is placed on the normal distribution

curve. The top 2 and bottom 2 scores are highlighted to show the difference in

Z and T scores.

TABLE 2: STUDENT SCORES

Student Student Number of Percentage Z-score T-Score

Number score answered
questions

1 6 19 32 -1.55 34.47
2 18 20 90 1.09 60.94
3 18 20 90 1.09 60.94
4 14 20 70 0.21 52.12
5 15 20 75 0.43 54.32
6 11 20 55 -0.45 45.50
7 10 20 50 -0.67 43.29
8 13 20 65 -0.01 49.91
9 13 20 65 -0.01 49.91
10 12 20 60 -0.23 47.71

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The z-scores and t-scores will be used to complete the investigation further.

These scores can be compared to each other.

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 Student Student Number of Percentage Z-score T-Score
Number score answered
questions

11 20 20 100 1.54 65.36

12 14 20 70 0.21 52.12
13 17 20 85 0.87 58.74
14 17 19 89 0.87 58.74
15 9 20 45 -0.89 41.09
16 20 20 100 1.54 65.36
17 8 17 47 -1.11 38.88
18 13 20 65 -0.01 49.91
19 3 20 15 -2.22 27.85
20 17 20 85 0.87 58.74
21 11 20 55 -0.45 45.50
22 10 20 50 -0.67 43.29
23 13 20 65 -0.01 49.91
24 6 19 32 -1.55 34.47
25 18 20 90 1.09 60.94

1.8 Reliability coefficient

The Kuder-Richardson (formula 20) method was used to determine the

reliability coefficient. The coefficient is 0.86. This is a positive value and thus

indicates that the test is reliable.

Item analysis
In section 3 an analysis of each question item is done. The analysis includes the

difficulty index and the discrimination index of each item. The difficulty index

calculates the number of learners that selected the correct answer in relation with

the number of learners that attempted to answer the question.

The discrimination index will indicate whether the learners that performed better

(upper limit values) got the question right compared to the learners in the lower

part of the class. This would indicate a positive discrimination.

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1.9 Question 1
Difficulty The question was too easy because 84% of the 84 %
index class got it right.
Discriminati The discrimination index is -0.07 which is a -0.07
on index negative discrimination index.
Other Distracter A is not a good distracter, because none
comments of the learners attempted it.
Distracter B is troublesome because 3 of the
learners in the upper limit chose it, but none of the
learners in the lower limit selected it.
Distracter D is also not a good distracter because
only one student in the upper limit selected it and
none of the learners in the lower limit.

1.10Question 2
Difficulty The difficulty index of question 2 shows that most 88 %
index of the learners (88%) got the question right. The
question was too easy.
Discriminati The discrimination index is 0.00 because the same 0.00
on index amount of learners in the upper and lower limit got
the question right. This is not a good discrimination
index – because all values ≤ 0.2 is seen as
negative.
Other Distracters A, C and D need all to be improved
comments because none of the learners in the lower limit
selected them, only a small number of learners in
the upper limit selected them.

1.11Question 3
Difficulty The difficulty index shows the difficulty of the 68 %
index question is acceptable because 68% of the
learners got the correct answer.
Discriminati The discrimination index is negative because all -0.36
on index the learners in the lower limit (11) answered
correctly and only 6 (of 14) learners in the upper
limit answered correct.
Other Distracters A, B and C need all to be improved
comments because none of the learners in the lower limit
selected them. Some of the learners in the upper
limit selected them.

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1.12Question 4
Difficulty This item was much more difficult for the learners, 48%
index but it falls in the acceptable category of difficulty
index. Only 48% of the learners answered correctly.
Discriminati The discrimination index is negative because more -0.14
on index learners in the lower limit answered correctly. The
discrimination index for question 4 is -0.14.
Other Distracters A, B and C are all good distracters.
comments Some of the learners in both groups selected these
distracters.

1.13Question 5
Difficulty The item is too easy, because 84% of the learners 84%
index answered it correctly.
Discriminati The discrimination index is -0.07 which is a -0.07
on index negative discrimination index.
Other Distracters A and D should be eliminated because
comments none of the learners chose them. Distracter C is
also not a good distracter because only learners in
the upper limit selected the distracter.

1.14Question 6
Difficulty This question item’s difficulty index is acceptable 68%
index because 68% of the learners got the correct
answer.
Discriminati The discrimination index is -0.07 which is a -0.07
on index negative discrimination.
Other Distracters A, B and D had some learners that
comments selected them. Something to note is that none of
the learners in the lower limit selected either A or
B, but learners in the upper limit did.

1.15Question 7
Difficulty This item was much more difficult for the learners, 44%
index but it falls in the acceptable category of difficulty
index. Only 44% of the learners answered correctly.
Discriminati The item has a negative discrimination index of -0.21
on index -0.21. This is because more learners in the lower
limit selected the correct answer than in the upper

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 limit.
Other Distracter C should be eliminated because none of
comments the learners selected it. Both distracters A and B
were good distracters because learners in the upper
and lower limit selected them.

1.16Question 8
Difficulty
Question 8 has an acceptable difficulty index 52%
index
because 52% got the answer correct.
Discriminati
The discrimination index is a large negative. This is -0.57
on index
because 10 out of 11 learners in the lower limit
selected the correct answer and only 2 out of 12
learners that answered the question in the upper
limit selected the correct answer. Note also that 2
of the learners in the upper limit did not answer the
question.
Other Distracter D was selected by 7 learners in the upper
comments limit and 1 student (the remaining student that did
not select the correct answer) in the lower limit.
This indicates that the question was ambiguous to
the learners. It can also indicate that the question
was miskeyed.

1.17Question 9
Difficulty
Question 9 has an acceptable difficulty index 52%
index
because 52% got the answer correct.
Discriminati
The discrimination index is a large negative. The -0.50
on index
scoring looks similar to question 8. There are 10 out
of 11 learners that selected the correct answer. In
the upper limit only 3 out of 14 selected the correct
answer. This question is not in an acceptable
condition.
Other Distracter A should be removed because none of
comments the learners selected it. Distracter B was selected
by 4 learners in the upper limit did. Distracter D
was selected by the largest portion of the learners
in the upper limit and by the remaining student in
the lower limit. This distribution can indicate that
due to the ambiguity in the question the learners
in the upper limit guessed the answer.

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1.18Question 10
Difficulty The difficulty index of this question lies on the 33%
index boundary between difficult and acceptable
because 33% of the learners answered correctly.
Discriminati The discrimination index is a large negative. The -0.57
on index question is very problematic because none of the
learners in the upper limit answer correctly, while
the larger proportion of the learners in the lower
limit answered it correctly. This should be
investigated further.
Other Distracter A seems to be a good distracter because
comments 2 of the learners in the lower limit selected it while
none of the learners in the upper limit did.
Distracter C was selected by 4 learners in the upper
limit and none in the lower limit. The most
cumbersome distracter is D that was selected by 9
learners in the upper limit. This can indicate
miskeying in the question or that the question is
ambiguous.

1.19 Question 11
Difficulty The difficulty index of question 11 shows that most 92%
index of the learners (92%) got the question right. The
question was too easy.
Discriminati The discrimination index is 0.21 which is a positive 0.21
on index discrimination.
Other Distracters B and D should be eliminated as
comments distracters because none of the learners selected
them.

1.20 Question 12
Difficulty The difficulty index of the question indicates that 76%
index the question is easy, but not too easy. 76% of the
learners provided the correct answer.
Discriminati More learners answered the question correctly in -0.07
on index the lower limit than in the upper limit. The
discrimination index is therefore negative with a
-0.07.
Other Distracter A was not selected by any of the learners
comments and should be eliminated.

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1.21Question 13
Difficulty This question item’s difficulty index is acceptable 60%
index because 60% of the learners got the correct
answer.
Discriminati The item has a negative discrimination index of -0.21
on index -0.21. This is because more learners in the lower
limit selected the correct answer than in the upper
limit.
Other A large portion of the learners selected distracter A
comments as the answer, especially in the upper limit. This
can indicate that there was ambiguity in the
question. Distracter C was not selected by any of
the learners and should be eliminated.

1.22Question 14
Difficulty
The item is too easy, because 84% of the learners 84%
index
answered it correctly.
Discriminati
The discrimination index is -0.07 which is a -0.07
on index
negative discrimination index. All of the learners in
the lower limit answered correctly, while not all the
learners in the upper limit did.
Other Distracter B and C were not selected by any of the
comments learners. This makes them inadequate distracters
and they should be eliminated.

1.23Question 15
Difficulty The difficulty index of the question indicates that 80%
index the question is easy, but not too easy. 80% of the
learners provided the correct answer.
Discriminati The discrimination index is 0.00 because the same 0.00
on index amount of learners in the upper and lower limit got
the question right. This is not a good discrimination
index – because all values ≤ 0,2 is seen as
negative.
Other Distracter B was not selected by any of the learners
comments and should be eliminated.

1.24Question 16

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 Difficulty The difficulty index of question 16 shows that most 92%
index of the learners (92%) got the question right. The
question was too easy.
Discriminati The discrimination index is 0.00 because the same 0.00
on index amount of learners in the upper and lower limit got
the question right. This is not a good discrimination
index – because all values ≤ 0,2 is seen as
negative.
Other Distracters B and C were each only selected once.
comments Distracter D was not selected by any of the
learners.

1.25Question 17
Difficulty This question item’s difficulty index is acceptable 63%
index because 63% of the learners obtained the correct
answer.
Discriminati More learners answered the question correctly in 0.07
on index the lower limit than in the upper limit. The
discrimination index is therefore negative with a
-0.07.
Other Distracter A “deceived” 7 out of 20 learners and
comments looks like a good distracter. Distracter D was not
selected by any of the learners and should be
eliminated.

1.26Question 18
Difficulty The difficulty index of this question lies on the 33%
index boundary between difficult and acceptable
because 33% of the learners answered correctly.
Discriminati The discrimination index is negative because more -0.14
on index learners in the lower limit answered correctly. The
discrimination index for question 18 is -0.14.
Other A too large proportion of the learners answered
comments distracter B. This indicates that there are
ambiguities in the question. The general
distribution of the selected answers shows that the
learners guessed the answer.

1.27Question 19
Difficulty Question 19 has an acceptable difficulty index 52%

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 index because 52% got the answer correct.
Discriminati More learners answered the question correctly in -0.36
on index the lower limit than in the upper limit. The
discrimination index is therefore negative with a
-0.36
Other The larger percentage of the learners in the upper
comments limit selected distracter D. This indicates miskeying
or ambiguity in the question is present.

1.28Question20
Difficulty This question item’s difficulty index is acceptable 64%
index because 64% of the learners got the correct
answer.
Discriminati The item has a negative discrimination index of -0.29
on index -0.29. This is because more learners in the lower
limit selected the correct answer than in the upper
limit.
Other The learners in the upper limit have a very diverse
comments distribution, while almost all the learners in the
lower limit answered correctly. This shows that the
learners in the upper limit guessed the correct
answer.

Conclusion
The test analysis shows that overall the learners performed well in the test. The

measures of central tendency show that a normal distribution is applicable to the

results. The mean is 13 and that is also a normal occurrence for a test out of 20. The

range was very large at 17 but it was due to one extremely low mark. The standard

deviation showed that most scores were within the range of 4.53 from the mean.

The item analysis shows that the test is not valid. The discrimination indexes of 19

out of the 20 questions are negative. The difficulty indexes for the questions vary

for each question item. The questions that are marked as too easy can be

reformulated.

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 1.29Recommendations
The test items should be revised - the marks should not form a major part of the

learners’ major mark. A quality assurance process could be implemented to

prevent a test to be full of items with negative discrimination indexes.

References
Kubiszyn, T., & Borich, G. (2007). Educational Testing and Measurement.

Hoboken, USA: John Wiley & Sons.

Maree, Kobus;. (2007). First steps in research. Pretoria: Van Schaik.