INTRODUCTION

Assessment is to evaluate measure and document the academic readiness learning

program and skill acquisition of students. This was conducted to know if the students learned
something from the topics that was tackled. This was also one of the requirements to get the final
grade of the student and tell both the teacher and the student what areas are clear to the student,
and which will require more work. Assessment for the students was made to know if they have
attained the objective set by the teacher.
In this assessment, we are task to revise the first set grading period examination of the
Grade-9. We make it a similar but not identical test paper. In this kind of assessment we will
know if the students retain the learnings that was taught by their teacher. This was made to know
the mental capacity of the students in remembering their past lessons and if they have attained
the learning that should be attained.

ACKNOWLEDGEMENT
We would like to express our gratitude to the following persons who made our
conduction of assessment possible and made us attain this output in our subject:
First of all, to our Almighty god, for giving us the guidance to finish this output and for
giving us the knowledge to finish this output.
To Mrs. Mary Lucy Domasig for the principal of the school Rizal Integrated National
School for letting us conduct the retest method in their school.
To Mrs. Marita Mendoza, our cooperating teacher in Rizal Integrated National School
who let us conduct the retest in her class and to her students the Grade-9 Ruby for their
cooperation.
To Mr. Gerry Carretero, for giving us this kind of project that will be useful for us as
future teachers.

ITEM ANALYSIS
Number of
Item
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

Index of
Difficulties
79 %
96 %
79 %
4%
82 %
18 %
89 %
71 %
43 %
100 %
96 %
100 %
96 %
100 %
96 %
64 %
39 %
82 %
71 %
11 %
36 %
79 %
90 %
69 %
50 %
32 %
71 %
36 %
19 %
50 %
25 %
79 %
71 %
71 %
57 %
36 %
25 %
32 %
46 %
50 %

Interpretation
Easy
Easy
Easy
Difficult
Easy
Difficult
Easy
Easy
Difficult
Easy
Easy
Easy
Easy
Easy
Easy
Easy
Difficult
Easy
Easy
Difficult
Difficult
Easy
Easy
Easy
Difficult
Difficult
Easy
Difficult
Difficult
Difficult
Easy
Easy
Easy
Easy
Easy
Difficult
Difficult
Difficult
Difficult
Difficult

Index of
Difference
0.29
0.071
0
-0.07
-0.21
0.07
0.21
0
0.26
0
0.07
0
0.07
0
0.07
0.29
0.21
0.36
0.57
0.07
0.28
0.43
0.21
0.5
0.29
0.07
0
0.14
0.21
0.29
0.07
0.29
-0.25
0.14
0.14
0
-0.07
0.07
-0.07
0.14

Interpretation
Retain
Retain
Change
Improve
Improve
Retain
Retain
Change
Retain
Change
Retain
Retain
Retain
Change
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Retain
Change
Retain
Retain
Retain
Retain
Retain
Improve
Retain
Retain
Change
Improve
Retain
Improve
Retain

Spearman rho Computation

No. of
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39

Ranks

Difference
2

Rx

Ry

41
30
33
42
35
39
35
30
33
39
33
38
28
39
35
40
36
31
35
36
38
38
34
32
34
32
31
34
29
37
36
37
32
36
31
38
37
35
31

35
35
35
35
35
34
34
34
34
33
33
33
32
32
32
32
32
32
31
31
31
31
31
30
30
29
29
29
29
29
28
28
28
27
27
27
26
25
24

2
39
28
1
20.5
5
20.5
39
28
5
28
8.5
42
5
20.5
3
15.5
35.5
20.5
15.5
8.5
8.5
25
31.5
2.5
31.5
31.5
25
41
12
15.5
12
31.5
15.5
35.5
8.5
12
20.5
35.5

3
3
3
3
3
7.5
7.5
7.5
7.5
11
11
11
15.5
15.5
15.5
15.5
15.5
15.5
21
21
21
21
21
24.5
24.5
28
28
28
28
28
32
32
32
35
35
35
37
38
39

-1
36
25
-2
17.5
-2.5
13
31.5
20.5
4
17
-2.5
26.5
-10.5
5
-12.5
0
20
0.5
-5.5
-15.5
-12.5
4
7
0.5
3.5
3.5
-3
13
-16
-16.5
-20
-0.5
-19.5
0.5
-26.5
-25
-17.7
-3.5

1
1296
625
4
306.25
6.25
169
992.25
420.25
16
289
6.25
702.25
110.25
25
156.5
0
400
0.25
30.25
156.25
156.5
16
49
0.25
12.25
12.25
9
169
256
272.25
400
0.25
380.5
0.25
702.25
625
306.25
12.25

40
41
42
TOTAL:

33
32
30

23
23
22

28
31.5
39

40
41
42

-12
-9.5
-3

Given:
Solution:

144
90.25
9
9333.75

D2

= 9333.75

N = 42
rs

= 1- 6

D2

N3 - N
= 1- 6 (9333.75)

423 - 42
= 1- 56002.5
74088-42
= 1- 56002.5
74046
= 1 0.756320

rs

= 0.24368 or 0.24 low or slight correlation

Pearson n- Product Moment Correlation

No. of
Students

x2

y2

xy

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33

41
30
33
42
35
39
35
30
33
39
33
38
28
39
35
40
36
31
35
36
38
38
34
32
34
32
31
34
29
37
36
37
32

35
35
35
35
35
34
34
34
34
33
33
33
32
32
32
32
32
32
31
31
31
31
31
30
30
29
29
29
29
29
28
28
28

1681
900
1089
1764
1225
1521
1225
900
1089
1521
1089
1444
784
1521
1225
1600
1296
961
1225
1296
1444
1444
1156
1024
1156
1024
961
1156
841
1369
1296
1369
1024

1225
1225
1225
1225
1225
1156
1156
1156
1156
1089
1089
1089
1024
1024
1024
1024
1024
1024
961
961
961
961
961
900
900
841
841
841
841
841
784
784
784

1435
1050
1155
1470
1225
1326
1190
1020
1122
1287
1089
1254
896
1248
1120
1280
1152
992
1085
1116
1178
1178
1054
960
1080
928
899
986
841
1073
1008
1036
896

34
35
36
37
38
39
40
41
42
Total:

Solution:

36
31
38
37
35
31
33
32
30
1455

[N

xy
2

27
27
27
26
25
24
23
23
22
1270

-(

-(

x
x

)(

1296
961
1444
1369
1225
961
1089
1024
900
50889

)2 ] [N

729
729
729
676
625
576
529
529
484
38928

972
837
1026
962
875
744
759
736
660
44200

Y2

)2]

= 42(44200) (1455)2 42(38928 (1270)2

=

1856400 1847850
( 21373382117020 ) (16349761612900)

= 8550
( 20313 ) (22076)
= 8550
44829788
= 8550
21176.16
= 0.40376
= 0.40 low or slight correlation

MEAN COMPUTATION
35
33
31
29

35
33
31
29

35
33
31
29

35
32
31
28

35
32
31
28

34
32
30
28

34
32
30
27

34
32
29
27

34
32
29
27

26

25

24

23

23

22

N = 42
X =

1270
42

MEDIAN = 32
MODE = 31
X = 30.24

INDEX OF DIFFICULTIES
1.) =13+9x100
28
= 22 x 100
28
= 0.79 x 100
= 100 %

2.) =14+13x100
28
= 27 x 100
28
= 0.96 x 100
= 96 %

3.) =11+11x100
28
= 22 x 100
28
= 0.79 x 100
= 79 %

4.) =0+1x100
28
= 1 x 100
28
= 0.04 x 100
=4%

5.) =10+13x100
28
= 23 x 100
28
= 0.82 x 100
= 82 %

6.) =2+3x100
28
= 5 x 100
28
= 0.18 x 100
= 18 %

7.) =14+11x100
28
= 25 x 100
28
= 0.89 x 100
= 89 %

8.) =10+10x100
28
= 20 x 100
28
= 0.71 x 100
= 71 %

9.) =8+4x100
28
= 12 x 100
28
= 0.43 x 100
= 43 %

10.) =14+14x100
28
= 28 x 100
28
= 1 x 100
=1%

11.)=14+13x100
28
= 27 x 100
28
= 0.96 x 100
= 96 %

12.)=14+14x100
28
= 12 x 100
28
= 0.43 x 100
= 96 %

13.)=14+13x100
28
= 27 x 100
28
= 0.96 x 100
= 96 %
17.) =7+4x100
28
= 11 x 100
28
= 0.39 x 100
= 39 %
21.) =7+3x100

14.)=14+14x100
28
= 28 x 100
28
= 1 x 100
= 100 %
18.) =14+9x100
28
= 23 x 100
28
= 0.82 x 100
= 82 %
22.) =14+8x100

15.) =14+13x100
28
= 27 x 100
28
= 0.96 x 100
= 96 %
19.) =14+6x100
28
= 20 x 100
28
= 0.71 x 100
= 71 %
23.) =14+11x100

16.) =11+7x100
28
= 18 x 100
28
= 0.64 x 100
= 64 %
20.) =2+1x100
28
= 3 x 100
28
= 0.10 x 100
= 10 %
24.) =13+6x100

28
= 10 x 100
28
= 0.36 x 100
= 36 %

28
= 22 x 100
28
= 0.79 x 100
= 79 %

28
= 25 x 100
28
= 0.89 x 100
= 89 %

28
= 19 x 100
28
= 0.69 x 100
= 69 %

25.) =14+10x100
28
= 24 x 100
28
= 0.86 x 100
= 86 %

26.) =4+5x100
28
= 9 x 100
28
= 0.32 x 100
= 32 %

27.) =10+10x100
28
= 20 x 100
28
= 0.71 x 100
= 71 %

28.) =6+4x100
28
= 10 x 100
28
= 0.36 x 100
= 36 %

29.) =1+4x100

30.) =9+5x100

31.) =4+3x100

32.) =13+9x100

28
= 5 x 100
28
= 0.19 x 100
= 19 %
33.) =8+12x100
28
= 20 x 100
28
= 0.71 x 100
= 71 %
37.) =3+4x100
28
= 7 x 100
28
= 0.25 x 100
= 25 %

28
= 14x 100
28
= 0.5 x 100
=5%
34.) =11+9x100
28
= 20 x 100
28
= 0.71 x 100
= 71 %
38.) =5+4x100
28
= 9 x 100
28
= 0.32 x 100
= 32 %

28
= 7 x 100
28
= 0.25 x 100
= 25 %
35.) =9+7x100
28
= 16 x 100
28
= 0.57 x 100
= 57 %
39.) =6+7x100
28
= 13 x 100
28
= 0.46 x 100
= 46 %

28
= 22 x 100
28
= 0.79 x 100
= 79 %
36.) =5+5x100
28
= 10 x 100
28
= 0.36 x 100
= 36 %
40.) =8+6x100
28
= 14 x 100
28
= 0.5 x 100
=5%

INDEX OF DISCRIMINATION
1.) =13-0
14
=4_
14
=0.29

2.) =14-13
14
=1_
14
=0.071

3.) =11-11
14
=0_
14
=0

4.) =0-1
14
=(-1)
14
= -0.071

5.) =10-13
14
=(-3)
14
= -0.21

6.) =2-3
14
= -1
14
=0.07

7.) =14-11
14
=3_
14
=0.21

8.) =10-10
14
=0
14
=0

9.) =8-4
14
=4
14
= -0.21

10.) =14-14
14
=0
14
=0

11.)=14-13
14
=1
14
= 0.07

12.)=14-14
14
=0
14
=0

13.) =14-13
14
=1
14
= 0.07

14.) =14-14
14
=0
14
=0

15.) =14-13
14
=1
14
= 0.07

16.) =11-7
14
=4
14
= 0.3

17.) =7-4
14
=3
14
= 0.21

18.) =14-9
14
=5
14
= 0.36

19.) =14-6
14
=8
14
= 0.57

20.) =2-1
14
=1
14
= 0.07

21.) =7-3
14
=4
14
= 0.28

22)=14-8
14
=6
14
= 0.43

23.) =14-11
14
=3
14
= 0.21

24.) =13-6
14
=7
14
= 0.5

25.) =14-10
14
=4
14
= 0.29

26.) =4-5
14
=-1
14
=- 0.07

27.) =10-10
14
=0
14
=0

28.) =6-4
14
=2
14
= 0.14

29.) =1-4
14
=-3
14
= -0.21

30.) =9-5
14
=4
14
= 0.29

31.) =4-3
14
=1
14
= 0.07

32.) =13-9
14
=4
14
= 0.28

33.) =8-12
14
=-4
14
= -0.28

34.) =11-9
14
=2
14
= 0.14

35.) =9-7
14
=2
14
= 0.14

36.) =5-5
14
=0
14
=0

37.) =3-4
14
=-1
14
= -0.07

38.)=5-4
14
=1
14
= 0.07

39.)=6-7
14
=-1
14
= -0.07

40.) =8-6
14
=2
14
= 0.14

Findings
Our first findings in the spearman rho: there is a low correlation since it has 0.40.
Meaning there is low relationship between the first and the second result of the test. The students
didnt have the same results from the first test and the second test they have taken. The students
did not rely on the memory that they have on their previous test rather they took up the test
seriously and understood the lesson very well.
In some items there were a lot of questions that is needed to be improved by the teacher,
since the index of discrimination shows a negative value. Meaning, the question can be enhanced
in adding or rephrasing the questions but not change it.

Conclusion
After gathering and analyzing the data and results of the retest method, following
conclusions are conducted:
1. There is a low correlation between the first administration and second administration
of the test obtaining 0.40. Thus the test is reliable.
2. The index of discrimination obtained a negative value. Thus, some questions need to
be revised.

RECOMMENDATION

We recommend that the teachers should construct questions that would measure the
retention of learning of her students. The teacher should discard those question items which
students find difficult to answer or either improves her method of teaching.