Julia B.

Garces
BSE33

ACTIVITY IN ASSESSMENT 1
1. Is a test that nobody failed too easy?
No, it depends on many factors including but not limited to:
a. Effectiveness of teaching
The performance of the teacher in the teaching-learning process can greatly affect the
learning of the students. If a teacher is good, meaning if he/she delivered the
instructional strategies and techniques well, then, the impact of learning in the students
will be considerably high.
b. Difficulty of the subject matter
If the lesson is too intricate and if it requires a lot of instruction in the procedure, then
it would be hard for the students to master the lesson, hence, affecting their
performance on the assessment.
c. Type of learners
If the students are fast/gifted learners, then the learning process would be a lot easier
but if they are presumably slow learners, the teacher would have to find ways on how
to dispense the lesson at the simplest mode.
d. Type of test
If the teacher only limits himself to only one or two types of testing, it would be hard
to measure the learning of the students following their MIs or Multiple Intelligence and
IDs or Individual Differences.
e. Distracters used
If during the construction of the written assessment the teacher used distracters that are
not plausible or believable and are obviously incorrect or incoherent, then chances are,
the students would less likely select the distracters and get the correct answer instead
even if they really do not know the answer.

2. Is a test on which nobody got 100% too difficult?

No, again it depends on certain factors such as the ones mentioned above.

3. Should items that are too easy or too difficult be thrown out?
No, if these items are really relevant in assessing the learning of the students then make
use of them. But these items should not cover up a lot from the assessment and as much as
possible are only limited in number so the discernment of the learning of the students would
still be determined.
 1. What is the purpose of a good distracter?
A good distracter should be plausible or believable. It should be logically structured
following the nature of the other choices so that it would look like valid and credible. The
real score in putting distracters to test questions are not as fillers for the choices but to make
confusion among the students in terms of choosing the correct answer. It should augment
a sense of confusion on the part of the students so that upon reading the choices in the
selection, they would make use of their logical and critical thinking skills based from what
they have learned, that is, if they really learned.

2. Which distracter should you consider throwing out?

If for example you have four possible answers in a multiple-choice test but your students
are culling down to two choices, both of which are not distracters, then they are not
effective. Distracters which are not realistically and relevantly appealing with the other
choices including the key should be thrown out and not use.

For distracter analysis

1. What factors are to be considered why students failed to get the correct answer in the given
questions?
a. Quality of the distracters used
If the distracters used are structured realistically and believably, chances are, these will
create a confusion and miscalculation on the part of the students, therefore choosing an
incorrect answer.
b. Unclear construction of test questions
If the directions and the structure of the test questions itself are not clearly stated, then
the students will be frustrated beforehand.
c. Ineffectiveness of teaching method
If the teacher himself fails to employ an effectual performance on the teaching learning
process, the students will more likely be affected in assessing their learning at the end
of the lesson.
d. Type of learner
Even if the teacher displays an efficacious mode of teaching and the students are diverse
in ways that separates their capacity of learning, then the assessment would probably
be difficult on the part of the students, thus resulting on failing to get the correct answer.
2. When do we consider that distracters are effective as good distracters?
Distracters are effective as good distracters if they are plausible or believable. If the
distracter succeeds in creating confusion on the part of the students, then it is considered
as a good distracter. If it is convincing and striking like the other choices as well as the key,
then it is effective.
Name:
Year and Section: BSE33

Activity in ASL
1. Is a test that nobody failed too easy?
No, the results of a test can depend on certain factors such as the mastery of the
learners, nature of subject matter, effectiveness of the teacher to dispense learning in
class, etc. However, if nobody fails in a test, we can assume that the distracters used are
ineffective in creating confusion from the pool of choices- it is not too easy, just
ineffective use of distracters.

2. Is a test on which nobody got 100% too difficult?

No, again it can be affected by a lot of factors. It can mean that the distracters are
either very effective or there are uncontrollable number of distracters used that it made
your students confused for the whole test.

3. Should items that are too easy or too difficult be thrown out?

No, I personally think that these items can also be considered as another form
of distracters but in a way where they misled the students with the level of difficulty of
the tests. If for example you included a question that is too easy over a series of questions
that are somewhat difficult, then it will certainly create a stirring up and tangling of
thoughts. It should not be thrown out and should be included instead in a test
questionnaire but in a limited and controllable number.

1. What is the purpose of a good distracter?

A good distracter predominantly aims to observe confusion and fuzz over your
students. Its nature is to distract the students in choosing the correct answer or the key
for every item so that they will unwillingly use their critical thinking and analyzation
skills in deciphering the correct answer.
2. Which distracter should you consider throwing out?
An outcast distracter must be thrown out in making questions. And by outcast,
it means that it is completely inconsequential and unrelated to the key. If you fail to make
your students measure their learnings by thinking critically, and if you only make them
 choose the correct answer just because the other choices are obviously incorrect, then you
might want to consider throwing it out.

For distracter analysis

1. What factors are to be considered why students fail to get the correct answer in the given
questions?

Again, there are certain factors why students fail to get the correct answer in the given
questions such as the mastery of the learners to the lesson, the method of teaching used by
the teacher in dispensing the lesson, the resources used during the method as well as the
type of testing used. But I think the most pressing factor is the deployment of the distracters.
That is, the distracters used might be considerably effective to the extent that it completely
resembles and is approximately parallel with the key itself. The result is it will more likely
make the students choose the distracter as their answers and not the key.

2. When do we consider that distracters are effective as good distracters?

Distracters are effective as good distracters if they surmount a close validity with the
correct answer. That is only then tested, if the students personally use their critical thinking
skills in analyzing the correct answer. Distracters are also effective if they are believable
to the point that they are closely knitted with the structure, form, sometimes definition and
nature of the correct answer. Also, if it succeeds in actualizing misjudgment and
misinterpretation on the students decision of choosing the correct answer, then it is very
effective.