Analysis of Achievement Tests in Secondary Chemistry and Biology

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Analysis of Achievement Tests in

Secondary Chemistry and Biology

Allen A. Espinosa

ColegiodeSanJuandeLetran

DeLaSalle-CollegeofSaintBenilde

Amelia E. Punzalan, Ph.D

ResearchAdviser

UniversityofthePhilippines

NationalInstituteforScienceandMathematicsEducationDevelopment

Espinosa,AA,Junio,MMV,Lucenario,JLS,Manla,MC,Palma,VMS,Punzalan,AE(2010). AnalysisofAchievementTestsin

SecondaryChemistryandBiology.UnpublishedResearch.UniversityofthePhilippinesCollegeofEducation.



Backgroundof

theStudy

• Achievementtestsareexaminations

designedtodeterminethedegreeof

knowledgeandproficiencyexhibited

byanindividualinaspecificareaor

setofareas(Tatum,2010).

• Achievementtestsaregiventowards

theendoftheschoolyear(February

orMarch).



Backgroundof

theStudy

• AchievementtestsinthepublicschoolsareprovidedbytheDepartmentofEducation,atboth

divisionandnationallevels.• NationalEducationalTestingandResearchCenter(NETRC)ofthe

DepartmentofEducationistheofficeinchargeofadministeringtheachievementtests.



Backgroundof

theStudy

• IntheDivisionofCitySchools-QuezonCity,thedivisionachievementismadebymaster

teachersinthefieldandbytheDivisionSupervisorofthearea(DivisionofCitySchools – QuezonCity,2010).



Objectivesofthe

Study

• Determineandanalyzetheperformancesofstudentsinaregularhighschool,aSPEDschoolanda

specialsciencehighschoolofdifferentregionsinthedivisionachievementtestsinChemistryforschoolyear2009-2010;

• IdentifythecontentofthedivisionachievementtestsinChemistryandBiology;



• ComparethecontentofthedivisionachievementtestinBiologyonhow

teachersinthesecondyearlevel

preparestudentsfortheChemistrycoursethattheywillbetakingafter

Biology;and

• Proposeaplanofactioninincreasingtheperformanceofstudentsin

divisionachievementtests.

Objectivesofthe

Study



Methodology

Gather DivisionAchievement Tests•NCR (Makati, QC)

•IV-A (Rizal)•V (Albay)

Gather Actual Dataof Students’ Responses

•NCR (Makati, QC)•IV-A (Rizal)

Item Analysis•NCR (Makati, QC)

•IV-A (Rizal)•V (Albay)

Index of Difficulty•NCR (Makati, QC)

•IV-A (Rizal)

Index of Difficulty =Total Correct Response

Total Examinees



DataandResults

*Thinking Levels

Number of Items (Percentage) per

Region

NCR (Chem) IV-A

(Chem) V

(Bio) Quezon

City

Makati

City

Factual Knowledge 16

(32%) 18

(36%) 22

(37%) 31

(62%)

Conceptual

Understanding 19

(38%) 15

(30%) 21

(35%) 11

(22%)

Reasoning andAnalysis

15(30%)

17(34%)

17(28%)

8(16%)

Total Items 50 50 60 50

Table 1. Summary of Level of Thinking

*Mullis, I.V.S., Martin, M.O., Smith, T.A., Garden, R.A., Gregory, K.D., Gonzales,

E.J., Chrostowski, S.J. (2003). TIMSS Assessment Frameworks and Specifications 2nd Ed. Boston: TIMSS International Study Center.



• Ingeneral,divisionachievementtestsgivemuchemphasisonfactual

knowledge,therebyfocusingonlyon

lowerorderthinkingskills.• Theskillsbeingdevelopedunderthis

categoryarerecallingorrecognizing,

defining,describing,andusingtoolsandprocedures(Mullis,et.al .,2003).

Discussion



• Thenextskillthatisgivenemphasisisconceptualunderstandingwhich

focusesonillustratingwithexamples,

comparingorcontrastingorclassifying,representingormodeling,

relating,extractingorapplying

information,findingsolutionsandexplaining(Mullis,et.al.,2003).

Discussion



• Thethinkinglevelsgivenleastemphasisarereasoningand

analysiswhichdevelopthehigher

orderthinkingskillsofstudentslikeanalyzing,interpretingorsolving

problems,integratingorsynthesizing,

hypothesizingorpredictingdata,drawingconclusions,generalizing,

evaluatingandjustifying(Mullis,et.al.,

2003).

Discussion



• ItisalsoveryevidentthattheBiologyachievementtestgivesaverybig

emphasisonfactualknowledge

havingmorethan50%ofthetestitems.

Discussion



• The1986ConstitutionoftheRepublicofthePhilippinesmandatesallschoolsto

“encouragecriticalandcreativethinking”

amongallFilipinostudents(Constitutionofthe

RepublicofthePhilippines,2005,p.55).

• The2002BasicEducationCurriculum

prescribestheuseofinquiryinteaching

sciencetopromotehigherorderthinkingskills,suchascriticalandcreativethinking

(DepartmentofEducation,2002).

Discussion



DataandResults

Difficulty Index

Range

Number of Items (Percentage) per Region

NCR IV-A

Quezon City Makati City

0.00 – 0.04 4 (8%) 2 (4%) 1 (2%)

0.05 – 0.09 0 0 2 (3%)

0.10 – 0.14 0 2 (4%) 0

0.15 – 0.19 9 (18%) 0 1 (2%)

0.20 – 0.24 0 0 3 (5%)

0.25 – 0.29 0 1 (2%) 2 (3%)

0.30 – 0.34 13 (26%) 0 2 (3%)

0.35 – 0.39 0 0 5 (8%)

0.40 – 0.44 0 1 (2%) 6 (10%)

0.45 – 0.49 0 0 6 (10%)

0.50 – 0.54 7 (14%) 1 (2%) 6 (10%)

0.55 – 0.59 0 0 5 (8%)

0.60 –

0.64 0 1 (2%) 3 (5%)

0.65 – 0.69 7 (14%) 2 (4%) 3 (5%)

0.70 – 0.74 0 2 (4%) 5 (8%)

0.75 – 0.79 0 1 (2%) 2 (4%)

0.80 – 0.84 7 (14%) 1 (2%) 4 (8%)

0.85 – 0.89 0 5 (10%) 2 (3%)

0.90 – 0.94 0 8 (16%) 2 (3%)

0.95 – 0.99 0 6 (12%) 0

1.00 3 6% 17 34% 0 T a b l e 2 .

S u m m a

r y o f D i f f i c u l t y I n d e x



• Difficultyindexisameasureoftheproportion ofexamineeswhoansweredtheitemcorrectly;forthis

reasonitisfrequentlycalledthep- value .Range:0.0 – 1.0(ProfessionalTesting,Inc.,2010).

• Arough"rule-of-thumb"isthatifthe

itemdifficultyismorethan.75,itisaneasyitem;ifthedifficultyisbelow.25,itisadifficultitem(ClassroomAssessment,2010).

Discussion



• Itemswitha0.75difficultyindicesandaboveshowthattheitemsareeasyand

thattheyneedtobereplacedor

restructured.(Ave=38%)

• Itemswith0.25difficultyindicesandbelow

indicatethattheitemsaredifficultandthat

theyneedtobereplacedorrestructured,

aswell.(Ave=13.67%)• Inothercases,averylowdifficultyindex

wouldmeanthatthetopicwasnottackled

intheclass.

Discussion



DataandResults



DataandResults

Category

Item Numbers by Regions

(Total Items =Percentage)

NCR IV-A

Quezon City Makati City

Improper arrangement

of choices

6, 9, 11, 14, 15, 16, 22, 23,

25, 27, 35, 37, 40, 42, 46

(15=30%)

0 0

Improper positioning of a

figure in a test question 0 0

13

(1=2%)

Incomplete question 2, 3, 10, 11, 12, 13, 30

(7=14%) 6, 12

(4%) 21, 30, 41, 43, 52

(5=8%)

Misleading question 35, 45, 48

(6%) 35, 45, 48

(6%) 56

(1=2%)

Misleading choices 0 0 6, 45, 53

(3=5%)

Parallelism in

construction of choices 49

(2%) 2

(1=2%) 6

(1=2%)

Typographical Error 5, 23, 38, 46

(4=8%)

2, 3, 11, 9, 30, 32, 37, 45,

46

(18%)

6, 30, 41, 54, 52

(8%)

Unclear figure 0 0 13(1=2%)

Table 3. Inconsistencies in the 2009-2010 Division Achievement

Tests in Chemistry and Biology



• Facevalidityaffectsstudent’sperformanceinthedivision

achievementtest.

Discussion



• DivisionachievementtestsinChemistryandBiologygivemuchemphasisonfactualknowledge,whichfocusesondevelopinglowerorderthinkingskillsonly.

• Theleastgivenemphasisisonreasoningandanalysis,whichfocusesonhigherorderthinkingskills.

• Asaresult,Filipinohighschoolsstudents

manifestedapoorperformanceininternationalcompetency-basedexaminations,aswellasindivisionandnationalachievementtests.

Conclusion



• Therearetestitemsthatarenotfaceandcontentvalidated.Thisalso

affectstheperformanceofthe

studentsinthedivisionachievementtests.

• ResultsoftheChemistry

achievementtestvaryfromonetypeofschooltoanother.

Conclusion



• Testitemsinthedivisionandnationalachievementtestsshouldbefaceandcontentvalidated;

• Thenumberoftestitemsinthedivision

andnationalachievementtestsforreasoningandanalysisshouldbeaugmented;

• Classroominstructionshouldencourage

creativeandcriticalthinking;and• Teachersshouldbetrainedinusing

classroominstructionthatencouragescreativeandcriticalthinking.

Recommendations

Analysis of Achievement Tests in Secondary Chemistry and Biology

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