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We got 20 responses as a result of our Assessment Test, wherein the participants are Grade 8 students of Maysan National High School.

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This item analysis shows the 20 students who response to our test and their correct and incorrect answer per items. We arrange them highest to lowest, Student#1 is the highest and Students#20 is the lowest.

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Item difficulty shows the level of difficulty per items which is High (Difficult), Medium (Moderate), and Low (Easy). We computed it, if the result less than 30% it means that its difficult (high), if the result is 30% to 80% it means its moderate (medium), and lastly if the result is above 80% it means its easy (low). As a result, 2 of our items are Low (Easy), 37 are Moderate (Medium), and 11 are Difficult (High).

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Item discrimination helps us to determine if the items is ok or needs a review. The first thing we did is, we get the 25% of the students who get a high score and 35% of the students who get a low score. We called it upper group and lower group and used it to compute the item discrimination index. As a result, 11 of our items needs a review it either revised it or reject it, and the rest of the items are ok.

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The Most Essential Learning Competencies (MELCS) obtained to our former teacher at Maysan National High School. MELCs shall serve as a primary reference of all schools, Schools Divisions, and Regional Offices in determining and implementing learning delivery approaches that are suited to the local context and diversity of learners while adapting to the challenges caused by COVID-19.

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This is the comparison of the competencies between our Table of Specification (TOS) and MELCs. As you can see, its almost the same, just one competency in TOS are not in the MELCs. Some are just combined in one competencies, and most of the competencies are the same.