Does this OBE Count?: Test Development and Item Analysis in High School Dressmaking Course

Abstract

If you know how to do it, then do it. This developmental study, generally, explored on the competency of BTVTEd pre-service teachers in test development and item analysis. On a more particular sense, their classroom-based output (i.e. a Summative Test in Dressmaking) was developed, converted as a google form, and administered to TVL students in a national high school in Pangasinan, Philippines. The summative test went series of revisions and validation that enabled both the students and faculty experts to explore how OBE works in assessment course. The test included fifty items under Dressmaking and was administered digitally. Item analysis of the index of difficulty used Henning’s (1987) and index of discrimination used Ebel’s (1979) scale interpretation. Findings showed that 18% of the items were ‘retained’ while majority of the items were ordered for ‘revision’. These findings could provide a baseline information, if not a fit comparison, on test-taking between face-to-face and online test administration. Further, the retained items could be evaluated to shed light on which topical competencies are answered correctly with varying difficulty against increasing discriminatory index, to enable a closer look on the context where the students are coming from. Distractor analysis is recommended as well as integrating a gender lens to the items which were considered for ‘revision’ to shed light on whether gender stereotyping in ‘dressmaking’ influences the results.