Philippine assessment research
Philippine Admission Test Item Analysis Statistics
In a 2026 study of 573 examinees and a 100-item college freshmen admission test, reliability reached Cronbach’s alpha .824; 65% of items were difficult or very difficult, and 58% showed poor or negative discrimination.
- 573 examinees
- 100 test items
- Cronbach’s alpha .824
- Published Philippine evidence
Key research findings
- Examinees analyzed
- 573
- Admission-test items
- 100
- Cronbach’s alpha
- .824
- Poor or negative discrimination
- 58%
Key findings at a glance
Mharfe M. Micaroz and Jemuelle P. Frando analyzed responses from 573 examinees to a 100-item freshmen admission test. The published results report that 65% of the items were difficult or very difficult and 58% had poor or negative discrimination.
The test produced a Cronbach’s alpha of .824, indicating good internal consistency for the examined administration. Item-level evidence still showed that many questions needed revision or replacement.
What happened to the 100 test items?
Based on the study’s combined item statistics, 28 items were retained, 31 were identified for revision, and 41 were rejected. These decisions demonstrate why a satisfactory test-level reliability estimate should be considered alongside item difficulty, discrimination, and corrected item-total evidence.
The results are especially useful to Philippine educators looking for a concrete example of how classical test theory can guide test revision and question-bank maintenance.
How to interpret these statistics responsibly
Cronbach’s alpha describes internal consistency in a particular test administration; it does not prove that every item is valid or that the test measures only one construct. Difficulty and discrimination values also depend on the examinee group, scoring, content, and purpose of the assessment.
These findings come from one institutional admission test and cohort. They are evidence from a Philippine setting, not universal cutoffs for every school, subject, or high-stakes decision. Educators should combine statistics with content review and professional judgment.
How to cite the source
Micaroz, M. M., & Frando, J. P. (2026). Analysis of item difficulty, discrimination and reliability of the KNP freshmen admission test: Basis for test revision and enhancement. International Journal of Educational Management and Development Studies, 7(2). https://doi.org/10.53378/ijemds.353353
For academic work, verify the final volume, issue, page range, and citation style on the publisher or DOI record. Link to the original article rather than citing this summary as the primary research source.
Frequently asked questions
How many examinees and test items were included?
The published study analyzed 573 examinees and 100 items from a freshmen admission test.
What reliability coefficient did the admission test achieve?
The study reported a Cronbach’s alpha of .824, which the authors interpreted as good internal consistency.
How many questions were retained, revised, or rejected?
The reported item decisions were 28 retained, 31 revised, and 41 rejected.
Can these figures be used as universal item-analysis benchmarks?
No. They describe one test administration and cohort. Item statistics should be interpreted within the assessment’s purpose, content, population, and local validation process.