Analysis of the english achievement test for ESL learners in Northern Philippines

The analysed the quality of the achievement test administered to the students in the university. The test was analysed in terms of validity and reliability. Test difficulty and discrimination were also analysed by making an item analysis which was used as basis in improving some items found discriminating. The descriptive method was used in the study. The study was conducted among the randomly sampled 1, 395 sophomore students enrolled in the eight satellite schools of Cagayan State University and all the purposively sampled faculty teaching the five basic English subjects offered based on the curriculum. A centralized English Achievement Test made in a multiple choice type and a questionnaire composed of seven statements to serve as the criteria in determining the validity of the test were the instruments used. In determining concurrent validity of the test, the results of the Achievement Tests in English and Filipino were correlated using Pearson r. Reliability was also obtained in terms of internal consistency and reliability. Internal consistency was obtained by correlating the odd and even numbered scores of the respondents using Pearson r, then obtained coefficient was corrected by Spearman Brown formula. The ESL learners obtained the highest mastery level in reading comprehension, but the lowest in logical organization of ideas. The test is valid and reliable; however, it is difficult and does not discriminate well. The performance of the sophomore ESL learners is low because the English Achievement Test was difficult. Finally, most of the test items were revised to improve them based on the item analysis made.