LET Elementary Assessment of Learning Reviewer 2026

Answer: B. Key

Step 1: Recall the parts of a multiple-choice item. A multiple-choice item has a stem (the question or problem statement) and options (the choices). Step 2: Among the options, there is ONE correct answer called the KEY, and the wrong choices are called DISTRACTORS. Step 3: The stem is the problem itself, not an option. A prompt is a general term used in writing tasks, not a technical term for MCQ parts. Step 4: Therefore, the correct answer is 'Key.' Remember this distinction because LET items often test vocabulary on test construction.

Answer: B. Options should be homogeneous in length and form.

Step 1: The problem shows that one option is much longer than the others. Step 2: A key guideline in MCQ writing states that all options must be homogeneous (similar) in length, grammar, and form so that the correct answer does not stand out visually. Step 3: When one option is noticeably longer or more detailed, test-wise students can guess it is the key even without knowing the content. Step 4: Alphabetical arrangement helps with organization but is not the rule being broken here. Options should actually be plausible, not implausible. Step 5: The violated guideline is that options must be homogeneous in length and form.

Answer: D. Always

Step 1: Specific determiners are absolute or qualified words that give clues about whether a statement is true or false. Step 2: Absolute words like 'always,' 'never,' 'all,' and 'none' tend to signal that a statement is FALSE because very few things in education or life are absolute. Step 3: Qualified words like 'sometimes,' 'generally,' and 'usually' tend to signal TRUE because they allow for exceptions. Step 4: Test-wise students use these clues to guess without knowing the content, which is why good test makers avoid specific determiners. Step 5: Among the choices, 'always' is the absolute word and the correct answer.

Answer: B. To prevent students from getting the last answer by elimination.

Step 1: In a matching test, premises are the items on the left (the questions) and responses are the choices on the right. Step 2: If there are equal numbers of premises and responses, a student who correctly matches all but one pair can automatically get the last answer correct by elimination — without actually knowing it. Step 3: Adding extra responses (decoys) removes this shortcut and ensures every answer must be known. Step 4: This is not about test length or DepEd policy — it is a purely psychometric reason rooted in test fairness. Step 5: The correct answer is: to prevent students from getting the last answer by elimination.

Answer: B. Extended-response essay

Step 1: There are two main types of essay items: restricted-response and extended-response. Step 2: A restricted-response essay limits both the content and the form of the answer. It poses a narrow task, such as 'List three causes and explain each in one sentence.' It is easier to score consistently. Step 3: An extended-response essay gives students freedom to organize, argue, and demonstrate higher-order thinking such as evaluation and synthesis. It is richer but harder to score reliably. Step 4: Short-answer and completion items are constructed-response but are not essay formats. Step 5: The answer is extended-response essay.

Answer: C. 0.80

Step 1: Use the difficulty index formula: p = number of correct responses ÷ total number of examinees. Step 2: Substitute the values: p = 40 ÷ 50. Step 3: Compute: p = 0.80. Step 4: Interpret: A p of 0.80 falls in the 0.61–0.80 range, which means the item is EASY. Step 5: Remember that a HIGHER p means an EASIER item because more people got it right. This is counterintuitive, so be careful on the LET.

Answer: D. Very difficult

Step 1: Recall the difficulty index interpretation bands. Step 2: p = 0.00–0.20 means VERY DIFFICULT; p = 0.21–0.40 means DIFFICULT; p = 0.41–0.60 means MODERATELY DIFFICULT; p = 0.61–0.80 means EASY; p = 0.81–1.00 means VERY EASY. Step 3: A p of 0.15 falls in the 0.00–0.20 range. Step 4: This means very few students (only 15%) answered the item correctly, making it very difficult. Step 5: The answer is VERY DIFFICULT. Items in this range should be revised because they discriminate poorly.

Answer: B. 27%

Step 1: The discrimination index (D) is computed by comparing how the upper group and lower group performed on each item. Step 2: The standard convention, based on Kelley's research, is to use the top 27% and bottom 27% of scorers. Step 3: This proportion maximizes the contrast between the two groups while keeping each group large enough to give stable results. Step 4: In some classroom analyses, teachers use the upper and lower halves (50%) for simplicity, but the psychometrically preferred convention tested on the LET is 27%. Step 5: The correct answer is 27%.

Answer: C. 0.60

Step 1: Use the discrimination index formula: D = (correct in upper group − correct in lower group) ÷ number of students in one group. Step 2: Substitute the values: D = (9 − 3) ÷ 10. Step 3: Compute the numerator: 9 − 3 = 6. Step 4: Divide: 6 ÷ 10 = 0.60. Step 5: Interpret: A D of 0.60 is 0.40 or above, which means the item has VERY GOOD (excellent) discrimination. Retain this item. It clearly separates high scorers from low scorers.

Answer: C. The item is defective or possibly miskeyed.

Step 1: Recall that D ranges from −1.00 to +1.00. A positive D means the upper group (high scorers) did better on the item, which is what we expect from a good item. Step 2: A NEGATIVE D means the lower group outperformed the upper group on that item — this is a red flag. Step 3: This unusual pattern almost always means the item is FLAWED or MISKEYED (the answer key has the wrong answer marked as correct). Step 4: The first action is to recheck the answer key. If the key is wrong, correcting it may resolve the negative D. Step 5: Negative-D items should be discarded or completely rewritten after investigating the cause.

Answer: B. David Krathwohl

Step 1 – Recall the three domains: Bloom's team divided educational objectives into cognitive, affective, and psychomotor domains. Step 2 – Match each domain to its author: the COGNITIVE domain is associated with Benjamin Bloom (1956); the AFFECTIVE domain was developed by David Krathwohl and colleagues (1964); the PSYCHOMOTOR domain is linked to Anita Harrow and Elizabeth Simpson. Step 3 – Eliminate distractors: Bloom covers cognition; Harrow covers psychomotor; Osgood developed the semantic differential tool, not a taxonomy. Step 4 – Confirm: Krathwohl is the correct answer for the affective taxonomy.

Answer: A. Receiving, Responding, Valuing, Organization, Characterization

Step 1 – Use the memory aid R-R-V-O-C. Step 2 – The first level is RECEIVING (the learner simply becomes aware of and attends to a stimulus). Step 3 – The second level is RESPONDING (active participation). Step 4 – The third level is VALUING (attaching worth). Step 5 – The fourth is ORGANIZATION (building a value system) and the fifth is CHARACTERIZATION (value becomes part of the person's character). All other options scramble this sequence.