let review assessment of learning

8/9/2019 LET Review Assessment of Learning

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ASSESSMENT OF LEARNING

Mr. Angelo Unay*BEED, PNU-Manila (Cum Laude)

*PGDE-Math & English NTU-NIE, inga!"#e

LET Review

Professional

Education


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Test An instrument designed to measure any quality,

ability, skill or knowledge.

Comprised of test items of the area it is designedto measure.

Measurement

A process of quantifying the degree to whichsomeone/something possesses a given trait (i.e.

quality, characteristics or features) A process by which traits, characteristics and

behaviors are differentiated.

BASIC CONCEPTS


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BASIC CONCEPTS

Assessment

A process of gathering and

organiing data into an interpretableform to have basis for decision!making.

"t is a prerequisite to evaluation. "t

provides the information which enables

evaluation to take place.


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BASIC CONCEPTS

Evaluation

A process of systematic analysis of

both qualitative and quantitative data in

order to make sound #udgment or

decision. "t involves #udgment about the

desirability of changes in students.


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MODES OF ASSESSMENT

MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

$he objectivepaper-and-pen testwhich

usuallyassesses low!level thinkingskills

%tandardied$ests$eacher!made

$ests

%coring isob#ectiveAdministration

is easybecausestudents cantake the test atthe same time

&reparation ofinstrument istime!consuming

&rone tocheating

T

RADITI

ONAL


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uestion!

'hich is an advantage of teacher!made tests

over those of standardied tests

$eacher!made tests are

a. highly reliable

b. better adapted to the needs of the

pupils

c. more ob#ectively scored

d. highly valid


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MODE DESCRIPTION EXAMPLES ADVANTAGES DISADVANTAGES

A mode of

assessment thatrequires actualdemonstrationof skills orcreation of

products of

learning

&ractical $est

*ral andAural $ests&ro#ects

&reparation of

the instrument isrelatively easy

+easuresbehaviours thatcannot be

deceived

%coring tends to

be sub#ectivewithout rubricsAdministrationis timeconsuming

P

ERF

OR

MANC

E

MODES OF ASSESSMENT


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uestion!

'hich is the least authentic mode of

assessment

a. &aper!and!pencil test in vocabularyb. *ral performance to assess students-

spoken communication skills

c. 0periments in science to assess skillin the use of scientific methods

d. Artistic production for music or art

sub#ect


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A COMPARISON OF T"E FO#R EVAL#ATION

PROCED#RES

done before instruction

determines masteryof prerequisite

skills

not graded

done after

instruction certifies

mastery of the

intended

learning

outcomes

graded

Pla$ement

EvaluationSummative

Evaluation

determines the e0tent of what the pupils have achieved or

mastered in the ob#ectives of the intended instruction determine the students- strengths and weaknesses

place the students in specific learning groups to facilitate

teaching and learning

serve as a pretest for the ne0t unit

serve as basis in planning for a relevant instruction

CO SO O O O


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reinforces successful

learning

provides continuous

feedback to both

students and teachers

concerning learning

success and failures

not graded

determine recurring orpersistent difficulties

searches for the underlyingcauses of these problems

that do not respond to first

aid treatment

helps formulate a plan for adetailed remedial instruction

administered during instruction

designed to formulate a plan for remedial instruction

modify the teaching and learning process

not graded

Formative EvaluationDia%nosti$ Evaluation

A COMPARISON OF T"E FO#R EVAL#ATION

PROCED#RES


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PRINCIPLES OF "IG" #ALIT&

ASSESSMENT

'(Clarit) o* Learnin% Tar%ets Clear and appropriate learning targets

include (1) what students know and can do

and (2) the criteria for #udging studentperformance.

+( A,,ro,riateness o* Assessment Met-o.s $he method of assessment to be used

should match the learning targets.


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ASSESSMENT

/( Vali.it) $his refers to the degree to which a score!

based inference is appropriate,

reasonable, and useful.

0( Relia1ilit)

$his refers to the degree of consistencywhen several items in a test measure the

same thing, and stability when the same

measures are given across time.


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ASSESSMENT

2( Fairness 3air assessment is unbiased and provides

students with opportunities to demonstrate what

they have learned.

3( Positive Conse4uen$es $he overall quality of assessment is enhanced

when it has a positive effect on student

motivation and study habits. 3or the teachers,

high!quality assessments lead to better

information and decision!making about students.


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ASSESSMENT

5( Pra$ti$alit) an. e**i$ien$)Assessments should consider the

teacher-s familiarity with the method, thetime required, the comple0ity of

administration, the ease of scoring and

interpretation, and cost.


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TAXONOM& OF ED#CATIONAL

OB6ECTIVES


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COGNITIVE O!"IN(Bloom, 1956)

7NO8LEDGEemembering of previously learned material

ecall of a wide range of material, but all

that is required is the bringing to mind of theappropriate information

epresents the lowest level of learning

outcomes in the cognitive domain


OB6ECTIVES


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COMPRE"ENSION

Ability to grasp the meaning of material

%hown by translating material from one formto another, by interpreting material, and by

estimating future trends


OB6ECTIVES


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APPLICATIONAbility to use learned material in new and

concrete situations

Application of rules, methods, concepts,principles, laws, and theories


OB6ECTIVES


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ANAL&SISAbility to break down material into its

component parts so that its organiational

structure may be understood"nclude identification of parts, analysis of the

relationships between parts, and recognition

of the organiational principles involved


OB6ECTIVES


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S&NT"ESISAbility to put parts together to form a new

whole

%tress creative behaviors, with ma#oremphasis on the formulation of newpatterns

or structures


OB6ECTIVES


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EVAL#ATION

Ability to #udge the value of material for a

given purpose

4udgments are to be based on definite

criteria 5internal (organiation) or e0ternal

(relevance to the purpose)6


OB6ECTIVES


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#E"INGK: Knows vocabulary

U: Reads with comrehension

!: Reads to obtain in"ormation to solve a roblem!n: !naly#es te$t and outlines ar%uments

&: 'nte%rates the main ideas across two or more assa%es

: riti*ues the conclusions in a te$t and o""ers alternatives


OB6ECTIVES


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%CIENCE

K: Knows terms and "acts

U: Understands scienti"ic rinciles

!: !lies rinciles to new situations!n: !naly#es chemical reactions

&: onducts and reorts e$eriments

: riti*ues scienti"ic reorts


OB6ECTIVES


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uestion!

'ith %+A$ lesson ob#ectives in thesynthesis in mind, which one does

7*$ belong to the groupa. 3ormulate

b. 4udge

c. *rganie

d. 8uild


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uestion!

'hich test item is in the highest level of8loom-s ta0onomy of ob#ectives

a. 0plain how a tree functions inrelation to the ecosystem.

b. 0plain how trees receive nutrients.

c. ate three different methods ofcontrolling tree growth.

d. 9ist the parts of a tree.


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uestion!

'hich behavioral term describes alesson outcome in the highest level

of 8loom-s ta0onomya. Analye

b. Create

c. "nfer

d. valuate


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MAIN POINTSFOR COMPA9

RISONT&PES OF TESTS

Pur,ose

Ps)$-olo%i$al E.u$ational

Aims to measurestudents intelligence or

mental ability in a largedegree without referenceto what the students haslearned

Aims to measurethe result ofinstructions andlearning (e.g.

!chievement ests,-er"ormance ests)

+easures the intangiblecharacteristics of an

individual (e.g.!titudeests, -ersonality ests,'ntelli%ence ests)


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MAIN POINTS

FORCOMPARISON T&PES OF TESTS

S$o,e o*Content

Surve) Master)

Covers a broadrange of ob#ectives

Covers aspecificob#ective

+easures generalachievement incertain sub#ects

+easuresfundamentalskills andabilities


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MAIN POINTSFOR

COMPARISONT&PES OF TESTS

Lan%ua%eMo.e

Ver1al Non9Ver1al

'ords are used bystudents in attachingmeaning to or

responding to test items

%tudents do notuse words inattaching meaningto or in respondingto test items (e.g.graphs, numbers,:! sub#ects)


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MAIN POINTSFOR

COMPARISON

T&PES OF TESTS

Constru$tion

Stan.ar.i:e. In*ormal

Constructed by aprofessional item writer

Constructed by aclassroom teacher

Covers a broad range ofcontent covered in a sub#ectarea

Covers a narrowrange of content

;ses mainly multiple choice


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MAIN POINTS

FORCOMPARISON T&PES OF TESTS

Constru$tion

Stan.ar.i:e. In*ormal

Can be scored by amachine

%coredmanually by theteacher

"nterpretation of

results is usuallynorm!referenced

"nterpretation

is usuallycriterion!referenced


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MAIN POINTSFOR


Manner o*A.ministration

In.ivi.ual Grou,+ostly given orally orrequires actualdemonstration of skill

$his is a paper!and!pen test

*ne!on!one situations,thus, many opportunitiesfor clinical observation

9oss of rapport,insight andknowledge abouteach e0aminee

Chance to follow!upe0aminee-s response inorder to clarify orcomprehend it moreclearly

%ame amount oftime needed togather informationfrom one student


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MAIN POINTSFOR

COMPARISON

T&PES OF TESTS

E**e$t o*Biases

O1;e$tive Su1;e$tive

%corer-s personal

#udgment does notaffect the scoring

Affected byscorer-s personalopinions, biasesand #udgments

'orded that only oneanswer is acceptable

%everal answersare possible

9ittle or nodisagreement on whatis the correct answer

&ossible todisagreement onwhat is the correctanswer


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MAIN POINTSFOR

COMPARISON T&PES OFTESTS

Time Limit an.Level o*Di**i$ult)

Po


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MAIN POINTSFOR COMPA9

RISONT&PES OF TESTS

Natureo*

Assess

ment

Ma=imumPer*orman$e

T),i$alPer*orman$e

etermines what

individuals can dowhen performing attheir best

etermines what

individuals will dounder naturalconditions

Aptitude tests,achievement tests

Attitude, interest, andpersonality inventories=observationtechniques= peerappraisal


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MAIN POINTSFOR


Inter,retation

Norm9Re*eren$e. Criterion9Re*eren$e.

esult is interpretedby comparing one

student-sperformance withother students-performance

esult is interpreted

by comparingstudent-s performancebased on a predefinedstandard/criteria

%ome will reallypass

All or none may pass

Constructed bytrained professional

$ypically constructedby the teacher


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MAIN POINTSFOR


Inter,retation

Norm9Re*eren$e. Criterion9Re*eren$e.

3avors items ofaverage difficulty

and typically omitsvery easy and veryhard items

+atches itemdifficulty to learningtasks, without alteringitem difficulty oromitting easy or harditems

"nterpretationrequires a clearlydefined group

"nterpretationrequires a clearlydefined and delimitedachievement domain


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Similarities Bet


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Similarities Bet. 8oth use the same rules for item writing

(e0cept for item difficulty).

?. 8oth are #udged by the same qualities of

goodness (validity and reliability).

@. 8oth are useful in educational

assessment.


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uestion!

A test consists of a graph showing therelationship between age and population.

3ollowing it is a series of true!false items

based on the graph. 'hich type of test doesthis illustrate

a. 9aboratory e0ercise

b. &roblem solvingc. &erformance

d. "nterpretive

T),es o* Test A$$or.in% to FORMAT


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%elective T&pe provides choices for the answer

a. Multi,le C-oi$e consists of a stem whichdescribes the problem and : or more alternatives which

give the suggested solutions. $he incorrect alternatives

are the distractors.

b. True9False or Alternative Res,onseconsists of declarative statement that one has to mark

true or false, right or wrong, correct or incorrect, yes or

no, fact or opinion, and the like.

c. Mat$-in% T),e consists of two parallel columnsColumn A, the column of premises from which a match is

sought= Column 8, the column of responses from which

the selection is made.



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%uppl& Test

a( S-ort Ans


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i


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uestion!

'hich does 7*$ belong to thegroup

a. %hort Answerb. Completion

c. +ultiple Choiced. estricted!response essay

ALTERNATIVE ASSESSMENT


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'E#(O#!"NCE ) "*T$ENTIC "%%E%%!ENT%

8-en To#se

%pecific behaviors are to beobserved

&ossibility of #udging theappropriateness of students- actions

A process or outcome cannot bedirectly measured by paper!and!pencil test



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'E#(O#!"NCE ) "*T$ENTIC "%%E%%!ENT%

A.vanta%es

Allow evaluation of comple0 skillswhich are difficult to assess using

written tests

&ositive effect on instruction andlearning

Can be used to evaluate both theprocess and the product


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'O#T(O+IO "%%E%%!ENT

C"ARACTERISTICS!

1) Adaptable to individualied instructional goals

2) 3ocus on assessment of products

:) "dentify students- strengths rather than

weaknesses

>) Actively involve students in the evaluation

process?) Communicate student achievement to others

@) $ime!consuming

B) 7eed of a scoring plan to increase reliability


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T),es o* NON9COGNITIVE TEST


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T),es o* NON9COGNITIVE TEST.1Closed-Item or (orced-choice Instruments

ask for one or specific answer

a1 Checklist measures students preferences,

hobbies, attitudes, feelings, beliefs, interests, etc.

by marking a set of possible responses

b1 %cales these instruments that indicate the

e0tent or degree of one-s response

'> Ratin% S$ale measures the degree or

e0tent of one-s attitudes, feelings, and

perception about ideas, ob#ects and people

by marking a point along :! or ?! point scale



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+(> Semanti$ Di**erential S$ale measures the

degree of one-s attitudes, feelings and perceptionsabout ideas, ob#ects and people by marking a point

along ?! or B! or 11! point scale of semantic

ad#ectives

0

+ath is

easy difficult important trivial

useful useless

T),es o* NON COGNITIVE TEST


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c1 "lternative #esponse measures students

preferences, hobbies, attitudes, feelings, beliefs,interests, etc. by choosing between two possible

responses

0

$ 3 1. eading is the best way of spending leisure time.

d1 #anking measures students preferences or

priorities by ranking a set of responses0 ank the following sub#ects according to its importance. %cience %ocial %tudies

+ath Arts

nglish




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01 Open-Ended Instruments

open to more than one answer

%entence Completion measures students preferences

over a variety of attitudes and allows students to

answer by completing an unfinished statement whichmay vary in length

%urve&s measures the values held by an individual by

writing one or many responses to a given question

Essa&s allows the students to reveal and clarify theirpreferences, hobbies, attitudes, feelings, beliefs, and

interests by writing their reactions or opinions to a

given question


ti


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uestion!

$o evaluate teaching skills, which isthe most authentic tool

a. *bservationb. 7on!restricted essay test

c. %hort answer testd. ssay test

GENERAL S#GGESTIONS


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GENERAL S#GGESTIONS

IN 8RITING TESTS

1. ;se your test specifications as guide toitem writing.

2. 'rite more test items than needed.

:. 'rite the test items well in advance of thetesting date.

>. 'rite each test item so that the task to be

performed is clearly defined.?. 'rite each test item in appropriate reading

level.


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SPECIFIC S#GGESTIONS


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?. 8lanks should be equal in length.

@. Answers should be written before the item

number for easy checking.

B. 'hen completion items are to be used, donot have too many blanks. 8lanks should

be at the center of the sentence and not at

the beginning.

Su,,l) T),e



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1. Avoid broad statements.

2. Avoid trivial statements.

:. Avoid the use of negative statementsespecially double negatives.

>. Avoid long and comple0 sentences.

?. Avoid including two ideas in one sentenceunless cause and effect relationship is

being measured.

Sele$tive T),e

"lternative-#esponse



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S C C S#GG S O S

@."f opinion is used, attribute it to some source

unless the ability to identify opinion is being

specifically measured.

B. $rue statements and false statements should beappro0imately equal in length.

D. $he number of true statements and false

statements should be appro0imately equal.E. %tart with a false statement since it is a common

observation that the first statement in this type is

always positive.

Sele$tive T),e

"lternative-#esponse



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1. ;se only homogeneous materials in a

single matching e0ercise.

2. "nclude an unequal number of responsesand premises, and instruct the pupils that

response may be used once, more than

once, or not at all.

:. Feep the list of items to be matched brief,

and place the shorter responses at the

right.

Sele$tive T),e

!atching T&pe



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>. Arrange the list of responses in logical

order.

?. "ndicate in the directions the basis for

matching the responses and premises.

@. &lace all the items for one matching

e0ercise on the same page.

Sele$tive T),e

!atching T&pe



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1. $he stem of the item should be meaningful

by itself and should present a definite

problem.

2. $he item should include as much of the

item as possible and should be free of

irrelevant information.

:. ;se a negatively stated item stem only

when a significant learning outcome

requires it.

Sele$tive T),e

!ultiple Choice



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>. Gighlight negative words in the stem for

emphasis.

?. All the alternatives should be grammaticallyconsistent with the stem of the item.

@. An item should only have one correct or

clearly best answer.

B. "tems used to measure understanding

should contain novelty, but beware of too

much.

Sele$tive T),e

!ultiple Choice



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D. All distractors should be plausible.

E.


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1:. ;se of special alternatives (e.g. 7one of

the above= all of the above) should be done

sparingly.

1>. o not use multiple choice items when

other types are more appropriate.

1?. Always have the stem and alternatives on

the same page.

1@. 8reak any of these rules when you have a

good reason for doing so.

Sele$tive T),e

!ultiple Choice

uestion!


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uestion!

"n preparing a multiple!choice test,how many options would be ideal

a. 3iveb. $hree

c. Anyd. 3our



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1. estrict the use of essay questions tothose learning outcomes that cannot be

satisfactorily measured by ob#ective items.

2. 3ormulate questions that will bring forth thebehavior specified in the learning outcome.

:. &hrase each question so that the pupils-

task is clearly defined.>. "ndicate an appro0imate time limit for each

question.

?. Avoid the use of optional questions.

Essa) T),e

uestion!


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uestion!

'hat should a teacher do beforeconstructing items for a particular test

a. &repare the table of specifications.b. eview the previous lessons.

c. etermine the length of time for

answering it.d. Announce to students the scope of

the test.

CRITERIA TO CONSIDER INCONSTR#CTING GOOD TESTS


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CONSTR#CTING GOOD TESTS

V"+IIT29 is the degree to which a test measures

what is intended to be measured. "t is theusefulness of the test for a given purpose. "t is the

most important criteria of a good e0amination.

.!/R& in"luencin% the validity o" tests in %eneral"ppropriateness of testirections#eading Vocabular& and %entence %tructure

ifficult& of ItemsConstruction of Items+ength of Test"rrangement of Items'atterns of "ns3ers

4"2% f E t bli hi V lidit


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4"2% of Establishing Validit&

(ace Validit& is done by e0amining thephysical appearance of the test

Content Validit& is done through a carefuland critical e0amination of the ob#ectives of the

test so that it reflects the curricular ob#ectives



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g &Criterion-related validit& is established statisticallysuch that a set of scores revealed by a test is correlated

with scores obtained in another e0ternal predictor or

measure.

Gas two purposes

a1 Concurrent Validit& describes the present status ofthe individual by correlating the sets of scores obtained

from two measures given concurrently

b1 'redictive Validit& describes the future performance

of an individual by correlating the sets of scores obtained

from two measures given at a longer time interval



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Construct Validit& is established statistically by

comparing psychological traits or factors that influencescores in a test, e.g. verbal, numerical, spatial, etc.

a1 Convergent Validit& is established if the instrument

defines another similar trait other than what it intendedto measure (e.g. Critical $hinking $est may be

correlated with Creative $hinking $est)

b1 ivergent Validit& is established if an instrument candescribe only the intended trait and not other traits (e.g.

Critical $hinking $est may not be correlated with

eading Comprehension $est)

g &

#E+I",I+IT2 it refers to the consistency of


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#E+I",I+IT2 9 it refers to the consistency ofscores obtained by the same person when retested

using the same instrument or one that is parallel toit.

.!/R& a""ectin% Reliability

+ength of the testifficult& of the testObjectivit&"dministrabilit&

%corabilit&Econom&"de5uac&

!ethodT&pe of

#eliabilit& 'rocedure%tatistical!easure


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!easure !easure

Test9Retest

+easure of

stability

Iive a test twice to the samegroup with any time interval

between sets from severalminutes to several years

&earson r

E4uivalentForms

+easure ofequivalence

Iive parallel forms of test atthe same time between forms

&earson r

Test9Retest


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uestion!

%etting up criteria for scoring essaytests is meant to increase their

a. *b#ectivityb. eliability

c.


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uestion!

$he same test is administered to differentgroups at different places at different

times. $his process is done in testing

the

a. *b#ectivity

b.


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ITE! "N"+2%I%


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%TE'%

1. %core the test. Arrange from lowest to

highest.

2. Iet the top 2BK ($2B) and below 2BK (82B)

of the e0aminees.

:. Iet the proportion of the $op and 8elow who

got each item correct. (&$) J (&8)

>. Compute for the ifficulty "nde0.

f L (&$ M &8) / 7

?. Compute for the iscrimination "nde0.

s L (&$ ! &8) / n

ITE! "N"+2%I%


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INTE#'#ET"TION

+i""iculty 'nde$ (+")H.B@ 1.HH L easy (revise)

H.2? H.B? L average (accept)

H.HH H.2> L very difficult (re#ect)

+iscrimination 'nde$ (+s)

H.>H above L very good (accept)

H.:H H.:EL good (accept) H.2H H.2EL moderate (revise)

H.1E and below L poor (re#ect)

ITE! "N"+2%I%


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E6ample

0 o" students: 2

3o comute the +":+ivide the number o" students who choose the

correct answer by the total number o" students4

uestion A B C D D*

1 H : 2>N :

2 12N 1: : 2

ITE! "N"+2%I%


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E6ample

0 o" students: 2



uestion A B C D D*

1 H : 2>N : 7187

2 12N 1: : 2

ITE! "N"+2%I%


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E6ample

0 o" students: 2



uestion A B C D D*

1 H : 2>N : 7187

2 12N 1: : 2 7197

E6ampleITE! "N"+2%I%


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E6ample

: ;.< =corrrect> ;7< - incorrect

Stu.ent S$ore @> ' + /

4oe EH 1 H 1ave EH 1 H 1

%u#ie DH H H 1

arrell DH 1 H 1

lia BH 1 H 1

Ooe @H 1 H H

Irace @H 1 H 1

Gannah ?H 1 1 H

icky ?H 1 1 H

Anita >H H 1 H

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1

2:

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > >

2 H :: ? 1

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > > 7187

2 H :: ? 1

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > > 7187

2 H : 71?7: ? 1

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > > 7187

2 H : 71?7: ? 1 71@7

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > > 7187 7

2 H : 71?7: ? 1 71@7

ITE! "N"+2%I%


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E6ample

uestion PT PB D* Ds

1 > > 7187 7

2 H : 71?7 - 71@: ? 1 71@7

ITE! "N"+2%I%


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E6ample

1. 'hich question was the easiest

2. 'hich question was the most difficult:. 'hich item has the poorest discrimination

>. 'hich question would you eliminate (if any)

'hy

uestion PT PB D* Ds

1 > > 7187 7

2 H : 71?7 - 71@: ? 1 71@7 718

uestion!


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A negative discrimination inde0 means that

a. +ore from the lower group answered

the test items correctly.

b. $he items could not discriminate

between the lower and upper group.

c. +ore from the upper group answered

the test item correctly.

d. 9ess from the lower group got the test

item correctly.

uestion!


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A test item has a difficulty inde0 of H.DE

and a discrimination inde0 of H.>>. 'hatshould the teacher do

a. e#ect the item.

b. etain the item.

c. +ake it a bonus item.

d. +ake it a bonus item and re#ect it.


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SCALES OF MEAS#REMENT


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NOMINAL

ORDINAL

INTERVAL

RATIO

T&PES OF DISTRIB#TION


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7ormal istribution%ymmetrical

8ell Curve

*re4uen$)

s$oreslo< s$ores -i%- s$ores



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*re4uen$)

s$oreslo< s$ores -i%- s$ores

ectangular istribution



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;nimodal istribution

8imodal istribution

+ultimodal / &olymodal

istribution

-i%- s$ores



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lo< s$ores-i%- s$ores

*r

e4uen$)

Positivel) S?e


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lo< s$ores-i%- s$ores

*r

e4uen$)

Ne%ativel) S?e


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+eptokurtic

distributions are tall andpeaked. 8ecause the scores

are clustered around the

mean, the standard deviation

will be smaller.

!esokurticdistributions are the ideale0ample of the normal

distribution, somewhere

between the leptokurtic and

playtykurtic.

'lat&kurtic

distributions are broadand flat.

uestion!


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uestion!

'hich statement applies when scoredistribution is negatively skewed

a. $he scores are evenly distributedfrom the left to the right.

b. +ost pupils are underachievers.

c. +ost of the scores are high.d. +ost of the scores are low.

uestion!


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uestion!

"f the scores of your test follow apositively skewed score distribution,

what should you do 3ind out .

a. why your items are easy

b. why most of the scores are high

c. why some pupils scored lowd. why most of the scores are low

ASS#MPTIONS8"EN #SED

APPROPRIATE STATISTICAL TOOLS


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MEAS#RES OFCENTRAL TENDENC&

(describes therepresentative value of aset of data)

MEAS#RES OFVARIABILIT&

(describes the degree ofspread or dispersion of aset of data)

'hen the frequencydistribution is regular orsymmetrical (normal)

;sually used when dataare numeric (interval orratio)

Mean the arithmeticaverage

Stan.ar. Deviation theroot!mean!square of thedeviations from the mean

'hen the frequencydistribution is irregular orskewed

;sually when the data isordinal

Me.ian the middle scorein a group of scores that areranked

uartile Deviation theaverage deviation of the 1st and:rdquartiles from the median

'hen the distribution ofscores is normal and quickanswer is needed;sually used when the

data are nominal

Mo.e the most frequentscore

Ran%e the differencebetween the highest and thelowest score in the distribution

uestion!


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uestion!$eacher 8 is researching on a family

income distribution which is quite

symmetrical. 'hich measure/s of

central tendency will be mostinformative and appropriate

a. +ode

b. +eanc. +edian

d. +ean and median

uestion!


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'hat measure/s of central tendency doesthe number 1@ represent in the following

score distribution

1>, 1?, 1B, 1@, 1E, 2H, 1@, 1>, 1@a. +ode only

b. +edian only

c. +ode and median

d. +ean and mode

INTERPRETING MEAS#RES OF VARIABILIT&


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STANDARD DEVIATION @SD>

$he result will help you determine if the group is

homogeneous or not. $he result will also help you determine the number of

students that fall below and above the average performance.

!ain points to remember

&oints above +ean M 1% L range of above average

+ean M 1%+ean ! 1%

&oints below +ean 1% L range of belo3 average

L give the limits of an average abilit&

E=am,le!

A $lass o* +2 stu.ents


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A $lass o* +2 stu.ents


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Oero standard deviation means that

a. $he students- scores are the same.

b. ?HK of the scores obtained is ero.

c. +ore than ?HK of the scores

obtained is ero.d. 9ess than ?HK of the scores

obtained is ero.

uestion!


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7ellie-s score is within 0

1 %. $o whichof the following groups does she belong

a. 8elow Average

b. Average

c. 7eeds "mprovement

d. Above Average

uestion!$he score distribution of %et A and %et 8 have


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$he score distribution of %et A and %et 8 have

equal mean but with different %s. %et A has an

% of 1.B while %et 8 has an % of :.2. 'hichstatement is $; of the score distributions

a. $he scores of %et 8 has less variability than

the scores in %et A.

b. %cores in %et A are more widely scattered.

c. +a#ority of the scores in %et A are clustered

around the mean.

d. +a#ority of the scores in %et are clustered

around the mean.

INTERPRETING MEAS#RES OF VARIABILIT&


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#ARTILE DEVIATION @D>

$he result will help you determine if the group is

homogeneous or not. $he result will also help you determine the number of

students that fall below and above the average performance.

!ain points to remember

&oints above +edian M 1Q L range of above average

+edian M 1Q+edian 1Q

&oints below +edian 1Q L range of belo3 average

L give the limits of an average abilit&

E=am,le!

A $lass o* / stu.ents


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%

me.ian s$ore o* t-e $lass is +H( T-e D is /( Mi%uel

a stu.ent in t-e $lass %ot a s$ore o* //( Des$ri1e t-e,er*orman$e o* Mi%uel(

+H D / X //

D +H / /+

9 D +H / +3

All s$ores 1et


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1 ----------- Perfect Positive Correlation

high positive correlation

0.5 ----------- Positive Correlation

low positive correlation

0 ----------- ero Correlation

low negative correlation

-0.5 ----------- Ne!ative Correlation

high negative correlation

-1 ----------- Perfect Ne!ative Correlation

41 142 7 very hi%h correlation

461 8 42 7 hi%h correlation

41 8 462 7 moderate correlation

41 8 42 7 low correlation

2 8 42 7 ne%li%ible correlation

*or Vali.it)!

computed rshould be at least(52to be significant

*or Relia1ilit)!

computed rshould be at least

(2to be significant

uestion!


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$he computed r for scores in +ath and

%cience is H.E2. 'hat does this mean

a. +ath score is positively related to

%cience score.

b. %cience score is slightly related to +ath

score.

c. +ath score is not in any way related to%cience score.

d. $he higher the +ath score, the lower

the %cience score.

STANDARD SCORES


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"ndicate the pupil-s relative position by showing

how far his raw score is above or belowaverage

0press the pupil-s performance in terms of

standard unit from the mean

epresented by the normal probability curve or

what is commonly called the normal curve

;sed to have a common unit to compare raw

scores from different tests

orres,on.in% Stan.ar. S$ores an. Per$entilesin a Normal Distri1ution


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9S$ores 9/ 9+ 9' ' + /

T9S$ores + / 0 2 3 5

Per$entiles ' + '3 2 0 H HH(H

PERCENTILE


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tells the percentage of e0aminees that lies below

one-s score

0ample

4ose-s score in the 9$ is BH and his percentile

rank is D?.

P2 5 ($his means 4ose, who scored BH,

performed better than D?K of all the e0aminees

)

9S$oretells the number of standard deviations equivalent


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q

to a given raw score

3ormula

0ample

4enny got a score of B? in a 1HH!item test. $he mean

score of the class is @? and % is ?.

L B? @?

?

L 2 (4enny is 2 standard deviations above the mean)

'here

X individual-s raw score

mean of the normative group

SD standard deviation of the

normative group

P

SD

XXI

0ample+ean of a group in a test

L 2@ % L 2P


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B 71D B -71D

osephAs %core ohnAs %core

F 0 F 0D

+

'

+

+3+5

SD

XXI

+

'

+

+3+2

SD

XXI

refers to any set of normally distributed standard deviation

T9S$ore


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refers to any set of normally distributed standard deviation

score that has a mean of ?H and a standard deviation of 1H

computed after converting raw scores to !scores to get rid

of negative values

3ormula

0ample

4oseph-s $!score L ?H M 1H(H.?)

L ?H M ? L DD

4ohn-s $!score L ?H M 1H(!H.?)

L ?H ?

L 9D

>I@'G2Gs$oreT

ASSIGNING GRADES J MAR7S J RATINGS


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+arking or Irading is the process of assigning value to a

performance

+arks / Irades / ating %S+8*9%

Could be in1. percent such as BHK, DDK or E2K

2. letters such as A, 8, C, or 3

:. numbers such as 1.H, 1.?, 2.B?, ?

>. descriptive e0pressions such as *utstanding

(*),


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Could represent

1. how a student is performing in relationto other students (norm!referenced

grading)

2. the e0tent to which a student has

mastered a particular body of knowledge

(criterion!referenced grading)

:. how a student is performing in relation

to a teacher-s #udgment of his or herpotential



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Could be for

Certification that gives assurance that a student has

mastered a specific content or achieved a certain level

of accomplishment

%election that provides basis in identifying or groupingstudents for certain educational paths or programs

irection that provides information for diagnosis and

planning

!otivation that emphasies specific material or skills to

be learned and helping students to understand and

improve their performance



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Could be assigned by using

Criterion-#eferenced Grading or grading based on

fi0ed or absolute standards where grade is assigned

based on how a student has met the criteria or a well!

defined ob#ectives of a course that were spelled out in

advance. "t is then up to the student to earn the grade he

or she wants to receive regardless of how other students

in the class have performed. $his is done by transmuting

test scores into marks or ratings.



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Norm!#eferenced Grading or grading based on

relative standards where a student-s grade reflects hisor her level of achievement relative to the performance

of other students in the class. "n this system, the grade

is assigned based on the average of test scores.

'oint or 'ercentage Grading %&stem whereby theteacher identifies points or percentages for various tests

and class activities depending on their importance. $he total

of these points will be the bases for the grade assigned to

the student.Contract Grading %&stem where each student agrees to

work for a particular grade according to agreed!upon

standards.


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uestion!


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+arking on a normative basis means that

.

a. the normal curve of distribution should

be followedb. $he symbols used in grading indicate

how a student achieved relative to

other studentsc. %ome get high marks

d. %ome are e0pected to fail


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Gere is a set of scores for a class of 2> students

Stu.ent PT Stu.ent PT


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! 8 ; @D

B @ D & 9D

? @D HD

' 8. U @0

@ D8 A 9

let review assessment of learning

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