ASSESSMENT LEARNING 1

CHAPTER 3
CHAPTER 4
CHAPTER 5

MARY GRACE P. MAYOR

BSED ENGLISH 2A
CHAPTER 3

Answer the ff. questions:

1. What are the different formats of objective of test items?

a. Multiple choice test is used to measure knowledge outcomes and other types of learning
outcomes such as comprehension and applications. It is the most commonly use format as measuring student’s
achievements at different level of learning,
b. Matching type test item consist of two columns. Column A contains the descriptions and
must be placed of the left side, while column B contains the options and placed at the right side.
c. True or false type is another format of an objective type of test. In this type of test, the
examinees determine whether the statement presented Is true or false. True or false test items, is an example of
a force choice test, because there are only two possible choices in this type of test.
2. Present and discuss the general guidelines in constructing test items?
kubiszyn and Borich (2007) suggested some general guidelines for writing the test items
to help classroom teacher improve the quality of test item write.
1. Begins writing items is enough or in advance so that you will have to revise them.
2. Match the items to intended outcomes at appropriate level of difficulty.
3. Be sure each items deals with an important aspect of the content area of not with trivia.
4. Be sure that the item is independent with all other items.
5. Be sure that the item has one or best answer on which experts would agree.
3. What are the different guidelines in constructing multiple choices type of test? Stem? Options? Disaster?
A multiple choice test item consists of three parts: the stem, the keyed option and incorrect option or
alternatives. The stem present the problem or question usually expressed in completion form a question the
keyed option is the correct answers. The incorrect option or alternatives also called the distracters of fails.
4. Discuss the different rules in writing matching type test items.
1. The descriptions and options must be short and homogeneous.
2. The descriptions must be written as the left side and marked it with column a and the option must be
written at the right side and marked with the column b to save time for the examines.
3. There should be more options the descriptions are indicate in the directions.
4. Matching direction should specify the basis for matching.
5. Avoid too many correct answers.
6. When using names, always include the complete name( first name & surnames)
7. Use numbers for the descriptions and capital letters for the option to avoid confusions to the students that
have a reading problem.
8. Arranges the options a chronological order or alphabetical order.
9. The descriptions and option must be written in the same pages.
10. A minimum of three items and a maximum of seven items for elementary level and a maximum of
seventeen items for secondary and tertiary levels.
5. Discuss the advantages of using multiple choice of test over matching types, true or false and completion,
or short answer type of test.
The advantages of true or false test advantages, it covers the a lot of content. In short span of time, while the
advantages also of matching type test, to measure learning outcomes form the knowledge to evaluation level.
6. What are the different guidelines in writing true or false of test?
1. Avoid writing a very long statement.
2. Avoid trivial questions.
3. It should contain only one idea in each item except for statement showing the relationship between cause
and effect.
4. It can be used for establishing cause and effect relationship.
5. Avoid using negative or double negatives.
6. Avoid specific determiner such as some, sometimes, and may. They tend to appear in the statement are
false.
7. Construct a multiple choice test using the krathwolh’s 2001 using cognitive domain

A. Understanding B. Remembering
1. I __ tired 1. The epic between the battle of two rivals
a. is a. Ramayana
b. am b. Mahabharata
c. are c. Bhagavad Gita
2. __ are my family 2. Who wrote Mahabharata?
a. it a. Veda Vyasa
b. is b. Rig Veda
c. there c. Buddha
3. They__ happy 3. Who is the reincarnation of Vishnu
a. is a. Rama
b. are b. brahma
c. am c. Krishna
4. Nikko and bill__ playing in the house 4. What is the largest continent in the world?
a. is a. Asia
b. are b. Africa
c. there c. Europe
5. My best friend__ coming to my house 5. What does Assyrian word asu mean?
a. are a. west
b. is b. east
c. there c. dualistic
6. The student__ playing in the park 6. Mahabharata is one of the greatest epic of__
a. her a. Africa
b. are b. India
c. It c. Persia
7. They__ funny 7. What is the religion use in Mahabharata?
a. is a. Hinduism
b. are b. Buddhism
c. his c. Confucianism
8. My father and mother__ cooking for dinner. 8. Is the belief of Indian reincarnation
a. we a. Dharma
b. is b. karma
c. are c. samsara
9. John__ excited 9. Indian concept of moral obligation
a. he a. dharma
b. his b. karma
c. is c. samsara
10. Richard, John, and I__ watching a movie. 10. What is the name of African earth goddess?
a. she a. Ani
b. is b. anni
c. he c. ali
C. Applying
1. Which show the expression written in D. analyzing
exponent form? 7 x 7 x 7 x 4 x 4 1. A sense of high self-efficiency means a high
a. 37 +¿ 24 sense of
b.73 x 42 a. confidence
b. competence
c. . 37 x 24
c. capability
2.8 less than the product of 6 and a number x
2. Common sense
a. 6 x−8 a. analytical intelligence
b. 8−6 x b. practical intelligence
c. 8−( 6+ x ) c. creative intelligence
3. Which is the ff. is true 3. what type of motivation, that study even when
a. 10+5=2(5+1) there is no quizzes?
b. 15 +30=15(1+2) a. highly motivated
c. 14 +63=7(2+8) b. intrinsic motivation
4. Katherine hikes 60 miles in 3 days. At the c. internal motivation
rate, how many days does it take a total 240 4. Where does the need for food, water and
miles? oxygen fit into Maslow’s hierarchy needs
a. 12 a. safety needs
b. 14 b. psychological needs
c. 15 c. belongingness
5. if 5 bags of apples weigh 35 pounds, how 5. Would describe when roman always excel in
many pounds do 2 bags of apples weigh? high level math problems?
a. 7 pounds a. Analytical intelligence
b. 10 pounds b. practical intelligence
c. 14 pounds c. creative intelligence
6. Grace reads 35 pages of novels in 2 hours. At 6. Lower needs must be met before higher needs
the rate, how many she reads in 6 hours? will
a. 70 a. develop properly
b. 105 b. motivate behavior to the next need
c. 210 c. seek higher forms of exixtence
7. for every team competing in mathematics 7. Ana choose to be the script writer of their
quiz bee, there are 4 students are on 3 teams play. She most likely has
a. 3 a. analytical intelligence
b. 12 b. practical intelligence
c. 7 c. creative intelligence
8. Anne can make 3 loaves of bread with 7 cups 8. The need of recognition of others
of flour. How many loaves of bread can make in a. esteem needs
21 cups of flour b. belonging and love needs
a. 7 c. safety needs
b. 9 9. The student encouraged to develop himself
c. 63 a. belongingness
9. Grace read 120 pages in 4 days. What is the b. self-actualization
equivalent rate? c. safety needs
a. 75 pages in 3 days 10. The needs for safety and security
b. 60 pages in 2 days a. esteem needs
c. 105 pages in 5 days b. safety needs
10. LCM 56 c. belongingness
a. 2 and 28
b. 7 and 8
c. 4 and 14
 d. tropical depression
E. Evaluating 8. A tropical storm may upgrade into a
1. A meteor shower is produced when____ hurricane based on____
a. Earth passes through asteroid belt a. its position
b. a large number of sporadic meteors are b. wind speed
observed. c. the eye of typhoon
c. Earth passes through orbital path of comet d. direction
d. massive particles carried outward from the 9. PAGASA issues warnings of an approaching
sun. typhoon through its____
2. When do comets develop tails?
a. sirens
a. as they approach the sun
b. weather maps
b. as they remove on their orbit
c. as they turn away from the sun c. public storm warning signals
d. as their orbit turn away from the sun d. tracking charts
3. Which is the ff. best describe the difference 10. Any low pressure center in the northern
between Comets and asteroids? hemisphere is called____
a. comets orbit planet, and asteroid orbit in the a. anticyclone
sun. b. cyclone
b. comets are behalf of gas, and asteroid mostly c. global wind
in ice. d. tsunami
c. comets are made mostly of ice, and asteroid F. Creating
made mostly in rocks. 1. I really want to learn.
d. comets are orbit the sun between mars and a. strongly disagree
Jupiter, and asteroids form patterns in the sky. b. somewhat disagree
4. In what stage would a comet most likely c. somewhat agree
noticed? d. strongly agree
a. when the sky is bright
2. I participate regularly in class
b. when it is away from the sun
a. strongly disagree
c. when farthest from the sun
d. when its nearer in the sun b. somewhat disagree
5. What the effect of solar wind on the tail of c. somewhat agree
comet? d. strongly agree
a. comets stay in the orbit 3. I often need extra help with school work
b. the comet changes its shapes a. strongly disagree
c. the tail points away from the sun b. somewhat agree
d. the comet eventually disintegrates c. somewhat disagree
6. which list below arranges storm from largest d. strongly agree
to smallest? 4. Good academic performance
a. typhoon, tropical depression, cyclone, super a. never
typhoon b. once or twice
b. cyclone, tropical storm, super typhoon, extra c. a few times a year
tropical typhoon. d. several times a year
c. tropical storm, tropical depression, cyclone, 5. Not completing assignments
severe tropical storm
a. never
d. tropical depression, severe tropical storm,
b. once or twice
typhoon, extra tropical cyclone
7. Most hurricanes initially start as a____ c. a few times a year
a. super typhoon d. several times a year
b. typhoon
c. severe typhoon
6. Your worries
a. once or twice
b. a few times a year
c. never
d. several times a year
7. Your plans for college or work after high school
a. never
b. once or twice
c. a few times a year
d. several times a year
8. Poor academic performances
a. never
b. once or twice
c. a few times a year
d. several times a year
9. Interests and things are important to you
a. never
b. once or twice
c. a few times a year
d. several times a year
10. I really want to learn
a. strongly disagree
b. somewhat disagree
c. somewhat agree
d. strongly agree

8. Construct a true or false test using krathwolh’s 2001 using cognitive domain.
T F 8. 2 x 2 −4 x+ 9=0 is negative
Remembering T F 9. The slope of the line 2x +3 y=−22
T F 1. Spiders have six legs.
T F 2. Herbivores eat meat. T F 10. x 2=2 represents y as x
T F 3. Kelvin is a measure of temperature.
T F 4. The human skeleton made up 100 bones. Understanding
T F 5. The human has four lungs. T F 1. Coffee is brown and hot
T F 6. Venus is the closest planet in the sun. T F 2. I can make a white.
T F 7. Sharks are mammals. T F 3. A turkey can ride a bike
T F 8. The study of plants is known as botany. T F 4. I go to school in the fall.
T F 9. Molecules are chemically bounded. T F 5. Most apples are blue/
T F 10. Molecules are larger than Electrons. T F 6. A scarecrow can walk to the park.
Applying T F 7. Pumpkins are mostly orange and green.
T F 1. x 2 and 2x are like terms T F 8. Santa clause is tall.
T F 9. Santa clause has nine reindeers.
T F 2. ( a−b ) =b−a if b−a<0 T F 10. Christmas is the birth of Jesus Christ.
T F 3. √ x−5=x −5 Analyzing
T F 4. x 3and 3x are unlike terms. T F 1. Newborn have adult like vision.
T F 2. Most old people have some senility.
T F 5. x 2 +1= x2 +1
T F 3. All mentally ill people are dangerous.
T F 6. (x −2 ¿( x +2)=x 2 T F 4. Children don’t get mental illness.
T F 7. x−3=x+3 for all x real T F 5. Mentally ill people never recover.
T F 6. Ethnicity and culture are the same. T F 9. Instinct determines of our behavior
T F 7. Race refers to the color of someone else. T F 10. Some people never dream.
T F 8. Brain size & intelligence are not relate
Evaluating
T F 1. An essay is a piece of writing which is often written from an author’s personal point of view.
T F 2. A composition, normally in prose, telling story is represented the characters are called drama.
T F 3. News directors often assign feature stories about holidays.
T F 4. Like any news story must be written in third person.
T F 5. Features are often editorials.
T F 6. The only requirements for the features story, is to create tension.
T F 7. Journalists write the description with quotation to reveal the character of the people.
T F 8. Profiles show important events.
T F 9. Journalists personally visit the places and interview some people.
T F 10. Features stories end in conclusion.

Creating
T F 1. The king of Scotland lives in Edinburgh.
T F 2. JK Rowling is a girl.
T F 3. Fall in America word for autumn.
T F 4. There is 26 letters in English alphabet.
T F 5. Leonardo Da Vinci lives in Hollywood.
T F 6. A dozen means 12.
T F 7. William Shakespeare is a famous singer.
T F 8. There is twelve days in fortnight.
T F 9. There are 13 full moons in the year.
T F 10. Canada is on Equator.

9. Construct a completion or short answers from using krathwolh’s 2001 revised cognitive domain.

Remembering
10. What are the advantages of subjective or essay type of test over objective type of test?
1.It is easier to prepare and less time consuming compared to other paper and pencil test.
2.It measures high order thinking skills.
3.It allow student’s freedom express individually in an answering the given question.
4.The students have a chance to express on their own ideas in order to plan to their won answer.
5.It reduces guessing answer compared to any of the objective type of test.
6.It presents more realistic task to the students.
7.It emphasizes the integration and application of ideas.
11. Differentiate extended response essay test items from restricted response essay test items.
Extended response essays that allow the students to determine the length and complexity of the response is
called extended response essay item. It is very useful in assessing the synthesis and evaluation skills of the
students. While the restricted response essay, lists the major facts and opinions. Point out the strength and
weaknesses of a multiple choice test.
12. Discuss the limitations of essay test items in term of scoring the quality of the response of the
students?
Zimmaro 2003, suggested different guidelines in scoring an essays types these guidelines, is very important
in the performances of the students to avoid or lessen the subjectivity of the scoring.
1.Decide on a policy for dealing with correct, irrelevant or illegal responses.
2.The student’s identity should remain anonymous while his/her should being graded.
3.Read and evaluate each student’s answer to the came question before grading the next question.
4.Provide student with general grading criteria.
13. When it is appropriate to give an essay test?
It can be appropriate when the instructor really discussed the topic and give all the materials to the students
to use as their references.
14. Identify the different guidelines in rating essay test items?
1.Construct essay questions use to measure complex learning outcome only.
2.Essay questions should relate directly to the learning outcome only.
3.Formulate essay questions that present a clear task to be performed.
4.An item should be required to answer the questions.
5.All students should be required to answer the same question.

15. Construct an essay using krathwolh’s 2001 revised cognitive domain.

CHAPTER 4

1. Discuss the different guidelines I packaging of administering test.

Assuming that you assembled the test, you write the instructional objective, prepare the table specification,
and write the test item that match with the instructional objectives, the next thing to do is to packaging the
test reproduce it. In administering after constructing the items and putting them in order, the next step is to
give administer the test to the students. The administration produces greatly affect the performance of the
students in the test.
2. What the step in the item analysis?
1.Item analysis data provide a basis for efficient class discussion of the test results.
2.Item analysis data provide basis for remedial work.
3.Item analysis data provide basis for general improvement for classroom instruction.
4.Item analysis data provide basis for increased skills in test construction.
5.Item analysis data provide basis for constructing the test bank.
3. What are the two kinds of item analysis?
The Qualitative and Quantitative item analysis.
4. Differentiate Quantitative item analysis from qualitative analysis. What are the advantages of
quantitative and qualitative item analysis?
There are three common type of quantitative item analysis, which provide teacher with the different type of
information about individual test items, these are difficulty index, discrimination index, and response
opinion analysis. And the qualitative item analysis is a process which teacher or expert carefully proofreads
the test before it is administered.
5. Why is the item analysis necessary in the assessment process?
The item analysis is a process of examining the student response the individual item in the test. It consist
the different procedures for the assessing the quality of the test items given to the students through the use
of the item analysis, we can identify which of the given are good and defective test items.
6. Differentiate difficulty index from discrimination index?
The difficulty index it refers to the proportion of the number of the students in the upper and lower groups
who answered an item correctly. The larger of the proportion, the more students who have learned the
subject is measured by the item and discrimination index, there are three kinds of discrimination index;
positive discrimination, negative discrimination and zero discrimination.
7. How you determined the difficulty level of test item?
To determine the level difficulty of an item, find first the difficulty index using the formula and identify the
level of difficult, using the range given. The higher the value of the index of difficulty, the easier the item is
hence, more students got the correct answer and more students mastered the content measured by the item.
8. How would you determine the discrimination level of the test item?
The power of the item to discriminate the students between those who scored high and those who scored a
low in overall test. In other words, it is the power of the item discriminate the students who know the lesson
and those who do not know the lesson.
9. How do you determine whether the test item is ambiguous, miskey or a guessing item?
Miskey Item- the test item is a potential miskey if there are more students from the upper group who
choose the incorrect options than the key.
Guessing Item- students from the upper group have a equal spread of choice among the given alternatives.
Students from the upper group guess their answers because off the ff. reason.
a. The content of the test is not discussed in the class or in the text.
b.The test item is very difficult.
c. The question is trivial.
10. What is the importance of analyzing the option in each item in multiple choice test?
After administering and scoring the test, the teacher should also analyze the quality of each item in the test.
Through this you can identify the item, item that needs improvement or items to be removed from the test.
11. Why do we retain, revise, or reject an item?
 Through the use of item analysis we can identify which of the test item given to the students. Through the
use of item analysis we can identify which of the given are good and effective test item. Good items are to
be retained and defective items are to be improved, to be revised or to be rejected.

12. When do we consider that the distracter is plausible?

Distracter Is the tern used for the incorrect options in the multiple choice type of test while the correct
answer represent the key.
13. When do we say that the distracter is effective and attractive?
The distracter is important for the test writer to know if the distracter is effective or good distracter. The
distracter is using a quantitative item analysis we can determined if the options are good or if the item
distracter are effective.
14. Compute the difficulty and discrimination index item number 6 administered to 40 students in
statistic class. Twenty seven percent (27%) of the students belong to the upper group and 27%
belong to the lower group there are 5 students from the upper group got the item correctly and 9
from the lower group got the item right?

A B C D E
Upper group 27% 4 5 2 9 0
Lower group 27% 6 4 5 5 0

A. Compute the difficulty index?

n= 9+5=14
N = 40
n
DF =
N
14
DF =
40
DF = 0.35 Or 35 %
B. What is the difficulty level?
DF = 0.35 OR 35%
C. Compute the discrimination level?
Index Range
0.19 below
0.20 – 0.29
0.30 – 0. 39
0.40 and above

CUG = 9
CUL= 5
D = 20
CUG+CUL
D=
D
4
D=
20

D 9−5
1=
20

D 1=¿¿ 0.2 Or 2%

D. What is the discrimination level?

 D 1=¿¿ 0.2 Or 2%
E. Is the item 6 is good item?
F. What you will do with item number 6?

15. A 25 item choice test in Elementary Algebra with four option was recorded below. Listed were a
number of students in the lower and upper group answered A, B, C, D the letter of option an asterisk
is the correct answer.
Difficulty index
n = 9+5=14
N = 25
25
DF =
14
DF = 0.56 Or 56%
Discrimination level
CUG = 9
CUL = 5
D=5
CUG−CUL
D=
D
9−5
D=¿
5
4
D=
5
DF = 0.8 Or 8%

CHAPTER 5

1. What is the importance of the different measures of central tendency in assessing the performance of
the students in the classroom?
The importance of central tendency provides a very convenient way of describing a set of scores with a
single number that describe the performance of the group. It is also defined as a single value that is used to
describe the “center” of the data. It is thought of as a typical value in a given distribution. There are three
commonly use measures of central tendency. These are the mean, median, mode.
2. When do we use mean, median and mode?
Mean is the most commonly used measure of center of data and it is also referred as the “arithmetic
average.”
Median is the second type of measures of central tendency. Median is what divides the scores in the
distribution in two equal parts. Fifty percent (50%) lies below the median value and 50% lies about the
median value.
Mode is the third measure of central tendency. The mode or the modal scores is a scores or scores that
occurred most in the distribution. It is classified as uninmodal, bimodal, and trimodal and multimodal.
3. What are the properties of mean, median and mode?
Properties of the Mean
 1.It measure stability. Mean is the most stable among other measure of central tendency.
2.The sum of each score’s distance from the mean is zero.
3.It is easily affected by the extreme sores.
4.It may not be an actual score in the distribution.
5.It can be applied to interval level of measurement.
6.It is very easy to compute.
Properties of the Median
1.It may not be an actual observation in the data set.
2.It can be applied in ordinal level.
3.It is not affected by extreme values because median is a positional measure.
Properties of the Mode
1.It can be used when the data are qualitative as well as quantitative.
2.It may not be unique.
3.It is not affected by extreme values.
4.It may not exist.
4. Why do mean, median and mode useful interpreting the performance of the students?
When to use Mean
1.Sampling stability is desired.
2.Other measures are to be computed such as standard deviation, coefficient of variation and skewness.
When to use Median
1.The exact midpoint od the score distribution is desired.
2.There are extreme score in the distribution.
When to use Mode
1.When the typical values is desired.
2.When the data is measured on a nominal scale.
5. With the presence of the extreme scores in the distribution, what measure of central tendency is more
appropriate to interpret the result?
Frequency polygon a constructed by plotting a class marks against the class frequencies. The x axis
corresponded to the class marks and y axis corresponds to the class frequencies.
6. If the scores of the students in the test distributed normally, what measure of central tendency would
be describe their performance?
There are two major concepts in describing the assed performance of the group: Measure of central
tendency and measure of variability.
7. What measure of central tendency is easily affected by extreme scores?
Measure of central tendency provides a very convenient way of describing a set of scores. With a single
number that describe the performance of the group. It is also define as a single value that is used to describe
the center of the data.
8. If the scores of the students are not normally distributed, what measure of the central tendency
would best describe their performances?
The measure of variability indicated the spread of scores in a group. This concept is very important and
helpful in understanding the performance.
9. Score of 15 students in 40 item science quiz
15 27 36 25 17 27 33 35 38
35 24 28 32 28 12 18 40

a. Arrange the score from highest to lowest to determine the highest score and lower score?
Score of 15 students in science quiz consist of 40 items. The highest score is 40 and the lowest score is 15.
Here the scores: 40, 38, 36, 35, 35, 33, 32, 28, 28, 27, 27, 25, 24, 18, 17, 15, 12.
b. Compute the mean, median and mode. And make an analysis of each item.
Mean:
x (scores) 40, 38, 36, 35, 35, 33, 32, 28, 28, 27, 27, 25, 24, 18, 17, 15, 12
434 ∑ x 434
∑×= ×= ¿ 28.9
n=15 n 15
 Analysis: The average performances of 15 students who participated in science quiz consisting of 40 items
is 28.9 the implication of this is that the students who got score below 28.9 did not perform well in the said
examination.
Median:
x (scores) 40, 38, 36, 35, 35, 33, 32, 28, 28, 27, 27, 25, 24, 18, 17, 15, 12
Analysis: the Median score is 28. Eight of the score are above 28(28, 32, 33, 35, 35, 36, 38, 40) and eight of
the scores are below 28(12, 15, 17, 18, 24, 27, 27, 27)
Mode:
The mode is 28
Analysis: the mode of the score distribution that consists of 40 students is 28, because 28 occurred several
times.
c. How many students got score above the mean value and how many students got score below?
Seven students who got scores above the mean value and eight of the students who got below score.

d. Compute the value of Q 1 , Q 2 , Q 3 and make an analysis of each item.

Qk=is the indictaed quartile
K= 1, 2, 3
n= number of cases
1
Q 1: Q1=¿¿ (n+¿ 1)
4
K= 1
N = 15 Analysis: The value of Q 1 is 18 which is
1
Q1=¿¿ (15+¿ 1) the 4th score in the distribution.
4
1
Q1=¿¿ (16)
4
Q1=¿¿ 4th score
2
Q2: Q2=¿¿ (n+¿ 1)
4
K= 2
N= 15 Analysis: The value of Q2 is 27 which is
2
Q2: Q2=¿¿ (15+¿ 1) the 8th score in the distribution.
4
2
Q2=¿¿ (16)
4
2
Q2=¿¿ (16)
4
Q2=¿¿ 8th score
3
Q 3: Q3=¿¿ (n+¿ 1)
4
K= 3
N= 15 Analysis: The value of Q 3 is 33 which is
3 the 12th score in the distribution.
Q3=¿¿ (15+¿ 1)
4
3
Q 3= (15)
4
 Q3=¿¿ 12th score
e. How many students got scores in first quartile? 4 students
f. How many students got scores in second quartile? 8 students
g. How many students got scores in third quartile? 12 students
h. Compute the value of D 4 , D 7 , D9 , D 2 and make an analysis of each decile?
Dk is the indicated decile
K= 4, 7, 9, 2
n= number of cases
K
D4 : D4 =¿¿ (n+¿ 1)
15 Analysis: The value of D 4 lies within
4 the sum of the 4th score.
D4 =¿¿ (15+¿ 1)
15
4
D4 =¿¿ (16)
15
64
=¿ 4.26 = 4
15
K
D 7: D 7=¿¿ (n+¿ 1)
15 Analysis: The value of D 7 lies within
7 the sum of the 8th score.
D7=¿¿ (15+¿ 1)
15
7
D7=¿¿ (16)
15
112
=¿ 7. 46 = 8
15
K
D9 : D 9=¿¿ (n+¿ 1)
15
9
D 9=¿¿ (15+¿ 1) Analysis: The value of D 9 lies within
15
the sum of the 10th score.
9
D 9=¿¿ (16)
15
144
D 9=¿¿ = 9.6 = 10
15
K
D 2: D2=¿¿ (n+¿ 1)
15
2
D 2=¿¿ (15+¿ 1) Analysis: The value of D 2 lies within
15
the sum of 2nd score.
2
D 2=¿¿ (16)
15
32
=¿ 2
15

i. Compute the value of P65, P49 , P85, P98and make an analysis of each
Percentile.

pk=is the indicated percentile

K= 1, 2, 3, 4, 5…….97, 98, 99
n= number of cases

P 49 (15 +1)
49=¿ ¿
100
49
¿ (16)
100
784
¿
100
7.84 = 8
P 65 (15 +1)
65=¿ ¿
100
65
¿ (16)
100
1,040
¿
100
10.4= 10
P 85 (15 +1)
85=¿ ¿
100
85
¿ (16)
100
1, 375
¿
100
13.76 = 14
P 95 (15 +1)
95=¿ ¿
100
95
¿ (16)
100
1, 520
¿
100
15.2=15
j. Compute the value of P49 , P65 , P85 , P98 and make an analysis of each decile?