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SCHOOL OF EDUCATION
D104 Assessment of Learning 1 Ellen A. Azuelo
(Course Code) (Course Title) (Name of Instructor)
s

I. Learning Measures of Shape, Location and February

Module 10 Standard Scores 11 16-22, 2021
(Module
(Topic) (Week) (Dates)
Of Shape
Number)

II. Introduction
Welcome to Assessment of Learning 1 class on Module 10. It is all about Measures of shape, location
and standard scores.
This module is good for 6 hours . It is imperative for the student enrolled in assessment to compute for
various measures of shape and location and transform raw scores into standard scores based on a given
assessment data.

III. Intended Learning Outcomes (ILOs)

Student should be able to:
1. Describe the characteristics and properties of the measures of shape, location and
various standard scores;
2. compute for various measures of shape and location and transform raw scores into
standard scores based on a given assessment data; and
3. differentiate the two ways of interpreting test scores: norm-referenced and criterion-
referenced.
.
IV. Stimulating Recall
In the previous module, Module 8 you have discussed the statistical concepts
in the analysis and presentation of assessment data; and illustrated a given data
through graphs and table.
.
In this module there are four (4) essential topics. You will learn them as you
go through this module.
V. Presentation of the Topic/Learning Material
Topic 1 – Measures of shape
Topic 2 – Measures of location
Topic 3 – Standard Scores
VI. Activities or Exercises
Activity 1. What shape are you?
In this particular topic, you need to
1. Describe how the graph looks like in terms of symmetry and peakedness;
This is the graph looks like in terms of symmetry, in symmetry when it’s graph
it would start a vertical line drawn at the center and will form mirror images, with the
left half of the graph being the mirror image of the right half of the graph. In the
histogram and dot plot, this shape is referred to as being a mound.

In peakedness the graph would look like this, because graphs often display
peaks, or local maximums in terms of its peakedness.

2. Differentiate the different shapes as symmetrical or asymmetrical;

The symmetrical means that both sides of something are identical and
asymmetrical is the opposite of symmetrical where the two sides are different in other
areas, asymmetrical things are irregular and don't match up evenly.
3. Describe the different types of skewed distribution; and
 Left skewed distribution – Has a long left tail. Left skewed distributions are
also called negatively skewed distribution. That’s because there is a long tail in
the negative direction on the number line. The mean is also to the left of the
peak.
 Right skewed distribution – Has a long right tail. Right skewed distributions
are called positive – skew distribution. Because there is a long tail in the
positive direction on the number line. The mean is also to the right of the peak.

4. Determine the steps in computing coefficient of skewness and kurtosis.

Steps in computing coefficient of skewness

1. Pearson’s Coefficient of Skewness #1 uses the mode. The formula is:

Where = the mean, Mo = the mode and s = the standard deviation for the
sample.

2. Pearson’s Coefficient of Skewness #2 uses the median. The formula is:

Where = the mean, Mo = the mode and s = the standard deviation for the
sample.
It is generally used when you don’t know the mode.
For example: Use Pearson’s Coefficient #1 and #2 to find the skewness for
data with the following characteristics:
 Mean = 70.5.
 Median = 80.
 Mode = 85.
 Standard deviation = 19.33.

Pearson’s Coefficient of Skewness #1 (Mode):

Step 1: Subtract the mode from the mean: 70.5 – 85 = -14.5.
Step 2: Divide by the standard deviation: -14.5 / 19.33 = -0.75.

Pearson’s Coefficient of Skewness #2 (Median):

Step 1: Subtract the median from the mean: 70.5 – 80 = -9.5.
Step 2: Multiply Step 1 by 3: -9.5(3) = -28.5
Step 2: Divide by the standard deviation: -28.5 / 19.33 = -1.47.

Caution: Pearson’s first coefficient of skewness uses the mode. Therefore, if

the mode is made up of too few pieces of data it won’t be a stable measure of
central tendency. For example, the mode in both these sets of data is 9:
1 2 3 4 5 6 7 8 9 9.
1 2 3 4 5 6 7 8 9 9 9 9 9 9 9 9 9 9 9 9 10 12 12 13.
In the first set of data, the mode only appears twice. This isn’t a good
measure of central tendency so you would be cautioned not to use Pearson’s
coefficient of skewness. The second set of data has a more stable set (the
mode appears 12 times). Therefore, Pearson’s coefficient of skewness will
likely give you a reasonable result.
 Computing coefficient of kurtosis:
1. Kurtosis is usually measured by the moment ratio β2

2. Identify if EK= Kurtosis-3. Following;

 For a normal distribution, EK=0.
 When EK>0, then the curve is said to be Leptokurtic.
 When EK<0, then the curve is said to be Platykurtic.
3. Another measure of Kurtosis, known as Percentile coefficient of Kurtosis is:

Where,
Q.D is semi-interquartile range= Q.D=(Q3-Q1)/2
P90=90th percentile
P10=10th percentile
Citation:
Stephanie Glen. "Pearson’s Coefficient of Skewness" From StatisticsHowTo.com: Elementary
Statistics for the rest of us!
https://www.statisticshowto.com/pearsons-coefficient-of-skewness/

Activity 2. Where is the location?

In this activity you are expected to:
1. Describe the measures of location in terms of percentiles, quartile an decile.
 Percentile – A percentile is a number where a certain percentage of scores
falls below that number.
 Quartile – In measuring location in terms of quartile simply put
the quartiles and divide your data into quarters to measure it.
 Decile – The quartiles split the data into four equal parts to get a measurement.

2. Compute problems involving percentile, quartile and decile.

Percentile
Step 1: Arrange all data values in the ascending order.
Step 2: Count the number of values in the data set where it represented as 'n'.
Step 3: Find k /100, where k = any number between zero and one hundred.
Step 4: Multiply 'k' percent by 'n'.The resultant number is called as index.
Step 5: If the resultant index is not a whole number then round to the nearest whole number,
then go to Step 7. If the index obtained is a whole number, then go to Step 6.
Step 6: Count the values in your data set from left to right until you reach the number. Then
find the mean for that corresponding number and the next number. The resultant value is the
kth percentile of your data set.
Step 7: Count the values in your data set from left to right until you reach the number. The
obtained value will be the kth percentile of your data set.
Example 1:
Learn how to calculate percentile for the given example: There are 25 test scores such as:
72,54, 56, 61, 62, 66, 68, 43, 69, 69, 70, 71,77, 78, 79, 85, 87, 88, 89, 93, 95, 96, 98, 99, 99.
Find the 60th percentile?
Solution:
Step 1:
Arrange the data in the ascending order.
Ascending Order = 43, 54, 56, 61, 62, 66, 68, 69, 69, 70, 71, 72, 77, 78, 79, 85, 87, 88, 89,
93, 95, 96, 98, 99, 99.
Step 2:
Find Rank,
Rank = Percentile / 100
= 60 / 100
k = 0.60
Step 3:
Find 60th percentile,
60th percentile = 0.60 x 25
= 15
Step 4:
Count the values in the given data set from left to right until you reach the number 15.
From the given data set, 15th number is 79. Now take the 15th number and the 16th number
and find the average: 79 + 85 / 2 = 164 / 2 = 82
Hence, 60th percentile of given data set = 82.
Example 2:
Let us consider the percentile example problem: In a college, a list of grades of 15 students
has been declared. Their grades are:
85, 34, 42, 51, 84, 86, 78, 85, 87, 69, 74, 65. Find the 80th percentile?
Solution:
Step 1:
Arrange the data in the ascending order.
Ascending Order = 34, 42, 51, 65, 69, 74, 78, 84, 85, 85, 86, 87.
Step 2:
Find Rank,
Rank = Percentile / 100
= 80 / 100
k = 0.80
Step 3:
Find 80th percentile,
80th percentile = 0.80 x 12
= 9.6
Step 4:
Since it is not a whole number, round to the nearest whole number.
Therefore, 9.6 is rounded to 10.
Now, count the values in the given data set from left to right until you reach the number 10.
From the given data set, 10th number is 85.
Hence, 80th percentile of given data set = 85
Quartile
Find the quartiles of the list

45, 32, 67, 54, 34, 28, 78, 92, 95, 60.

We need to put this list in order:

28, 32, 34, 45, 54, 60, 67, 78, 92, 95

First we cut the list in half by finding the median. This list has two middle numbers:

28, 32, 34, 45, 54, 60, 67, 78, 92, 95

Its median is

Now we look at the left half of the list (not including the median, which isn't in the list anyway:

28, 32, 34, 45, 54.

and we find its median:

28, 32, 34, 45, 54.

Finally, we look at the right half of the list:

60, 67, 78, 92, 95

and we find its median:

60, 67, 78, 92, 95.

The quartiles are

34, 57, 78.

Decile
2,3, 4,5, 6, 7 and 9.

Here n = 7

D₂ = value of 2[(n+1)/10]th item.

= value of 2x [(7+1)/10]th item

= value of 1.6th item.

= 1st value + 0.6 of the distance between 1st and 2nd value

= 2 + 0.6(3-2)

D₂ = 2.6

Now let us find the value for D₄

Solution:

The ordered data is 2, 3, 4, 5, 6, 7 and 9.

Here n = 7

D₄ = value of 4[(7+1)/10]th item

= value of 4 x 8/10 th item.

= value of 3.2 th item

= 3rd value + 0.2 of the distance between 3rd and 4th value.

= 4 + 0.2(5-4)

= 4.2
Activity 3. Do we have standard scores?
1. What are the common types of standard scores?
 Deviation IQ Scores
 Normal Curves Equivalents
 Percentile Ranks
 Z-Scores
 T-scores
 Stanines

2. Describe Z-Scores, T-scores and Stannines.

 Z-Scores – The z – score is a numerical measurement that describes a values
relationship to the mean of a group of value. Z – score is measured in terms of
standard deviations from the mean. If the z - score is 0, it indicates that the
data point score is identical to the mean score.

 T-Scores – the t – score are an example of standardized scores, where the

mean is equal to 50 and the standard deviation is equal to 10.

 Stanines – The stanines score is a way to scale scores on a nine-point scale.

It can be used to convert any test score to a single digit score. However, while
the z score and t score can be expressed with decimals like 1.2 or 3.25,
stanines are always positive whole numbers from 0 to 9.
Activity 4. How do you interpret test performance?
1. Describe the two ways interpreting test performance.
 Criterion-Referenced Interpretation (CRT) – allows us to compare a
student’s perforamance to a well define content domain, rather than to rank
students or compare them to a norm group. Students score tell us their
knowledge and performance levels within a particular content area.

 Norm-Referenced Interpretation (NRT) – compares a student’s score to a

range of previously observe performance. Usually the performance of other
students.

VI. Assessment
1. Describe each distribution in terms of the measures of shape, skewness of the
students in each group in relation to the shape of the distribution. kurtosis.
Interpret the general performance.

 Skewness is a measure of the degree of lopsidedness in the frequency distribution,

whereas kurtosis is a measure of degree of taildeness in the frequency distribution.
Most of the data sets, the first thing we will notice is if it’s symmetric or skewed to one
side. So if the whole of the data is at the left and the right tail is longer, we can say that
the distribution is skewed right or positively skewed and if the peak is toward the right
and the left tail is longer, we can say that the distribution is skewed left or negatively
skewed. Compared to Skewness the Kurtosis is more complicated because the
intermediate values have become less and the central and extreme values have
become more likely. The kurtosis increases while the standard deviation stays the
 same, because more of the variation is due to extreme values. The both may be
different in some way, but both give you insights into the shape of the distribution.
VII. Other Reading Materials or Sources

Assessment of Students’ Learning 1. Barbacena, Cherrypyn B. et. Al.

Assessment of Learning 1. Santos, Rosita de Guzman