Module

in
ASSESSMENT
OF
LEARNING II
(PROFED 311)
Prepared by:
DIDO K. MANSLAW, LPT
Subject Instructor

INSTITUTIONAL POLICIES
Vision Haven of Intellectuals in 2023.

Mission CFCST shall endeavour to be a potent vehicle in uplifting the socio-economic status of its
 clienteles and its neighbouring communities through the provision of Custodial Care services,
access to quality education and relevant training in Science and Technology.
C-Culture-sensitive, A-Adherent to laws, R-Relevant and Responsive, E-Efficient and
Core Values
Effective and S-Spiritually-oriented

1. Provide holistic care to the economically disadvantaged children who are victims of
man-made and natural calamities;
Goals 2. Produce technically equipped and competitive graduates to match the industry need of
the country; and
3. Offer career, scientific, and other professional programs for professional growth of the
region.

1. To provide quality training for Tertiary Education and advocate sustainable

development through green technology generation;
2. To encourage and promote and research, extension, and technological and educational
Objectives
development directed towards green technology generation; and
3. To ensure that curricular offerings are responsive to the needs of the community, region
and nation in order to be globally competitive.

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 CHAPTER 1
Overview of Assessment of Learning:
Assessment Data Utilization

Statistics Standard deviation T-score

Descriptive Statistics Variance Percentile rank
Inferential Statistics Coefficient of variation Standard time
Mean Skewness Correlation
Median Coefficient of variation Negative correlation
Mode Negatively skewed Positive correlation
Variability Positively skewed scattergram
Range Normal distribution
Quartile deviation z-score

Learning Outcomes:
At the end of this chapter, students should be to:
1. Compute the mean, median, and mode, quartile and percentile of a score
distribution;
2. Identify the different properties of measures of central tendency;
3. Identify the uses of the different measures of central tendency;
4. Compute the value and make an analysis of range, quartile deviation,
variance and standard deviation of a given score distribution;
5. Identify the properties of the different measures of variability;
6. Differentiate standard deviation and coefficient of variation;
7. Apply the concept of skewnesss in identifying the overall performance of the
students;
8. Identify the different types of standard scores;
9. Convert raw score to standard score;
10. Determine the degree of relationship of two groups of scores;
11. Compute the correlation coefficient; and
12. Apply the different concepts in the utilization of assessment data.

Introduction
 Statistics has a significant role in measuring the students’ performance,
especially in describing and analyzing their scores via assessment activities. As a
teacher, it is her/his responsibility to know how to use these data specifically in
decision making process. He/she should have enough backgrounds in statics so that
he/she could give a correct description and interpretation of the performance of the
students in a certain test or situation. This test is conducted by the following sectors:
the teacher or the Department 0f Education (DepEd), the division or a national
assessment.
Thus, this chapter discusses the important tools necessary for describing,
analyzing, and interpreting the result of the Assessment. This chapter also discussed
the topics: measures of central tendency, measures of variation, skewness, correlation,
and different types of converted scores. As education teacher and students, it is
necessary for them to master this part because it will be very helpful in describing and
analyzing test results precisely so that teacher could appropriately decide about the
student’s performance.

Definition of Statistics
Statistics is the branch of science that deals with the collection, presentation,
analysis, and interpretation of quantitative data.
There are two branches: descriptive statistics and inferential statistics. On one
hand, Descriptive Statistics deals with collecting, describing, and analyzing a set of
data without drawing conclusions (or inferences) about a large group of data.
Inferential statistics, on the other hand, deals with the analysis of a subset of data that
leads to a predictions or inferences about the whole set of data, without dealing with
each individual in the population. In short, inferences can be derived from the
population, with the use only of sample or a part of the population.

Describing Group Performance

There are two ways on how we can describe the group performance of the
students: Measures of Central tendency, which are used to determine the average
performance of a group scores; and Measures of Variability, which indicate the
spread of scores in a group. These two concepts are very important and helpful in
understanding the performance of a group.

 Measures of Central Tendency

It provides a very convenient way of describing a set of scores with a
single number that describes the performance of a group. It is also
described as a single value that is used to describe the “center” of the
data. The following are the measures of central tendency that are
commonly used: Mean, Median, and Mode.

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 Measures of Central Tendency Properties
 used when the data are in
interval or in ratio level of
measurement
 used when the frequency
distribution is regular,
symmetrical, or normal.
 used to compute other measures
 Mean such as standard deviation,
It refers to the arithmetic average. coefficient of variation,
skewness, and z-score
 easily affected by extreme scores
 very easy to compute
 the sum of each score’s distance
from the mean is zero
 may not be an actual score in the
distribution
 used when the data are in ordinal
level of measurement
 used when there are extreme
scores
 Median  used when the middlemost score
It refers to the centremost score when is desired
the scores in the distribution are  used when the frequency
arranged according to magnitude (from distribution is irregular or
lowest to highest score or from highest skewed
to lowest scores).  may not be an actual observation
I the data set
 not affected by the extreme
scores because it is a positional
measures
 Mode  used when the data are in the
It refers to the score/s that occurs most nominal level of measurement
frequently in the score distribution.  used when quick answer is
needed
 used when the score distribution
is normal
Types of Mode  may not be unique
1. Unimodal  may not exist at times
It is a score distribution that  not affected by extreme values
consists of one mode.  can be used for quantitative, as
2. Bimodal well as qualitative data
It is a score distribution consists
of two modes.
3. Trimodal
It is a score distribution that
consists of three modes. It is also
considered as multimodal – a

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 score distribution that consists of
more than two modes.

 Measures of Variation/ Dispersion

It refers to a single value that is used to describe the spread of the scores in a
distribution. The term variation is also known as variability or dispersion. There are
several ways of describing the variation of scores: absolute measures of variation and
relative measures of variation.

Measure of Variation or Dispersion Properties

Range (R)  used when the score distribution
It is the difference between the highest is normal.
score and the lowest score.  used when the data are in
interval or in ratio level of
Interpretation: if the range is large, the measurement
scores are more dispersed. On the other  used when quick answer is
hand, if the range is small, the scores are needed
less dispersed or less scattered or  very easy to compute
homogeneous.  quick and easy to understand
 rough estimation of variation or
dispersion
 easily affected by extreme scores
Inter-Quartile Range (IQR)  used when the data are in ordinal
It refers to the distance between the third level of measurement
quartile and the first quartile.  used when the frequency
distribution is irregular or
Interpretation: the larger the value of skewed
IQR, the more dispersed the scores are  the point of dispersion of the
from the median value; or the smaller scores is the median value
the value of IQR, the more clustered the  considers only the middle 50%
scores are from the median value. of the score in the distribution
 reduces the influence of the
extreme scores
 not easy to calculate as
compared to the range
Quartile Deviation (QD)  used when the data are in ordinal
It refers to the average deviation of the level of measurement
third quartile from the value of the  used when the score distribution
median. is irregular or skewed
 the point of dispersion of the
Interpretation: the larger the value of scores is the median value
QD, the more dispersed the scores are  considers only the middle 50%
from the median value,; o the smaller of the scores in the distribution
the value of QD, the more clustered the  reduces the influence of the
scores are from the median value. extreme scores

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  not easy to calculate as
compared to the range
Standard Deviation (s)  used when the data are in
It refers to the average distance that interval or in ration level of
deviates from the mean value. measurement
 used when the frequency
Interpretation: distribution is regular,
1. If the value of standard deviation symmetrical, or normal
is large, on the average, the  the most important measure of
scores in the distribution will be variation or dispersion
far from the mean. Therefore, the  the most commonly used
scores are spread out around the measure of variation, particularly
mean value. The distribution is in research
also known as heterogeneous.  shows variation of the individual
2. If the value of standard deviation scores about the mean
is small, on the average, the
scores in the distribution will be
close to the mean. Hence, the
scores are less dispersed or the
scores in the distribution are
homogeneous.

Absolute Measures of Variation

There are five types of absolute measures of variation which are important in
analyzing the variation of scores of the students in certain assessment procedures.
These are the range, inter-quartile range and quartile deviation, and variance and
standard deviation.
1. Range (R)

It is the difference between the highest and the lowest scores in a distribution.
Range is the simplest and the crudest measure of variation – simplest because only
the highest score and the lowest scores are needed to be considered; crudest
because only the extreme scores are needed to be utilized, without considering the
other scores.
Range for Ungrouped Data
R= HS – LS
where,
R- range
HS – highest score
LS- lowest score

Range for Grouped Data

R= HSUB - LSLB

5
where,
R- range value
HS- upper boundary of the highest score
LS- lowest boundary of the lowest score

2. Inter-quartile Range (IQR)

It refers to the difference between the third quartile and the first quartile.
IQR = Q3 – Q1
Quartile Deviation indicates the distance we need to go above and below the
median to approximately include the middle 50% of the scores. It is based on the
range of the middle 50% of the scores, instead of the range of the entire set.
The formula in computing the value of the quartile deviation is
Q3−Q1
QD=
N
where,
QD- is the quartile deviation value
Q3- is the value of the third quartile
Q1- is the value of the first quartile

3. Variance and Standard Deviation

It is the most important measure of variation or dispersion. It is the average

distance of all the scores that deviates from the mean value. It shows variation
about the mean. It is also known as the square root of the variance.
Variance is one of the most important measure of variation. It shows variation
about the mean.
 Population Variance

σ = Σ ¿¿
2

 Sample Variance

S =Σ ¿ ¿
2

Steps in Solving Variance of Ungrouped Data

1. Solve for the mean value.

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 2. Subtract the mean value from each score.
3. Square the difference between the mean and each score.
4. Find the sum of step 4.
5. Solve for the population variance or sample variance using the formula of
ungrouped data.

Population Standard Deviation

σ =√ Σ¿ ¿ ¿
Sample Standard Deviation
s=√ Σ¿ ¿ ¿

Steps in solving Standard Deviation

1. Solve for the mean value.
2. Subtract the mean value from each score.
3. Square the difference between the mean and each score.
4. Find the sum of step 4.
5. Solve for the population standard deviation or sample standard deviation using
the formula of ungrouped data.

Note: if the variance is already solved, take the square root of the variance to get the
value of the standard deviation.
Example: below are scores of 10 students in English quiz consists of 20 items.
Compute the population and sample variance and the population and sample
standard deviation.

x x- x (x- x )2
6 -7 49
8 -5 2495
9 -4 16
10 -3 9
13 0 0
15 2 4
16 3 9
16 3 9
17 4 16
20 7 49
Σ=13 0 Σ ¿=186
X=13

 Population Variance

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 2
σ = Σ¿¿
186
=
10
=18.6

 Sample Variance
S =Σ ¿ ¿
2

186
=
10−1
186
=
9
= 20.67

 Population Standard Deviation

σ =√ Σ¿ ¿ ¿

√
σ = 186
10
σ = √ 186
σ = 431

 Sample Standard Deviation

s=√ Σ¿ ¿ ¿

s=
√ 186
10−1

s=
√ 186
9
s= 4.55

Relative Measures of Variation

Coefficient of Variation shows a variation relative to the mean. It is used to
compare two or more groups of distribution of scores. Usually expressed in percent,
the smaller the value of the coefficient of variation, the more homogeneous the scores
are. On the other hand, the higher the value of the coefficient of variation, the more
dispersed the scores are in that particular distribution.
The formula in computing the coefficient of variation is:
s
CV= x 100%
x
where,
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 s- standard deviation
x - mean value
Example: Find the coefficient of variation of the given data below.

Section A Section B Section C

10 10 10
10 13 10
10 15 11
14 15 11
14 15 12
16 15 12
17 16 12
18 16 15
18 16 17
19 16 20
19 17 20
20 20 20
Σ x =185 Σ x =184 Σ x =170
n=12 n=12 n=12
x=15.42 x=15.33 x=14.17
s=3.75 s=2.35 s=4.04

Solution:
s s
CV A= (100%) CV B= (100%)
x x
3.75 2.35
= (100%) = (100%)
15.42 15.33
= 0.2432 (100%) = 0.1533 (100%)

CV A= 24.32% CV B = 15.33%

s
CV C= (100%)
x
4.04
= (100%)
14.17 .
= 0.2851 (100%)
CV C= 28.51%

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Interpretation: The CV A is 24.32%, CV B is 15.33%, and CV C is 28.51%, which
means that the scores in section B is less than scattered than the scores in section A
and Section C.
Another way to interpret the three score distributions is that the scores in
Section A and Section B or the scores in Section C are more heterogeneous than the
scores in Section A and Section B.

Measures of Skewness
It describe the degree of departure of the scores from the symmetry. The
skewness of a score distribution only tells about the performance of the students, but
not reasons about their performance. The skewnesss coefficient (Sk) can be solved
using the formula:
3(x−~x)
Sk= , where x – mean value, ~
x – median value.
s
Skewness can be classified according to the skewness coefficient. Below are
the classifications of skewness and the summary of their properties.

Positively Skewed Negatively Skewed Normal

Distribution
Sk¿ 0 Sk ¿ 0 Sk ¿ 0
Skewed to the right; this Skewed to the left; this The scores are
means that the thin end tail means that the thin end tail normally distributed.
of the curve goes to the right of the curve goes to the left
part of the distribution. part of the distribution.
Most of the scores are low; Most of the scores are high; It is symmetrical to
hence, most of the students hence, most of the students the mean; the end
got scores below the mean got scores above the mean tails of the curve can
value. value. be extended
indefinitely in both
side and asymptotic
to the horizontal
line.
Mean value is greater than Mean value is less than the The value of the
the median and the mode median and the mode values. mean, median, and
values. mode are equal.
Example: Mean=50,
Median=47, and Mode=43.
Poor performance of the Outstanding performance of Most of the students
students; this could be the students; the got a score within
attributed to the following: performance of the students the men value;
1. Ineffective methods could be attributed to the hence, most of the
of teaching and following: students have
instruction; 1. The group of average
2. Students are not students are performance. About

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 ready to take the intelligent; 68.26% of the
examination; 2. There is enough time students in the group
3. Test items are very to finish the have average
difficult; and examination; performance.
4. The time given to 3. Very easy test items;
answer the test is not 4. Effective instruction;
enough. and students prepared
themselves for the
examination.

Example 1: Find the coefficient of skewness of the scores of 30 Grade V pupils in a

45-item test in Mathematics. The mean is 38.50, the mean is 35.25, and the standard
deviation is 2.50.
Given:
x = 38.50
~
x = 35.25
s = 2.50

3(x−~x)
Sk =
s
3(38.50 – 35.25) 9.75
= =
2.50 2.50
3(3.25)
= Sk= 3.9
2.50
Interpretation:
Sk = 3.90, so the value is positive. The score distribution is positively skewed.
Most of the scores are low; thus the students performed poorly in the said
examination.

Example 2: Find the skewness of the scores of 30 Grade III pupils in a 45-item test in
English. The mean is 39.50, the median is 42.50, and the standard deviation is 3.25.
Given:
x = 39.50
~
x = 42.50
s = 3.25

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 3(x−~x)
Sk =
s
3(39.50 – 42.50)
=
3.25
−3
=
3.25
Sk= -0.92
Interpretation:
Sk= -0.92, so the value is negative. The score distribution is negatively
skewed. Most of the students’ scores are above the mean. Thus, the students
performed well in the said examination.

EXERCISE 1

Name: Date:
Year/Course/Section: Score:

A. Direction:
Solve for the following given problems:
(Note: Show your solution)

Subject Grades
English 89
Filipino 91
Science 88
Math 89
Araling Panlipunan 90
MAPEH 90

a) Mean:________________
b) Median:______________
c) Mode:________________
d) Range:_______________

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 EXERCISE 2

Name: Date:
Year/Course/Section: Score:

B. Direction:
Provide the correct answer in each empty box from the table
below and solve for the: a) population variance; b) sample variance; c)
population standard deviation; and sample standard deviation.
(Note: Show your solution)

Below are the scores of 15 students in Science quiz consists of 30 items.

x x- x (x- x )2
10 -3
12 1
13 0
14 1
18 25
18 5
19 6
20 7 49
22 81
22

13
 25 12
28
30 17
Σ=¿ ______ Σ ¿=______
X=13

a) Population Variance: _________________

b) Sample Variance:____________________
c) Population Standard Deviation:_______________
d) Sample Standard Deviation:________________

EXERCISE 3

Name: Date:
Year/Course/Section: Score:

B. Direction:
Provide the correct answer in each empty box from the table
below and find the coefficient of variation of the given data below.
(Note: Show your solution)

Section 1 Section 2 Section 3

10 10 10
12 10 11
13 12 13
14 12 15
18 18 20
18 19 20
19 20 21
20 20 21
22 21 22
22 21 24
25 24 26
28 27 28
30 30 30
Σ x =¿__________ Σ x =¿__________ Σ x =¿ ¿
n=13 n=13 n=13
x=19.31 x=¿__________ x=¿__________

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 s=____________ s=____________ s=___________

CHAPTER 2
Performance- based Assessment
Key Terms
performance-based assessment authentic assessment
process alternative assessment
product performance task
performance performance activities

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