DESIGNING

ANALYSIS AND
INTERPRETATION
OF ASSESSMENT
RESULTS
Here starts
the lesson!
 Learning Objectives:
1. determine the different ways in presenting
assessment results;

2. present assessment results using textual, tabular

and/or graphical;

3. identify the level of measurements; and

4. utilize the various measures in interpreting

assessment results.
Statistics
※ the process of
collecting, organizing,
summarizing,
presenting, analyzing,
and interpreting data
to create a valid
conclusion and rational
decisions.
 • the process of data gathering, such as
interview, questionnaires, tests, observations,
Collection of
registrations, and experiments
Data

• organizing of data through tabular, graphical,

Presentation or textual presentation
of Data
 • the process of extracting from the given
data relevant and noteworthy information
Analysis of
Data using statistical techniques and methods

• drawing of conclusions or inferences

Interpretation from the analyzed data
of Data
Descriptive
statistics Inferential
statistics
 • a statistical procedure concerned with
describing the characteristics and properties
Descriptive of a group of persons, places or things that
Statistics based on confirmable facts. It organizes the
description, presentation and interpretation
of data gathered.

• a statistical procedure used to draw

inferences from the population by
Inferential
obtaining information from the sample
Statistics
by using techniques of descriptive
statistics.
 Classification of Variables
Qualitative variable –
contains categorical or Quantitative variable –
qualitative responses. It contains numerical responses
refers to the characteristics representing an amount or
or attributes of the sample quantity such as height,
such as civil status, religious weight, number of children
affiliations, gender
 • values obtained
by counting, e.g.,
Discrete
births, students
in the class

• values obtained
Continuous by measurement,
e.g., age, height
 Classification of Variables

Independent – a
Dependent – a variable
variable which affects
which is affected by
the other variable e.g.,
another variable, e.g.,
number of hours spent
test scores
for studying
Levels of Measurements of Variables
• Nominal: data are categorical and the numbers
are used as identifiers or a representation.
• For example:
• The numbers on the back of a jersey (COED

1
Blazer 1 = Juan dela Cruz) and the social
security number are some examples of a
nominal data.
• If you conduct a survey and you will include
gender as a variable, code the Female as 1 and
Male as 2 or vice versa when you enter your
data into the computer. Thus, using numbers 1
and 2 can be used to represent the categories
of data.
Levels of Measurements of Variables
• Ordinal: it denotes an ordered series of
associations or rank order.
• For example:
• In a contest, an individuals are competing to

2
achieve first, second, or third place. The first,
second, and third place represents ordinal data.
• Likert-type scales also represent ordinal data.
Basically, these scales do not represent a
measurable quantity. An individual may respond
8 to a question and he actually feel less than
someone who responded 5. Therefore, Likert-
type scales represent a ranking.
Levels of Measurements of Variables

• Interval: it represents a quantity and has equal

units in which zero indicates an additional point of
measurement is an interval scale.
• For example:

3
• 10 degree Fahrenheit or -10 degrees
Fahrenheit are an interval data. Each of these
scales are a direct measures of a quantity with
equality of units. Thus, zero does not
represent the absolute lowest value. Rather, it
is the point on a scale with numbers both
above and below it.
Levels of Measurements of Variables

• Ratio: it is a scale of measurement which is similar

to the interval scale that represents quantity and
has equality of units. However, ratio has an

4
absolute zero (no numbers exist below zero).
• For example:
• commonly used in physical measures like height
and weight. If one is measuring a height of a
person in centimeters, there is quantity, equal
units, and that measure cannot go below zero
centimeters. A negative height is not possible.
 DATA COLLECTION
- gathering information
from some person or some
other ways to get data.
Data collection is done to
keep on record for further
use, to make essential
decisions about different
problems, and to
disseminate information on
to others.
 Data
Primary Secondary
Collection

1. Primary Data - the collection of data from the first-

hand source. This type of data is mostly pure and
original.

2. Secondary Data –the collection of data from the

second-hand source. Information could be from
another researcher or agency.
DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages

Direct or Researcher has Clarification Costly and

interview direct contact can do easily timeconsuming
method to the
respondents

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DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages

Indirect or Researcher gives Saves time and Problem of

questionnaire or distributes money; retrieval
method questionnaire to
A large number
the respondents
of samples can
either by
reach
personal delivery
P52
or by mail Book
T itl e .
DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages

Registration Information is Most reliable since Data are limited

Method based on the law enforces it to what is
compliance with registered in the
specific laws, documents
policies, rules,
regulations, or
standard practices.
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DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages

Experimental Researcher wants Can go beyond Lots of threats to

Method to control the plain description internal or
factors affecting external validity
the variable being
studied to find out
cause and effect
relationships
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T itl e .
Book
DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages

Observation Utilized to gather Data can be LInformation may

method data regarding quickly gathered be subjected to
attitudes, with the available subjective
behavior or values time of the judgments
and cultural researcher since
pattern of the it can be done
samples under anytime.
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investigation Book
 Textual
The collected data
can be presented in
3 different ways Tabular
which include:
Graphical
TEXTUAL
PRESENTATION
Data presented in a
paragraph or in sentences are
said to be in textual form.
This includes an enumeration
of essential characteristics,
emphasizing the most
significant features, and
highlighting the most striking
attributes of the set of data.
TABULAR
PRESENTATION
The tabular method makes
use of rows and columns. The
data are presented in a
systematic and orderly
manner, which catches one's
attention and may facilitate
the comprehension and
analysis of the data
presented.
Frequency
Distribution Table
The frequency distribution
table (FDT) is a statistical
table that shows frequency
of observations for each of
the defined classes or
categories.
 Parts of Statistical Table
1. Table Heading
- contains table number and title of the table
 Parts of Statistical Table
2. Body
– it is the main part of the table that covers the
information or figures
 Parts of Statistical Table
3. Stubs or classes
–it is the classification or categories describing
the data and usually found at the left most side of the
table.
 Parts of Statistical Table
4. Boxhead
– located in the top of the body which includes
the stubhead, the master caption and the column caption.
 Types of Frequency Distribution Table
1. Qualitative or Categorical FDT
– A frequency distribution table where the data
are grouped according to some qualitative
characteristics; data are grouped into non-numerical
categories.
 Types of Frequency Distribution Table
2. Quantitative FDT
– a frequency distribution table where the data
are grouped according to some numerical or quantitative
characteristics.
Steps in Constructing Grouped FDT

• Determine the range.

1
Steps in Constructing Grouped FDT

• Determine the number of classes (class intervals)

• Note: There's no definite rule in determining the number
of class intervals for as long as the number can provide
the necessary information needed. However, the ideal

2
number of class intervals is between 5 and 20 depending
on the nature of data.
• Remarks: There are other alternatives to determining the
number of intervals.
Steps in Constructing Grouped FDT

• Determine the class size (ἱ), also known

as class width.

3
Steps in Constructing Grouped FDT

• List the limits of each class interval.

Preferably, lower limit of the lowest class
interval is a multiple of the class size of the
class interval.

4 • Example:
A simple grouped frequency
distribution table consists
only of class interval and
frequency.

A complete grouped frequency

distribution table has a class mark
or midpoint (x), class boundaries
(c.b), relative frequency (rf),
cumulative frequencies, (cf) and
relative cumulative frequency.
Class mark

• the midpoint of the class

interval getting the average of
the upper and lower limits.
• Example: classmark of class interval 20-24
Class boundaries
• these are the true limits of class
intervals. Each class boundary equals
the number midway between the
upper limit and the lower limit of the
succeeding class interval.
• Example: the class boundaries of 20 –
24 is 19.5 – 24.5
Relative Frequency

• also called percentage frequency. It is the

proportion of observations falling in a class
and is expressed in percentage. It is obtained
by dividing the frequency of each class by N.
• Example: If the frequency of class interval of
20 – 24 is 1 and N = 50,
1
�� = �100% = 2%
50
Cumulative Frequency (cf)

• accumulated frequency of the classes

• a. Less than cf (<cf) – total number of
observations whose values do not
exceed the upper limit of the class.
• b. Greater than cf (>cf) – total number
of observations whose values are not
less than the lower limit of the class.
Relative cumulative frequency
(rcf)

• is the accumulation of the

previous relative frequencies.
 Example:
Scores in Math Quiz
 Example:
f <cf >cf rf rcf

2 2 50 4 4
6 8 48 12 16
8 16 42 16 32
11 27 34 22 54
10 37 23 20 74
9 46 13 18 92
3 49 4 6 98
1 50 1 2 100
 The contingency table
This is the table which shows the responses of subjects
to one variable as a function of another variable. One
type of this kind of table is the row by column where the
columns refer to the samples and the rows refer to the
choices or alternatives.
Scatter Graph
• a graph used to present
measurements or values that are
thoughts to be related.

Line Chart
• a graphical presentation of data
especially useful for showing
trends over a period of time.
Pie Chart
• it is a circular graph that is useful in showing how
a total quantity is distributed among a grouped of
categories. Each pieces of pie represent an amount
on the total portion of the category.

Column and Bar Graph

• like pie charts, column charts and bar charts are
applicable only to grouped data. It is used for
DISCRETE grouped data of ordinal or nominal scale.
 • a bar graph that presents the classes on horizontal axis
and the frequencies of the classes where on the vertical
axis. The vertical lines of the bars are on the class
Frequency boundaries, and the height of the bar corresponds to the
class frequency.
Histogram

• a line graph that is constructed by plotting the frequencies

at the class marks connecting the plotted points by means
of straight lines and encloses the polygon by adding an
additional class at each end, for which the ends of the line
Frequency are connected to the midpoints of the additional classes at
Polygon the horizontal axis.
 • it displays graph in which horizontal axis represetns the
classes and the vertical axis represents the relative
frequencies.
Relative Frequency
Histogram

• forms a graph of the cumulative frequency (cf) distribution

• a. <ogive – the less than cf is plotted against the Upper true
class boundary
• b. >ogive – the greater than cf is plotted against the Lower
Ogives true class boundary
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