ED 302

ASSESSMENT OF
LEARNING 1
(Module 4)

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I. INTRODUCTION:
As a teacher, one is compelled to exercise professional judgment through grading. Grading is a
procedure needed to complete the assessment process. In this module, learners are introduced to the grading
system used in the Philippines. It is important to know this as they will become teachers in the future. When
talking about grading, we deal with scores of students. How will you interpret these scores? You will learn
in this module the different measures of central tendency and measures of variability. As future educators
themselves, learners can use the knowledge, skills and insight they’ll learn from this module in their future
professional ventures.
As mentioned, the following chapters cover the different measures of central tendency (mean,
median and mode) and measures of dispersion or variability (range, variance and standard deviation). You
will be guided on how to compute and when to use these measures. Moreover, the fundamental ideology
and procedures of converting raw scores into standard grading formats will be covered as well. The
discussion in this module comes from internet resources, printed materials, and among others. As your
facilitator of learning in ED 302, I will enrich our discussion by presenting information with citations. If
you have questions please do not hesitate to call, email, text or chat with me on the details provided in the
Teacher Intervention Section of this module.

II. COURSE LEARNING OUTCOMES:

At the end of the course, the learners are expected to:
1. Demonstrate current, research-based knowledge and understanding of the basic concepts and
principles of assessment and how they are applied in teaching and learning;
2. Identify learning outcomes that are aligned with learning competencies;
3. Demonstrate knowledge in designing, developing, selecting and using appropriate diagnostic,
formative and summative assessment strategies in line with K to 12 standards, guidelines and
requirements;
4. Demonstrate knowledge of monitoring and evaluating learner progress using learner attainment
data;
5. Demonstrate understanding of the role of assessment in making instructional decisions;
6. Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner
performance; and
7. Demonstrate familiarity with strategies for communicating students’ learning needs, progress and
achievement to key stakeholders.

Through (4.2.1.1) excellent instruction, relevant and responsive research and/ or extension services,
and quality-assured production (4.3.1.1) of a true NOrSUnian with the core values of SAPPHIRE needed
to (4.1.1.1) become dynamic, competitive and globally responsive.

III. CONTENTS OF THE MODULE:

This Module contains the following lessons:
Lesson 7: Measure of Central Tendency and Dispersion/Variability

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 Lesson 8: Grading Systems and the Grading System of the Department of Education
IV. DIRECTIONS ON HOW TO USE THIS MODULE PROPERLY:
In order to benefit profoundly from this module, please be guided by all the key points presented below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the explanations
thoroughly so that you could understand the lesson fully.
2. On the first page of each lesson, you will find the specific learning outcomes (SLOs) of each lesson.
SLOs are knowledge and skills you are expected to acquire at the end of the lesson. Read them heartily.
3. You must answer the Learning Activities/Exercises (LAEs). The LAEs are designed to help you
acquire the SLOs.
4. Feel free to chat, call, text or send an email if you have questions, reactions, or reflections about the
contents or activities in the module.
5. The Practice Task/Assessment and the Assignment shall be checked by your instructor.

SPECIFIC LEARNING OUTCOMES:

At the end of the topic, the students are expected to:
1. Explain the meaning and function of the measures of central tendency and measures of
dispersion/variability;
2. Identify the measures of central tendency and measures of dispersion/variability of a given set
of scores; and
3. Interpret the set of scores as a normal or skewed distribution.

MOTIVATION/ PROMPTING QUESTIONS:

Direction: Given the following grades of Student X, compute for the average grade of Student X.
Math 88
English 92
Science 87
Filipino 90
Social Studies 90
MAPEH 91
T.L.E. 95

DISCUSSION
MEASURES OF CENTRAL TENDENCY
A measure of central tendency provides a description or summary of the data set as a whole. A basic
understanding of this is needed to understand many aspects of educational measurement. There are three
(3) important three important measures of central tendency: arithmetic mean, median and mode.

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 MEAN is the most commonly used measure of central tendency. It is defined as the ratio of the sum of
the values of all the items and the total number of items.
𝛴𝑋
Mean (M) = 𝑋
, where 𝛴𝑋= sum of all scores
N = total number of scores
Suppose that 8 students receive marks: 56, 58, 60, 62, 70, 72, 75 and 75 respectively, in an examination.
The mean would be
𝛴𝑋 54+58+60+62+70+72+75+77 528
M= 𝑋
= 8
= 8= 66.

MEDIAN is a posi-tional average since it is the middle value when all the data or scores are arranged
in an ascending/descending order. It divides the frequency distribution exactly into two halves. Hence
median is the 50th percentile.
To calculate the median, you need to locate the middle position in the data set.
𝑋+1
Md = 2
when N is odd.
When N is even, locate the middle two values and compute for the average.
Using the example from above, we have the following scores: 56, 58, 60, 62, 70, 72, 75 and 75. First,
make sure that the data are arranged in ascending or descending order. In this case, it is already arranged in
ascending order.
𝑋+1 8+1 9
Md = 2
= 2
= 2= 4.5
Therefore, the median is in the 4.5th position. To get the 4.5th location, locate the 4th and 5th position
from the data set. In the 4th position is 62 and in the 5th position is 70. Since the average of 62 and 70 is
66, in the 4.5th location is 66. Hence, the median is 66.
Let’s have another example wherein N is odd: The scores of 11 Grade 12 students in a 100-item test
are the following.
65 55 89 56 35 14 56 55 87 45 92
First, we arranged the data in ascending (or descending) order. We now have
14 35 45 55 55 56 56 65 87 89 92
𝑋+1 11+1 12
Then, Md = 2
= 2
= 2= 6. Hence, the median is 56 which is in the 6th position.

MODE is the value that occurs most frequently in the data. As an average, it represents the most typical
value of a data set which almost coincides with the existing data. Some data sets do not have a mode
because each value occurs only once. Meanwhile, some data sets can have more than one mode. This
happens when the data set has two or more values of equal frequency which is greater than that of any other
value.
Again, taking the example from above, we have the following scores: 56, 58, 60, 62, 70, 72, 75 and 75.
Since 75 occurs twice and all the other scores occur only once, 75 is the mode.

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 When there is more than one score that has the highest frequency, those scores are the modes. Example,
when given the data set of: 12, 11, 8, 15, 10, 8, 9, 8, 5, 15, 11, 6, 11, 4, 13. Observe that 8 occurs thrice, 15
occurs twice, and 11 occurs thrice and all the other scores occur only once. Therefore, the highest frequency
is 3 and both 8 & 11 have a frequency of 3. Hence, 8 and 11 are the modes. The data set is bimodal.

Uses, advantages and

disadvantages of using the
different measures of
central tendency

https://drive.google.com/file/d/1-
oPE4KOwa_h03l1Bn_QJ2UhSCewJywt5/view?usp=sharin
g

NORMAL AND SKEWED DISTRIBUTION

A score distribution has a normal distribution when most of the scores cluster around the mean and the
number of scores decreases as you move below or above the mean. When the scores tend to cluster on either
below or above the mean, the distribution becomes skewed (negatively or positively).

Figure 1: Normal and Skewed Distribution

- In a distribution, if the mean is equal to the median and the mode, it shows a perfectly normal
distribution (b). It is illustrated by a perfect bell shape or normal curve as shown in the figure. If
the mean
- If the mean is less than the median and the mode, the distribution is skewed to the left (a), thus,
negatively skewed. In this distribution, scores tend to cluster above the mean or at the upper end of
the score distribution.
- If the mean is greater than the median and the mode, the distribution is skewed to the right (c), thus,
positively skewed. In this distribution, scores tend to cluster below the mean or at the lower end of
the score distribution.
When a teacher teaches very well and students are highly motivated to learn, the score distribution will
most likely be negatively skewed since scores will tend to be high. On the other hand, when a teacher does
not teach very well and students are not motivated to learn, the distribution will most likely be positively
skewed since scores will tend to be low. As a teacher, you should teach in accordance with the principles
of outcome-based teaching-learning. Make sure to align the content and assessment with the intended
learning outcomes. Reteach students weak points as revealed by the formative assessment. Only then the
students' scores in the assessment will gravitate on the higher end of the distribution.

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 MEASURES OF DISPERSION OR VARIABILITY
The measures of central tendency are not sufficient to describe data. Two sets of data can have the same
mean but they can be entirely different. Thus to describe data, one needs to know the degree of variability.
Variability is the extent to which a numerical data is likely to vary about an average value. It helps us to
understand how scattered the data in the distribution is.
RANGE is the most simple measure of variability. It is simply the difference between the highest and
lowest score. The main advantage of this measure of dispersion is that it is easy to calculate. On the other
hand, it has a lot of disadvantages. It is very sensitive to extreme scores and does not use all the observations
in a data set. It is more informative to provide the minimum and the maximum scores rather than providing
the range.
VARIANCE is defined as the average squared difference of the scores from the mean. It tells us how
close the scores are from the mean of the distribution. It is computed using the formula:
𝛴(𝑋−𝑋)2
𝜎 2= , where X is the score
𝑋
𝜇 is the mean
N is the total number of scores
STANDARD DEVIATION also tells us how close the scores are from the mean of the distribution. It
is simply the positive square root of the variance.
2
𝑋(𝑋−𝑋)
𝜎 = √
𝑋

EXAMPLE 1: The following are the scores of 15 students in a 15-item test: 9, 11, 8, 14, 10, 7, 9, 7, 13, 15,
10, 6, 11, 8, 12. Compute for the range, variance and standard deviation.
𝜇= 10; range = 9; 𝜎 2 = 6.67 ; 𝜎= 2.58
EXAMPLE 2: The following are the scores of 10 students in a 15-item test: 15, 8, 7, 13, 9, 7, 11, 9, 12, 9.
Compute for the range, variance and standard deviation.
𝜇= 10; range = 8; 𝜎 2 = 6.4 ; 𝜎= 2.53
Notice that both data sets have the same mean but they differ in their variance and standard
deviation. With that, we can say that the scores in Example 1 are more spread out than the scores in
Example 2. Hence, scores in Example 2 are more consistent.

To see the solutions for the examples, click this link.

https://drive.google.com/file/d/1-oHwFIBgnyCRH6evUjMz3k4D0yITLPTY/view?usp=sharing

LEARNING ACTIVITIES/EXERCISE

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 Direction: Solve the crossword puzzle below.

Across Down
6. Square root of the variance 1. The value that appears most frequently in
7. Measure of symmetry a set of data

8. Middle number in a sorted, ascending or 2. How spread scores are in a distribution

descending, set of scores 3. Mathematical average of a set of two or
9. Average of the squared differences of the more numbers
data from the mean 4. The area of variation between upper and
lower limits on a particular scale
5. A graph depicting the normal distribution
6. Score distribution when the data points
cluster more toward one side of the scale
than the other

TEACHER INTERVENTION

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PRACTICE TASK/ASSESSMENT
1. As a teacher, which score distribution should you work for: normal, negatively skewed or positively
skewed? Why?
2. A student has gotten the following grades on his tests: 85, 94, 78, and 88. He wants to have an
overall of at least 85. What is the minimum grade he must get on the last test in order to achieve
that average?
3. With the given set of scores, compute the measures of central tendency (mean, median, mode) and
measures of variability (range, variance, standard deviation).
a. 43, 47, 36, 28, 38, 37, 49, 50, 35, 32, 49, 30, 30, 35, 37
b. 59, 78, 81, 85, 95, 80, 89, 70, 74, 88

FEEDBACK TO ASSESSMENT

Across Down
6. standard deviation 1. mode
7. skewness 2. variability
8. median 3. mean
9. variance 4. range
5. bell curve
6. skewed distribution

ASSIGNMENT
Instruction: Using the data on the current number of Covid-19 cases per City/Municipality in Negros
Oriental, what is the perfect measure to use to describe the center point of the data? Why? Compute for that
measure.

SPECIFIC LEARNING OUTCOMES:

At the end of the topic, the students are expected to:
1. Distinguish between norm-referenced and criterion-referenced grading, cumulative and
averaging grading system;
2. Compute grades of students in various levels; and
3. Follow accordingly the DepEd guidelines in computing grades.

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MOTIVATION/ PROMPTING QUESTIONS:
Word Search
Assessment Final grade
Average Mean
Competencies Norm referenced
Cumulative Raw score
Curriculum Transmuted grade

DISCUSSION
Over the years, grading systems have evolved in different schools from all over the world. Before, grades
were expressed in terms of letters; A, B, B+, B-, etc. Now, colleges and universities in the Philippines have
replaced these letters with numerical values. In basic education, grades are expressed in percentages. The
new curriculum, K to 12, uses a standards-based and competency-based grading system. Students are
graded according to their level of proficiency with regards to the different standards and competencies
found in the curriculum guides. All grades are based on the weighted raw scores of students from the
summative assessments. In this lesson, you will learn how to convert raw scores into the corresponding
standard grading system.
NORM-REFERENCED AND CRITERION-REFERENCED GRADING
Norm-referenced grading refers to a grading system wherein a student’s grade is placed in relation to
the performance of a group. This means that a grade of 80 signifies that the student performed better or the
same as 80% of the class. The purpose of grading with norm-referenced measurement is to separate students'
based on achievement level by comparing their achievement to the achievement of other students. It is
useful when students must be ranked for something with a limited number of spaces, e.g., for college
admission or awarding scholarships (Aviles, 2001).

Norm-Referenced Grading: https://www.elcomblus.com/norm-referenced-grading/

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 Criterion-referenced grading refers to a grading system wherein a student is graded against a
predetermined standard, learning goal, performance level, or other criterion, instead of to the achievement
of other students.

Criterion-referenced Grading: https://www.elcomblus.com/criterion-referenced-grading/

Four Questions in Grading (Svinicki, 2007)

1. Should grades reflect absolute achievement level or achievement relative to others in the same
class?
2. Should grades reflect achievement only or nonacademic components such as attitude, speed and
diligence?
3. Should grades report status achieved or amount of growth?
4. How can several grades on diverse skills combine to give a single mark?

Four Questions in Grading: https://www.elcomblus.com/four-questions-in-grading-svinicki-2007/

CUMULATIVE AND AVERAGING SYSTEMS OF GRADING

In the Philippines, two types of grading systems are used: the averaging and the cumulative grading
systems. A cumulative grading system is based on taking the number of points that a student earns and
dividing it by the total amount of points.
Example: Student’s grades are
Prelim - 80
Midterm - 90
Final - 85
To get the student’s grade for the semester, we get the average of his 3 grades during the
period: (80+90+85)/3 = 255/3 = 85. Hence, his grade for the semester is 85.
In the cumulative grading system, the grade of a student in a grading period equals his current grading
period grade which is assumed to have the cumulative effects of the previous grading periods.
Example: Using the same given grades from above, the grade is computed as 40% of midterm and
60% of final.
Final grade = 40% of 90 + 60% of 85
= 0.4 (90) + 0.6(85)
= 36 + 51
= 87
Hence, his grade for the semester is 85.

POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC

EDUCATION, DEPED ORDER NO. 8, S.2015

Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks, and Quarterly
Assessment every quarter. These three are given specific percentage weights that vary according to the
nature of the learning area.

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 Figure 2: Weight of the Components for Grades 1-10

Figure 3: Weight of the Components for SHS

DepEd K to 12 Grading System Steps for Computing Grades

https://www.teacherph.com/deped-grading-system/

LEARNING ACTIVITIES/EXERCISE
Directions: Present your thoughts /ideas.
1. Define a norm-referenced grading. Discuss some of the issues that confront a teacher using a
norm-referenced grading system. When would it be most appropriate to use?
2. Define a criterion-referenced grading. When would it be most appropriate to use?

TEACHER INTERVENTION

PRACTICE TASK/ASSESSMENT
Compute the grade of a student in:
1. Grade 10 Math with the following raw scores.
Written Work - 80 out of 100
Performance Task - 60 out of 100
Quarterly Assessment - 70 out of 100
2. Grade 11 student in Reading and Writing Skills with the following raw scores.
Written Work - 97 out of 120
Performance Task - 30 out of 50
Quarterly Assessment - 45 out of 48

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 3. Grade 3 student in Mother Tongue subject with the following raw scores.
Written Work - 40 out of 50
Performance Task - 40 out of 40
Quarterly Assessment - 36 out of 50

FEEDBACK TO ASSESSMENT
1. Varied Answers.
2. Varied Answers.

ASSIGNMENT
1. Compute the final grades of Student X in Grade 8 for the fourth quarter in 3 the following subjects.
https://docs.google.com/spreadsheets/d/1ufhn4efC721NfQlCD4Ro1qqGB_M4hM23-
JvTOK5tL5A/edit#gid=0
2. Given the following grades of Student X and the grades you have computed for the fourth quarter
in the 3 subjects, compute for the final grade for each subject and the student’s general average.

Subject 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter

English 85 85 88

Filipino 83 83 85 89

Mathematics 84 87 84

Science 88 88 89 90

Social Studies 89 92 91 92

Values 91 91 93 93
Education

T.L.E. 90 88 91

MAPEH 88 90 90 93

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REFERENCES/ READING MATERIALS
Aviles, C.B. (2001). Grading with Norm-Referenced or Criterion-Referenced Measurement: To
Curve or Not To Curve, That Is the Question. Buffalo, NY: Buffalo State College.
https://files.eric.ed.gov/fulltext/ED448403.pdf
Choudhurry, A. (n.d.). Central tendency: Meaning, uses and measures. Your Article Library.
https://www.yourarticlelibrary.com/education/statistics/central-tendency-meaning-uses-and-
measures/64944
Desai, R. (n.d.). Measures of central tendency. Your Article Library.
https://www.yourarticlelibrary.com/social-research/measures-of-central-tendency/93073
Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation
(Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781506326139
Glaser, A.N. (2000). High Yield Biostatistics (1st ed.). New Delhi, India: Lippincott Williams and
Wilkins.
Llego, M.A. (n.d.). DepEd K to 12 grading system steps for computing grades.
https://www.teacherph.com/deped-grading-system/
Manikandan, S. (2011). Measures of central tendency: The mean. Journal of pharmacology &
pharmacotherapeutics, 2(2), 140–142. doi:10.4103/0976-500X.81920
Manikandan, S. (2011). Measures of central tendency: Median and mode. Journal of pharmacology
& pharmacotherapeutics, 2(3), 214–215. doi:10.4103/0976-500X.83300
Manikandan, S. (2011). Measures of dispersion. Journal of pharmacology & pharmacotherapeutics,
2(4), 315–316. doi:10.4103/0976-500X.85931
Navarro, R.L., Santos, R.G., Corpuz, B.B. (2019). Assessment in Learning 1. Quezon City, Philippines:
Lorimar Publishing, Inc.

FIGURE 1 https://i.stack.imgur.com/TOsq9.png

https://www.teacherph.com/wp-content/uploads/2019/03/Table-4-Weight-of-the-
FIGURE 2
Components-for-Grade-1-10-1024x313.jpg

https://www.teacherph.com/wp-content/uploads/2019/03/Table-5-Weight-of-the-
FIGURE 3
Components-for-SHS-1024x608.jpg

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