SULTAN KUDARAT STATE UNIVERSITY

CHAPTER 4
ORGANIZATION, UTILIZATION, AND COMMUNICATION OF TEST
RESULTS

Overview
As we have learned in previous lessons, tests as used to measure
learning or achievement are form of assessment. They are undertaken to
gather data about student learning. These test results can assist teachers and
the school in making informed decisions to improve curriculum and
instruction. Thus, collected information such as test scores should have to be
organized to appreciate its meaning. Usually, the use of charts and tables are
the common ways in the presentation of data. In addition, statistical measures
are also utilized to help in interpreting correctly the data.
Most often, students are interested to know, “What is my score in the
test?” Nonetheless, the more critical question is, “What does one’s score
means?” Test score interpretation is important not just for the students
concerned but also for the parents. Knowing how certain student performs
with respect to the group or other members of the class is important. Similarly,
it is significant to determine the intellectual characteristics of the students
through their scores or grades.
Moreover, a student who received an overall score in the 60 th
percentile in mathematics would place the learner in the average group. The
learner’s performance is as good or better than 60% of the students in the
group. A closer look into the sub-skill scores of the pupil can help teachers
and parents in identifying problem areas. For instance, a child may be good in
addition and subtraction but he or she may be struggling in multiplication and
division.
In some cases, assessment and grading are used interchangeably, but
they are seemingly different. One difference is that assessment focuses on
the learner. It gathers information about what the student knows and what
he/she can do. Grading is a part of evaluation because it involves judgment
made by the teacher. This chapter concludes with the grading system in the
Philippines’ K to 12 program. Other reporting systems shall likewise be
introduced and discussed. A short segment on progress monitoring is

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included to provide pre-service teachers with an idea of how to track student

progress through formative assessment.

Objective
Upon completion of the chapter, the students can demonstrate their
knowledge, understanding and skills in organizing, presenting, utilizing and
communicating the test results.

Lesson 1: Organization of Test Data Using Tables and Graphs

Pre-discussion
At the end of this lesson, pre-service teachers are expected to present
in an organized manner the test collected data from existing database or
those from pilot-tested materials in any of the assessment tools implemented
in the earlier lessons. Your success in this performance task would be
determined when you can do organizing ungroup raw test results through
tables, using frequency distribution for presenting test data, describing the
characteristics of frequency polygons, histograms, bar graphs, and their
interpretation, interpreting test data presented through tables and graphs,
determining which types of tables and graphs are appropriate for given set
data, and using technology like statistical software in organizing and
interpreting test data.

What to Expect?
At the end of the lesson, the students can:
1. organize the raw data from a test;
2. construct a frequency distribution;
3. acquire knowledge on the basic rules in preparing tables and graphs;
4. Summarize test data using appropriate table or graph;
5. use Microsoft Excel to construct appropriate graphs for a data set;
6. interpret the graph of a frequency and cumulative frequency
distribution; and
7. characterize a frequency distribution graph in terms of skewness and
kurtosis.

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 SULTAN KUDARAT STATE UNIVERSITY

Frequency Distribution

In statistics, a frequency distribution is a list, table or graph that

displays the frequency of various outcomes in a sample. Each entry in the
table contains the frequency or count of the occurrences of values within a
particular group or interval.
Here is an example of a univariate (single variable) frequency table.
The frequency of each response to a survey question is depicted.

Degree of Agreement Frequency

Strongly agree 30
Somewhat agree 15
Not sure 20
Somewhat disagree 20
Strongly disagree 15
Total 100

A different tabulation scheme aggregates values into bins such that

each bin encompasses a range of values. For example, the heights of the
students in a class could be organized into the following frequency table.

Height range of students Frequency

less than 5.0 feet 45
5.0 - 5.5 feet 35
5.5 - 6.0 feet 20
6.0 - 6.5 feet 20
Total 120

In order to make the data collected from tests and measurements

meaningful, they must be arranged and classified systematically. Therefore,
we have to organize the data in to groups or classes on the basis of certain
characteristics.

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This principle of classifying data into groups is called frequency

distribution. In this process, we combine the scores into relatively small
numbers of class intervals and then indicate number of cases in each class.

Constructing a Frequency Distribution

Below are the suggested steps to draw up a frequency distribution:
Step 1:
Find out the highest score and the lowest score. Then, determine the
Range which is highest score minus lowest score.

Step 2:
Second step is to decide the number and size of the groupings to be
used. In this process, the first step is to decide the size of the class interval.
According to H.E. Garrett (1985:4), the most “commonly used grouping
intervals are 3, 5, 10 units in length.” The size should be such that number of
classes will be within 5 to 10 classes. This can be determined approximately
by dividing the range by the grouping interval tentatively chosen.

Step 3:
Prepare the class intervals. It is natural to start the intervals with their
lowest scores at multiples of the size of the intervals. For example, when the
interval is 3, it has to start with 9, 12, 15, 18, etc. Also, when the interval is 5,
it can start with 5, 10, 15, 20, etc.
The class intervals can be expressed in three different ways:
First Type:
The first types of class intervals include all scores.
For example:
 10 - 15 includes scores of 10, 11, 12, 13 and 14 but not 15
 15 - 20 includes scores of 15, 16, 17, 18 and 19 but not 20
 20 - 25 includes scores of 20, 21, 22, 23 and 24 but not 25

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In this type of classification, the lower limit and higher limit of the each
class is repeated.
This repetition can be avoided in the following type.
Second Type:
In this type the class intervals are arranged in the following way:
 10 - 14 includes scores of 10, 11, 12, 13 and 14
 15 - 19 includes scores of 15, 16, 17, 18 and 19
 20 - 24 includes scores of 20, 21, 22, 23 and 24
Here, there is no question of confusion about the scores in the higher
and lower limits as the scores are not repeated.
Third Type:
Sometimes, we are confused about the exact limits of class intervals
because very often it is necessary the computations to work with exact limits.
A score of 10 actually includes from 9.5 to 10.5 and 11 from 10.5 to 11.5.
Thus, the interval 10 to 14 actually contains scores from 9.5 to 14.5. The
same principle holds no matter what the size of interval or where it begins in
terms of a given score. In the third type of classification we use the real lower
and upper limits.
 9.5 - 14.5
 14.5 - 19.5
 19.5 - 24.5 and so on.
Step 4:
Once we have adopted a set of class intervals, we need to list them in
their respective class intervals. Then, we have to put tallies in their proper
intervals. (See illustration in Table 1.)
Step 5:
Make a column to the right of the tallies headed “f” (frequency). Write
the total number of tallies on each class interval under column f. The sum of
the f column will be total number of cases “N”.
The next matrix contains the scores of students in mathematics.
Tabulate the scores into frequency distribution using a class interval of 5
units.

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 SULTAN KUDARAT STATE UNIVERSITY

Solution:

Table 1. Frequency distribution

Cumulative Frequency Distribution

Sometimes, our concerned is with the number of percentage of values
greater than or less than a specified value. We can get this by adding
successively the individual frequencies. The new frequencies obtained by this
process, adding individual frequencies of class intervals are called cumulative
frequency. If the frequencies of individual class interval are denoted as f1, f2,
f3,… fk then the cumulative frequencies will be f1, f1 + f2, f1 + f2 + f3, f1 + f2
+ f3 + f4, and so on. An illustration of determining cumulative frequencies has
been given in the Table 2.

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Table 2. Cumulative Frequency and Class Midpoint (n=60)

Class f Midpoint Cumulative Cumulative
Intervals (CI) (M) frequency percentage
> < > <
90 - 94 2 92 2 60 3% 100%
85 - 89 2 87 4 58 7% 97%
80 - 84 4 82 8 56 13% 93%
75 - 79 8 77 16 52 27% 87%
70 - 74 7 72 23 44 38% 73%
65 - 69 10 67 33 37 55% 62%
60 - 64 9 62 42 27 70% 45%
55 - 59 6 57 48 18 80% 30%
50 - 54 5 52 53 12 88% 20%
45 - 49 3 47 56 7 93% 12%
40 - 44 2 42 58 4 97% 7%
35 - 39 2 37 60 2 100% 3%

Determining the Midpoint of the Class Intervals

In a given class interval, the scores are spread over on the entire
interval. But when we want to the representative score of all the scores within
a given interval by some single value, we take mid-point as the representative
score. For example from Table 2, all 5 scores of class interval 69 to 65 are
represented by the single value 67, while 39 to 35 is represented by 37. We
can also take the same value when other two types of class intervals are
taken.
Below is the formula used to find out the mid-point.

Hence, the midpoint of 69 to 65 is:

Other class midpoints can be derived in the same way.

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 SULTAN KUDARAT STATE UNIVERSITY

Graphic Representation of Data

Most of us are familiar with the saying, “A picture is worth a thousand
words.” In the same token, “a graph can be worth a hundred or a thousand
numbers.” The use of tables may not be enough to give a clear picture of the
properties of a group of test scores. If numbers presented in tables are
transformed into visual models, then the reader becomes more interested in
reading the material. Consequently, understanding of the information and
problems for discussion is facilitated. Graphs are very useful for the
comparison of test results of different groups of examinees.
The graphic method is mainly used to give a simple, permanent idea
and to emphasize the relative aspect of data. Graphic presentation is highly
desired when a fact at one time or over a period of time has to be described. It
must be stressed that tabulation of statistical data is necessary, while graphic
presentation is not. Data is plotted on a graph from a table. This means that
graphic form cannot replace tabular form of data. It can only supplement the
tabular form.
Graphic presentation has a number of advantages, some of which are
enumerated below:
1. Graphs are visual aids which give a bird’s eye view of a given set of
numerical data. They present the data in simple, readily
comprehensible form.
2. Graphs are generally more attractive, fascinating and impressive than
the set of numerical data. They are more appealing to the eye and
leave a much lasting impression on the mind as compared to the dry
and uninteresting statistical figures. Even a layman, who has no
statistics knowledge, can understand them easily.
3. They are more catching and as such are extensively used to present
statistical figures and facts in most of the exhibitions, trade or industrial
fairs, public functions, statistical reports, etc. Graphs have universal
applicability.
4. They register a meaningful impression on the mind almost before we
think. They also save a lot of time as very little effort is required to
grasp them and draw meaningful inferences from them.

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5. Another advantage of graphic form of data is that they make the

principal characteristics of groups and series visible at a glance. If the
data is not presented in graphic form, the viewer will have to study the
whole details about a particular phenomenon and this takes a lot of
time. When data is presented in graphic form, we can have information
without going into many details.
6. If the relationship between two variables is to be studied, graphic form
of data is a useful device. Graphs help us in studying the relations of
one part to the other and to the whole set of data.
7. Graphic form of data is also very useful device to suggest the direction
of investigations. Investigations cannot be conducted without any
regard to the desired aim and the graphic form helps in fulfilling that
desired aim by suggesting the direction of investigations.
8. In short, graphic form of statistical data converts the complex and huge
data into a readily intelligible form and introduces an element of
simplicity in it.

Basic Rules for the Preparation of Tables and Graphs

Ideally, every table should:
1. Be self-explanatory;
2. Present values with the same number of decimal places in all its cells
(standardization);
3. Include a title informing what is being described and where, as well as
the number of observations (N) and when data were collected;
4. Have a structure formed by three horizontal lines, defining table
heading and the end of the table at its lower border;
5. Not have vertical lines at its lateral borders;
6. Provide additional information in table footer, when needed;
7. Be inserted into a document only after being mentioned in the text; and
8. Be numbered by Arabic numerals.

Similarly to tables, graphs should:

1. Include, below the figure, a title providing all relevant information;
2. Be referred to as figures in the text;

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3. Identify figure axes by the variables under analysis;

4. Quote the source which provided the data, if required;
5. Demonstrate the scale being used; and
6. Be self-explanatory.

The graph's vertical axis should always start with zero. A usual type of
distortion is starting this axis with values higher than zero. Whenever it
happens, differences between variables are overestimated, as can been seen
in Figure 1.

Figure 1. Students’ Math and English Grades

Figure showing how graphs in which the Y-axis does not start with zero
tend to overestimate the differences under analysis. On the left there is a
graph whose Y axis does not start with zero and on the right a graph
reproducing the same data but with the Y axis starting with zero.
Other graphic presentations are hereby illustrated to interpret clearly
the test data.

1. Line graph (polygon)

This is also used for quantitative data, and it is one of the most
commonly used methods in presenting test scores. It is the line graph or a
frequency polygon. It is very similar to a histogram, but instead of bars, it
uses lines to compare sets of test data in the same axes.
In a frequency polygon, you have lines across the scores in the
horizontal axis. Each point in the frequency polygon represents two
numbers, which are the scores or class midpoints in the horizontal axis
and the frequency of that class interval in the vertical axis. Frequency

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polygon can also be superimposed to compare several frequency

distribution, which cannot be done with histograms.
You can construct a frequency polygon manually using the
histogram in Figure 2 by following these simple steps:
a. Locate the midpoint on the top of each bar. Bear in mind that the
height of each bar represents the frequency in each class interval,
and the width of the bar is the class interval. As such, that point in
the middle of each bar is actually the midpoint of that class interval.
b. Draw a line to connect all the midpoints in consecutive order.
c. The line graph is an estimate of the frequency polygon of the test
scores.
12
10
Frequency

8
6
4
2
0
37 42 47 52 57 62 67 72 77 82 87 92 97
Midpoints

Figure 2. Frequency Polygon

2. Cumulative Frequency Polygon

This graph is quite different from a frequency polygon because the

cumulative frequencies are plotted. In addition, you plot the point above
the exact limits of the interval. As such, a cumulative polygon gives a
picture of the number of observations that fall below or above a certain
score instead of the frequency within a class interval. In Table 2, the
cumulative frequencies (less than and greater than) are in the 4th and 5th
columns; in the 6th and 7th columns are the conversions to cumulative
percentage. A cumulative percentage polygon is more useful when there is
more than one frequency distribution with unequal number of
observations.

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Thus, consider the class interval of 70-74 where cf> and cf< are 23
and 44, respectively. It means that there are 23 (or 38%) students have
scores of 70 and above, while there are 44 (or 73%) students whose
scores fall from 74 and below. (Please see illustrations in Figures 3 and 4).

70
60
50
40
cf>

30
20
10
0
35 40 45 50 55 60 65 70 75 80 85 90 95
Class Lower Limits

Figure 3. Cumulative Frequency Polygon (cf>)

70
60
50
40
cf<

30
20
10
0
39 44 49 54 59 64 69 74 79 84 89 94
Class Upper Limits

Figure 4. Cumulative Frequency Polygon (cf<)

3. Bar Graph
This graph is often used to present frequencies in categories of a
qualitative variable. It looks very similar to a histogram, constructed in the
same manner, but spaces are placed in between the consecutive bars.
The columns represent the categories and the height of each bar as in a
histogram represents the frequency. If experimental data are graphed, the
independent variables in categories is usually plotted on the x-axis, while
variable in the horizontal or x-axis is categorical, bar graphs can be

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presented horizontally. Bar graphs are very useful in comparison of test

performance of groups categorized in two or more variables. Following are
some examples of bar graphs.

Female 27
Gender

Male 9

0 5 10 15 20 25 30
Frequency

Figure 5. Gender Profile of BEED 3E

25
20
Frequency

15
10
5
0
Strongly Agree Not Sure Disagree Strongly
Agree Disagree
Attitudes

Figure 6. Attitudes of BEED 3E Students on Online Learning

700
589
600
500 452 456
Graduates

400 321
300 208 232
Male
200 108 123 143
78 Female
100
0
YEAR YEAR YEAR YEAR YEAR
2015 2016 2017 2018 2019
Year

Figure 7. Graduate Profile

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4. Circle graph (Pie Chart)

One commonly used method to present categorical data is the use
of a circle graph. You have learned in basic mathematics that there are
360⁰ in a full circle. As such, the categories can be represented by the
sectors of the circle that appear like a pie; thus, the name pie graph. The
size of the pie is determined by the percentage of students who belong in
each category such as the one shown in Figures 8 and 9.

Male
25%

Female
75%

Figure 8. Gender Profile of BEED 3E

6%
11%
Strongly Agree
5%
Agree
Not Sure
56%
22% Disagree
Strongly Disagree

Figure 9. Attitudes of BEED 3E Students towards Online Learning

Selection of the most appropriate graph for a given set of data can be
facilitated by some computer software or applications. A common application
is the Chart Wizard in Microsoft Excel which offers an array of different charts
along with several variants.

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Variations on the Shapes of Frequency Distributions

As discuss earlier, a frequency distribution is an arrangement of a set
of observations. These observations in the field of education or other sciences
are empirical data that illustrate situations in the real world. With the world
population reaching 7.6 billion, you can imagine hundreds of possible
frequency distributions representing different groups and subgroups taken
from an infinitely large population. It is reasonable to expect that there will be
variations in the shapes of frequency distributions. Researchers, scientists,
and educators have found that empirical data, when recorded, fit the following
shapes of frequency distributions.

What is skewness?
Examine the graphs below.

Figure 10. Various Graphs of Frequency Distribution

Figure 10a is labeled as normal distribution. Note that half the area of
the curve is a mirror reflection of the other half. In other words, it is a
symmetrical distribution, which is also referred to as bell-shaped distribution.

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The higher frequencies are concentrated in the middle of the distribution. A

number of experiments have shown that IQ scores, height, and weight of
human beings follow a normal distribution.
The graphs of Figures 10c and 10d are asymmetrical in shape. The
degree of asymmetry of a graph is called skewness. Basic principles of a
coordinate system tell us that, as we move toward the right of the x-axis, the
numerical value increases. Likewise, as we move up y-axis, the scale value
becomes higher. Thus, in a negatively-skewed distribution, there are more
who get higher scores and the tail indicates that the lower frequencies of
distribution points to the left or to the lower scores. On the other hand, in
positively-skewed distribution, lower scores clustered on the left side. This
means that there are more who get lower scores and the tail indicates the
lower frequencies are on the right or to the higher scores.
The graph in Figure 10b is a rectangular distribution. It occurs when the
frequency of each score class interval of scores is the same or almost
comparable such that it is also called a uniform distribution.
We have differentiated the four graphs in terms of skewness, which
refers to their symmetry or asymmetry (non-symmetry). Another way of
characterizing frequency distribution is with respect the number of “peaks”
seen on the curve. Refer to the following graphs.

Figure 11. A unimodal frequency distribution

Observe that the curve has only one peak. We refer to the shape of
this distribution as unimodal. Now look at the graph below. There are two
peaks appearing at the highest frequencies.

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Figure 12. A bimodal frequency distribution

We call this bimodal distribution. For those with more than two peaks,
we call these multimodal distributions. In addition, unimodal, bimodal, or
multimodal may or may not be symmetric. Look back at the negatively-
skewed and positively-skewed distributions in Figures 10c and 10d. Both have
one peak; hence, they are also unimodal distributions.

What is kurtosis?
Another way of contrasting frequency distributions is illustrated below.
Let us consider the graphs of three frequency distributions in Figure 13.

Figure 13. Frequency Distributions with Different Kurtosis

What is common among the three distributions? What differences can
you observe among the three distributions of test scores?
It is the flatness of the distribution, which is also the consequence of
how high or peaked the distribution is. This property is referred to as kurtosis.

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X is the flattest distribution. It has a platykurtic (platy, meaning broad of

flat) distribution. Y is the normal distribution and it is a mesokurtic (meso,
meaning intermediate) distribution. Z is the steepest or slimmest, and is called
leptokurtic (lepto, meaning narrow) distribution.
What curve has more extreme scores than the normal distribution?
What curve has more scores that are far from the central value (or
average) than does the normal distribution?
For the meantime, the characteristics are simply described visually.
Succeeding lesson connects these visual characteristics to some important
statistical measures.

Summary
 Test data are better appreciated and communicated if they are arranged,
organized, and presented in a clear and concise manner.
 A frequency distribution is a list, table or graph that displays the frequency
of various outcomes in a sample. Each entry in the table contains the
frequency or count of the occurrences of values within a particular group
or interval.
 There are steps to follow in constructing a frequency distribution.
 Tables and graphs are common tools that help readers better understand
the test results.
 The graphic method is mainly used to give a simple, permanent idea and
to emphasize the relative aspect of data.
 Tabulation of statistical data is primarily needed over the graphic
presentation.
 Data are plotted on a graph from a table. This means that graphic form
cannot replace tabular form of data but can definitely supplement it.
 Skewness is a measure of symmetry, or more precisely, the lack of
symmetry. A distribution, or data set, is symmetric if it looks the same to
the left and right of the center point.
 Kurtosis is a measure of whether the data are heavy-tailed or light-tailed
relative to a normal distribution. Data sets with high kurtosis tend to have

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heavy tails, or outliers, while data sets with low kurtosis tend to have light
tails, or lack of outliers.

Enrichment
1. Explore the Chart Wizard facility of Microsoft Excel application.
2. Read the following articles:
a. “How to Create a Chart in Excel using the Chart Wizard” from
https://www.middlesex.mass.edu/KB/Articles/Public/127/.
b. “Are the Skewness and Kurtosis Useful Statistics?” from
https://www.spcforexcel.com/knowledge/basic-statistics/are-
skewness-and-kurtosis-useful-statistics
3. Watch the following videos:
a. “MS Excel - Pie, Bar, Column & Line Chart” by Tutorials Point
(India) Ltd. (2018, January 15) from
https://www.youtube.com/watch?v=Z2gzLYaQatQ.
b. “How to Construct a Frequency Distribution Table” from
https://www.youtube.com/watch?v=j6ftiC2o6O4.

Assessment
A. Let us see how well you understood what have been presented in this
lesson.
1. Consider the table showing the results of a reading examination of set of
students.
Class Midpoint F Cumulative Cumulative
Interval Frequency Percentage
140-144 142 2
135-139 137 7
130-134 132 9
125-129 127 14
120-124 122 10
115-119 117 6
110-114 112 2 2

a. What is being described in the table?

b. How many students are there in the class?
c. What is the class width?
d. How did we get the midpoints from the given class interval?
e. What is the lower limit of the class with the highest frequency?

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f. What is the upper limit of the class with the lowest frequency?
g. The entry in the lowest class interval of the 4th column is done for
you. From the lower class interval, can you fill up the remaining
blanks upward? How did you do it?
h. Look at the entire column on cumulative frequency. What is the
cumulative frequency of the highest class interval? How do you
compare this cumulative frequency with the number of students
who took the test?
i. The last column is labeled cumulative percentage. What should be
the first entry at the bottom of the column? How did you determine
it? Can you fill up the entire column with the right percentage? How
do you do these in two ways? Which is the easy way?
j. Take a look at the values in the table, in particular, the frequency
column. What type of distribution (positively skewed, negatively
skewed, and symmetrical) is depicted by the given values? Why do
you say so?
k. What type of graph is most appropriate for this frequency table?
2. Analyze the figures in the succeeding pages and answer the questions
that pertain to each graph.
For Figure 15:
a. What is the shape of the frequency distributions as to symmetry?
b. What is the estimated value of the highest score in each
distribution? What does this value indicated?
c. Which section got the highest average? Which section got the
lowest?

Figure 16. Year-end Test Scores of K9 Students

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For Figure 17:

a. If the center dotted line is taken as the average, how do you
compare the average of the three frequency distributions?
b. In what aspects do the three distributions differ?
c. Imagine Xs place inside each of the three curves, where X
represents a score. How do you compare the spread of the scores
in the three frequency distributions from its respective average?
d. In which section did the scores spread most?
e. Which section has scores closet to the average?

Figure 17. Year-end Test Scores of K10 Students

For Figure 18:
a. What are being depicted in the three frequency distributions?
b. Which section has more students who got high scores?
c. Which section has more students who got low scores?
d. If you are the teacher who handled the three sections, and
everything was held constant in handling the three classes, whose
performance will you be most happy with? Why?

Figure 18. Year-end Test Scores of K11 Students

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 SULTAN KUDARAT STATE UNIVERSITY

3. Now, to further see how well you were able to comprehend all the topics
discussed earlier, fill in the answer to each box in the diagram below.

B. Accomplish the following activities to know the extent to which you have
understood the concepts introduced in this lesson.
1. The following aptitude test scores have been recorded in a guidance
office.
140 88 115 91 96
93 117 99 101 108
98 123 119 146 107
107 111 100 125 110
83 127 116 113 104
126 114 110 114 138
109 102 113 106 90
107 91 102 103 135
104 101 131 87 124
113 135 126 112 140

a. Arrange the data in descending order.

b. Determine the range.
c. Determine the class interval for nine (9) classes.
d. What is the recommended number to start the first class interval?
e. With your responses in c and d, present in a table the scores as
grouped frequency distribution showing:
1. Actual tallying of scores;
2. Numeric frequency;
3. Midpoints of each class interval;

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 SULTAN KUDARAT STATE UNIVERSITY

4. Cumulative frequency; and

5. Cumulative percentage.
f. Construct a histogram from the given scores.
g. Draw a frequency polygon superimposed in the histogram you have
done in f.
h. Using your data in e.5, draw a cumulative percentage polygon.
Figure 19 shows a graph constructed from a first quarter exam in Science
gathered from 193 STEM students; 100 are males and 93 females. Give three
statements on test performance of STEM students as depicted in the figure.
110
100
Cumulative frequency

90
80
70
60
50
40
30
20
10
0
62 63 64 65 66 67 68 69 70 71 72 73 74 75 76
Scores

Female Male

Figure 19. Cumulative Frequency Polygon of Test Scores in Science

2. A histogram of the same examination in the preceding number is shown

below.
a. Sketch a frequency polygon in the same graph. Discuss how you did it.
b. Considering that there are 193 students who took the test, mark the
area where 50% of the scores fall. Discuss this with a classmate.
c. Give three additional observations from the graph.

Figure 20. Histogram of Test Scores in Science of STEM Students

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 SULTAN KUDARAT STATE UNIVERSITY

C. Use the given Self-confidence Inventory to gather the data that you need
to apply what you have learned in this lesson.

Self-Confidence Inventory
Put check mark (√) on the appropriate column that describe how you find yourself in
the following situations below. There is no right or wrong response on each item, so
feel free to express your true self. Results will be kept strictly confidential.
Statements Always Almost Sometimes Seldom Never
(5) Always (4) (3) (2) (1)
1. I feel that I have a
number of positive
qualities.
2. I feel I am a worthy
person to my family,
friends, and classmates.
3. I am inclined to think I am
a failure.
4. I have many
accomplishments as what
others of my age have
done.
5. I feel I do not have much
to be proud of my family.
6. I am happy with who I
am.
7. I feel I have not
contributed much as a
son/daughter to my
parents.
8. I feel that my classmates
are afraid to approach me
for help.
9. I am afraid to make
mistakes.
10. I am not bothered
about what people say
about me.
11. With how I am going,
the future will be bright for
me.
12. I get excited when I
try new things.
13. I cannot sleep when I
hear negative things
about me.
14. I am as important as
other people.
15. I feel depressed
when I do not succeed in
what I plan to achieve.

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 SULTAN KUDARAT STATE UNIVERSITY

You are to work in a group of five to accomplish the following:

1. Administer the Self-Confidence Inventory to at least 100 respondents with
the following requirements:
a. Different characteristics/demographics (e.g., year level or age, gender,
professional background, etc.)
b. Classify the respondents in two groups only if you have 100
respondents or the most three groups if you have more than 100
respondents.
2. Get the score of each respondent using the point system below:
Always = 5 points Seldom = 2 points
Almost Always = 4 points Never = 1 point
Sometimes = 3 points

Items 3, 5, 7, 8, 9, 13, and 15 are negative statements, so

corresponding equivalent points on response to these items are
reversed.
3. Tally the scores of each group according to category you have applied to
your respondents.
4. Make a separate frequency distribution of scores arranged in class interval
for each group. You decide for yourselves the appropriate class interval.
Your table should show the following:
a) class intervals,
b) midpoint,
c) frequency,
d) cumulative frequency, and
e) cumulative percentage.
5. Make a graph of frequency polygon 1. Superimpose the graph of
frequency polygon 2. If you have 3rd group, superimpose the frequency
polygon 3. In your graphs, take note of the following: (a) scores is labeled
on the horizontal axis, and (b) frequency or percentage whichever is
appropriate on the y-axis.
6. Describe the self-confidence of the respondents in each category as
depicted in the individual graph.

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 SULTAN KUDARAT STATE UNIVERSITY

7. With reference to the degree of skewness, kurtosis, and a number of peak

points of the graphs that you have constructed, makes a descriptive
comparison on the level of self-confidence between or among groups of
respondents.
8. Make a written report where sections of the report are aligned with 1-7 of
the above tasks.
D. Use the rubric below in evaluating your report on the Self-Confidence
inventory. Then let another rate group rate your work using the same
rubric.
Criteria 3 points 2 Points 1 Points
I. Methodology and Response Scoring
Organization Administration of Administration of Administration of
inventory was inventory was inventory was neither
organized and organized and not organized nor
coherent with the coherent with the coherent with the
instructions given. instructions given. instructions given.
Response Scoring of respondents’ Scoring responses Scoring of responses
Scoring answers are all correct has one to two showed three or more
and accurate. error/s. errors.
II. Frequency Distribution
Accuracy of All content given are One to two error/s Three or more errors
Content correct. is/are evident. are evident.
Representation All relevant information One to two relevant Three or more
is presented correctly information is/ are relevant information
presented incorrectly. are presented
incorrectly.
III. Graphic Display of Data
Completeness The graph contains The graph contains The graph contains
complete information one missing two or more missing
(i.e., has title, labels, information information.
and legend).
Neatness The graph is very neat The graph is generally The graph is difficult to
Organization and easy to read. neat and readable. read
IV. Written Report
Content All contents are Minor irrelevances Both irrelevances
relevant to the task are present. and
misinterpretations
are present.
Explanation Explanation is clear Explanation is Explanation is difficult
and relevant to answer somewhat clear but to understand and
the questions. relevant to the not directly answering
questions. the questions.
Completion All problems and One to two of the Three or more of the
required activities are problems and problems and activities
completed. activities are not are not completed are
completed are completed
completed

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 SULTAN KUDARAT STATE UNIVERSITY

E. Answer the following multiple-choice items.

1. If the lowest score in a distribution is 71 with a class interval of 5, what is
the most appropriate first class interval?
A. 71-75 C. 70-75
B. 67-75 D. 70-74
Refer to the figure below to answer the next questions:

2. What graph was used to represent the test performance of Grade 5

pupils?
A. Bar Graph
B. Horizontal graph
C. Histogram
D. Line graph
3. Which section performed twice better than the other section?
A. Section A
B. Section C
C. Section B and Section C
D. Section A and Section C
For Numbers 4-5:
The following figure gives a profile of students passing a certain
subject.

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 SULTAN KUDARAT STATE UNIVERSITY

100
80
75
80

Percentage
60 50

40 30

20

0
1st 2nd 3rd 4th
Quarter

4. What period shows the highest increase of students passing the subjects?
A. 1st Quarter
B. 2nd Quarter
C. 3rd Quarter
D. 4th Quarter
5. What is the rate of increase of passing from the 2nd to 3rd quarter?
A. 75%
B. 50%
C. 33%
D. 25%
F. Supplemental Exercises
1. The following is a frequency distribution of examination marks:

Class interval f
90 – 94 6
85 – 89 9
80 – 84 7
75 – 79 13
70 – 74 14
65 – 69 19
60 – 64 11
55 – 59 11
50 – 54 9
45 – 49 8
40 – 44 8

Answer the following questions. You are free to consult your teacher
should you have concerns over these exercises.
a. What is the size of the class interval?

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 SULTAN KUDARAT STATE UNIVERSITY

b. What is the exact limit of the class interval with an observed

frequency of 13? How did you determine it?
c. Without graphing, how do you see the shape of the graph? Is it
symmetrical or skewed? Is it unimodal or bimodal? Give a
statement or two to support your answer.
d. Sketch the graph of the frequency distribution using the data on the
table.
e. Confirm your answer in c. With the shape of the graph you have
drawn in d, are you correct in your thinking?
f. Create a 3rd column containing the midpoints of the class intervals.
Did you get a whole number or a decimal number?
g. Create a 4th column to indicate the cumulative frequency starting
from the lowest class interval.
h. Create a 5th column to represent the cumulative percentage.
2. Talk to a teacher/cooperating teacher or practicing student teacher in
your area of specialization. Then, request a set of test results from a
periodical examination of a class with at least 50 students. With these
results, work on the following:
a. Arrange the test scores from highest to lowest.
b. Tally the occurrence of the scores.
c. Prepare a frequency distribution and a cumulative frequency
distribution for these data using an appropriate class interval.
d. Write the exact limits and the midpoints of the class intervals for the
frequency distributions.
e. Sketch a histogram for the data you have summarized.
f. Superimpose a frequency polygon in the histogram you have
drawn.
g. Describe the graph of the frequency distribution you have done as
to its (a) symmetry and (b) modal point.
3. This work can be done with a classmate or a friend. With your partner
do the following:
a. Secure three (3) sets of test results from the same test given to
students in any grading period this year or last year. This could be
in any subject. Tell the teacher or student teacher who will allow
| ERNIE C. CERADO, PhD & MA. DULCE P. DELA CERNA, MIE 29
 SULTAN KUDARAT STATE UNIVERSITY

you to access the test about the confidentiality of information you

will access from them. Inform the source of your data that all results
will only be used for this academic undertaking, and no teacher or
student names, or even the school will be mentioned in any of the
reports.
b. Tally the scores in each section separately.
c. Make a separate frequency distribution table for each of the three
classes using the same class intervals.
d. Draw a graphical representation of test performance of three groups
all contained using the same class intervals.
e. Interpret the results in each section.
f. Make a qualitative comparison of test performance between and
among the three sections.

References

David et al. (2020). Assessment in Learning 1. Manila: Rex Book Store.

De Guzman, E. and Adamos, J. (2015). Assessment of Learning 1. Quezon
City: Adriana Publishing Co., Inc.
Miller, J. (2007). Organizing Data in Tables and Charts: Different Criteria for
Different Tasks. Teaching Statistics, Volume 29, Number 3.
Glen, Stephanie. "Frequency Distribution Table: Examples, How to Make
One" From StatisticsHowTo.com: Elementary Statistics for the rest of
us! https://www.statisticshowto.com/probability-and-
statistics/descriptive-statistics/frequency-distribution-table/
Grouped Frequency Distribution. Retrieved from
https://www.mathsisfun.com/data/frequency-distribution-grouped.html
Measures of Skewness and Kurtosis. Retrieved from
https://itl.nist.gov/div898/handbook/eda/section3/eda35b.htm

| ERNIE C. CERADO, PhD & MA. DULCE P. DELA CERNA, MIE 30