MINOR PRINCIPLES OF ASSESSMENT

 Administrability – the test should be easy to administer such that the directions should clearly
indicate how student should respond to the test/task items and how much time should he/she spend
for each test item or for the whole test.
 Score ability - the test should be easy to score such directions for scoring are clear/points for each
correct answer is/are specified.
 Interpretability – test scores can easily be interpreted and described in terms of the specific tasks
that a student can perform or his/her relative position in a clearly defined group.
 Economy - he test should be given in a cheapest way in terms of time and efforts spent for
administration of the test and answer sheets must be provided so the test can be given from time to
time.

MEASURES OF CENTRAL TENDENCY AND VARIABILITY

 It is a single value that is used to identify the center of the data.
 It is taught as the typical value in the set of scores.
 It tends to lie within the center if it is arranged from lowest to highest and vice versa

MEAN
 Refers to the arithmetic average
 Used when the data are interval or in ratio level of measurement
 Used when the frequency distribution is regular, symmetrical or normal
 Easily affected by extreme scores
 Very easy to compute
 Used to compute other measures such as standard deviation, coefficients of variation, skewness
and z-score

When to use the Mean

 when it is desired to give each score equal weight in determining the central tendency
 when it is desired to find the measure of central tendency which has the highest reliability
 when it is desired to compute the standard deviation and the coefficient of correlation later on

Steps in solving the mean value sing raw scores:

1. Get the sum of all the scores in the distribution.
2. Identify the number of scores (N)
3. Substitute to the given formula and solve the mean value.

Formula:

Mean=
∑X
N
MEDIAN
 Refers to the centermost scores when the scores in the distribution are arranged according to
magnitude (from highest to lowest score or from lowest to highest score)
 Used when the middlemost score is desired
 Used when the data are in ordinal level of measurement
 Used when the frequency distribution is irregular or skewed
 Used when there are extreme scores
 Not affected by extreme scores because it is a positional measure
 May not be an actual observation in the data set

When to use the Median

 when a quick and easily computed measure of central tendency is desired.
 when there are extreme scores, such as a few very high scores or a few low scores, which could
affect the mean disproportionately.
Median of Ungrouped Data
1. Arrange the scores from lowest to highest or highest to lowest.
2. Determine the middle score in a distribution if n is an odd number and get the average of the two
middle score is n is an even number.

MODE
 Refers to the score/s that occurs most frequently in the score distribution
 Used when the data are in nominal leveI of measurement
 Used when quick answer is need
 Used when the score distribution is normal
 Can be used for quantitative, as well as qualitative data
 May not be unique
 Not affected by extreme values
 May not exist at times

Types of Mode
1. Unimodal - is a score distribution that consists of one mode
2. Bimodal - is a score distribution that consists of two modes
3. Trimodal - is a score distribution that consists of three modes. It is also considered as multi-
modal-a score distribution that consists of more than two modes

When to use the Mode

 When it is desired to find the score that occurs most often
 When it is desired to find the measure of central tendency that has greatest concentration.
 Find the mode and identify its classification

Measures of Variability
 It is a single value that is used to describe the spread of scores in a distribution that is above or
below the measures of central tendency.

3 Measures of variability
1. RANGE
 It is the difference between the highest score and the lowest score in the data set.

FORMULA: R = HS-LS

Interpretation of Result:
Small range - Closer, clustered, homogeneous, scores are less varied
Large range - dispersed, scattered, spread apart, far from each other, heterogeneous, scores
are more varied

2. Quartile Deviation
 It is the half of the difference between the third quartile (Q3) and the first quartile (Q1).
 It is based on the middle 50% of the range, instead the range of the entire set of distribution.

Formula: QD= Q3 - Q1

3. STANDARD DEVIATION(SD)
 It is the most important and useful measures of variation.
 It is the square root of the variance.
 It is an average of the degree to which each set of scores in the distribution deviates (from the
mean value.
 It is more stable measure of variation because it involves all the scores in a distribution compared
to range and quartile deviation.

Procedure:
 1. Find the mean.
2. Subtract the mean from each score to get the deviation.
3. Square the deviation
4. Get the sum of the squared deviations
5. Divide the sum by the number of cases

Interpretation of Result:
Small standard deviation - Closer, clustered, homogeneous, scores are less varied, tightly
bunched together
Large standard deviation – dispersed, scattered, spread, apart from other, heterogeneous,
scores are more varied

Measures of Skewness
 Describe the degree of departure of the scores from a symmetry

3 Classifications
1. Positively skewed distribution - Sk>0
 skewed to the right
 Is a distribution where the thin end tail of the graph goes to the right part of curve
 This happens when most of the scores of the students are BELOW the mean
 It tells you only on poor performance of takers but not the reasons why students did
poorly in the said examination.
 Reasons of poor performance:(1)ineffective teaching method and instruction;(2) students'
unpreparedness;(3)test items very difficult;(4) not enough time to answer test items

2. Negatively skewed distribution - Sk<0

 skewed to the left
 Is a distribution where the thin end tail of the graph goes to the left part of the curve This
happens when most of the scores of the students are ABOVE the mean
 It tells you only on good performance of takers but not the reasons why students did well
in the said examination.
 Possible reasons of high scores: (1) students are smart; (2) enough time to finish
examination;(3) test items very easy; (4) effective instruction; (5) students have prepared
for the examination

3. Normally distributed – Sk=0

Normal Distribution
 A special kind of symmetric distribution
 Can be determined using the values of the mean and standard deviation

Properties of Normal Distribution

 The curve has a single peak, meaning the distribution is unimodal
 It is a bell-shaped curve.
 It is symmetrical to the mean.
 The end tails of the curve can be extended indefinitely in both sides.
 The shape of the curve will depend on the value of the mean and standard deviation.

Formula:
3(Mean−Median)
Sk=
s (SD)

MEASURES OF RELATIVE POSITION

  Indicates where a score is in relation to all other scores in the distribution.
 They make it possible to compare the performance of an individual on two or more different tests.

1. Percentile Rank
 It is the percentage of the scores in the frequency distribution which are lower.
 This means that the percentage of the examinees in the norm group who scored below the
score of interest (Crocker & Algina, 1986).
 It is used to clarify the interpretation of scores on standardized tests.

2. Z-score
 The number of standard deviation units a score is above or below the mean of a given
distribution.
 A Positive Z-score = measures the number of standard deviation a score is above the mean.
 A Negative Z-score=gives the number of standard deviations a score is below the mean.

Formula:
X−Mean
Z¿
SD
3. T-score
 It tells the location of a score in a normal distribution having a mean of 50 and a standard
deviation of 10

Formula: T = 10z + 50
It has a mean of 50 and a standard deviation of 10

4. Stanines
 also known as standard nine
 are single digit scores ranging from 1-9
 The distribution of raw scores is divided into nine parts.
4% 7% 12% 17% 20% 17% 12% 7% 4%
Percent in Slightly Slightly
Very Below Above Very
Stanines Poor below Average above Superior
poor average average superior
average average
Stanines 1 2 3 4 5 6 7 8 9

Formula: Stanine = 1.96z + 5

MEASURES OF RELATIONSHIP
 These describe the degree of relationship or correlation between the two variables (Example:
academic achievement and motivation
 The relationship between the results of two administration of tests would determine the reliability
of the instrument
 The greater is the degree of relationship, the more reliable is the rest

Pearson r
  It is the most appropriate measure of correlation when sets of data are of interval or ratio type
 It is the most stable measure of correlation
 it is used when the relationship between the two variables is a linear one

Spearman-rank-order Correlation or Spearman Rho

 It is most appropriate measure of correlation when the variable is expressed as ranks instead of
scores or when data represent an ordinal scale
 Spearman Rho is also interpreted in the same ways as Pearson r.

Types of correlation:
1. Positive Correlation – Direct relation
2. Negative Correlation – inverse relation
3. No correlation – no relationship

Mark 11:24
“Therefore I tell, whatever you ask in prayer, believe that you have received it, and it will be yours.”