Assessment

in Learning 1
Presented by:
ALLAN T. TABUYO
Unit 4: Presentation,
Quantitative Analysis,
Interpretation, and
Feedbacking
Learning Outcomes
• Upon the completion of this topic, you are
expected to:
• Differentiate the methods in presenting,
analyzing, and interpreting data;
• Interpret the results of data analysis; and
• Recognize the importance of analysis in the
teaching and learning process.
Problem

•How can you come up with

a good report based on
assessment results?
Presentation of Data
• Process of organizing data into
categories and classifications to make
them interpretable.
• Organizing data into tables, graphs, or
charts to derive conclusions.

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Presentation of Data
1. Textual Presentation
2. Tabular Presentation
3. Graphical Presentation

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Textual Presentation
• Data and information are presented in
paragraph and narrative form.

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Example
• The report shows that 56 or 53.3 percent of the learners achieved
a satisfactory performance with scores ranging from 88 to 90.
Moreover, 23 or 21.9 percent attained a very satisfactory
performance (91 to 93), while 18 or 17.1 percent of the learners
demonstrated good performance with scores ranging from 85 to
87. The overall mean score was 89.20, with a standard deviation
of 2.48. This indicates a general performance level that can be
described as satisfactory.

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Tabular Presentation
• Quantitative data are summarized in rows
and columns.
• We can present data using stem and leaf
plot or frequency distribution table.

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Tabular Presentation
Academic Performance Frequency (n=105) Percentage
Poor (81 or below) 0 -
Fair (82 to 84) 7 6.7
Good (85 to 87) 18 17.1
Satisfactory (88 to 90) 56 53.3
Very satisfactory (91 to 93) 23 21.9
Excellent (94 to 96) 1 1.0
Highest distinction (97 to 100) 0 -
Mean = 89.20 (Satisfactory)
SD = 2.48

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Graphical Presentation
• Data are presented in charts, graphs
or pictures.

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Example
• Four thousand new students were admitted at a university in
Metro Manila for the school year, 2011-2012. The students were
enrolled in the following programs:

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Table
Program Number of students
Accounting 320
Actuarial Science 440
Banking and Finance 720
Entrepreneurial Management 1,080
Economics 800
Marketing 400
Tourism 240
Total 4,000

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Calculations for the pie Chart
Program Frequency Relative Percent Angle

Accounting 320 .08 8% 28.8

Actuarial Science 440 .11 11% 39.6
Banking and Finance 720 .18 18% 64.8
Entrepreneurial Management 1,080 .27 27% 97.2
Economics 800 .20 20% 72.0
Marketing 400 .10 10% 36.0
Tourism 240 .06 6% 21.6
Total 4,000 1.00 100% 3600

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Pie Chart
Program Preference of the New Students

Acc As Bf Em Eco M T

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Graph

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Levels of Measurement
• When grouped, data can be formed into a single variable.
• Variables in quantitative analysis are usually classified by their
level of measurement as:
1. Nominal
2. Ordinal
3. Interval
4. Ratio

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Nominal
• Categorical variables and has lowest level
of measurement.
• (e.g. ID number)

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Ordinal
• Categorical variables with order.
• (e.g. level of performance)

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Interval
• Quantitative variables but has no true zero
point.
• (e.g. Intelligence Quotient)

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Ratio
• Highest level of measurement and has true
zero point.
• (e.g. Score)

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Measures of Central Tendency
• Average
• Mean
• Median
• Mode

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Mean
• The mean is the most popular and well known
measure of central tendency.
• It can be used with both discrete and
continuous data, although its use is most often
with continuous data.
• The mean is equal to the sum of all the values in
the data set divided by the number of values in
the data set.
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Formula
σ𝒙
•𝒙
ഥ=
𝒏

• Or

(𝒙𝟏 + 𝒙𝟐 +⋯+𝒙𝒏 )
•𝒙
ഥ=
𝒏

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Example 1
• Let us consider the scores of Michael in his statistics class. The
scores have been arrayed in descending order.

76 76 62 51 45 27 12 6 2

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Solution
• Since in the case of Michael’s scores, Σx = 357, Michael’s mean
score is
σ𝑥 357
• 𝑥ҧ = = = 39.67
𝑛 9

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Median
• The median (𝑥)
෤ of a set of data is a measure of central tendency
that occupies the middle position in an array of values.
• It is the number that divides the bottom 50% of the data from the
top 50%, that is, half the data items fall below the median and
half above that value.

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Computation
• The median is computed as follows:
1. Arrange the items in an array.
2. Identify the middle value.

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Example 1
• The library logbook shows that 58, 60, 54, 35, and 97 books,
respectively, were borrowed from Monday to Friday last week.
Find the median.

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Solution
• Arrange the (58, 60, 54, 35, and 97) data in increasing order.
• 35, 54, 58, 60, 97
• We can see from the arranged numbers that the middle value is
58. Thus, the median is 58.

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Mode
• The mode (ො 𝑥), by definition, is the most commonly occurring
value in a series.
• A series may have more than one or none at all.
• For the grouped data, the class with the greatest frequency is
called the modal class.

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Mode (continuation)
• A distribution with only one mode is said to be unimodal.
• In case wherein there are two class limits with the highest
frequency, the distribution is referred to as bimodal.
• Further, the distribution is multimodal when there are three or
more modes.

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Computation
1. Select the measure that appear most often in the set;
2. If two or more measures appear the same number of times,
then each of these values is a mode; and
3. If every measure appears the same number of times, then the
set of data has no mode.

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Example 1
• Find the mode of the following values.
• 3, 4, 7, 7, 7, 8, 11, 11, 14, 18, 19

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Solution
• 𝑥ො = 7

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Measures of Variability
• Range
• Variance
• Standard Deviation

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Range
• The range is the simplest measure of variability.
• It is the difference between the largest value and the smallest
value.

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Formula
• R=H–L

• Where:
• R = Range
• H = Highest value
• L = Lowest value

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Example
• The following are the daily wages of 8 factory workers of two
garment factories. Factory A and factory B. Find the range of
salaries in peso (Php).
• Factory A: 400, 450, 520, 380, 482, 495, 575, 450.
• Factory B: 450, 400, 450, 480, 450, 450, 400, 672

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Solution
• Finding the range of wages:
• Range = Highest wage – Lowest wage

• Range A = 575 – 380 = 195

• Range B = 672 – 350 = 322

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Variance
• The variance of a set of data is denoted by the symbol s2.
• It determines how spread out the data is.
• To find the variance (s2), we use the formula:

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Formula
σ(𝑥−𝑥)ҧ 2
• 𝑠2 =
𝑛−1

• Where:
• n = the total number of data
• x = is the raw score
• ഥ
𝒙 = the mean of the data

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Computation
1. Work out the mean (the simple average of the numbers)
2. For each number, subtract the mean and square the result
(the squared difference).
3. Work out the average of those squared differences.

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Example
• You and your friends have just measured the heights of your
dogs (in millimeters). The heights (at the shoulders) are: 600mm,
470mm, 170mm, 430mm, and 300mm. Find out the value of the
variance.

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Step 1
• Work out the mean (the simple average of the numbers)

600+470+170+430+300 1,970
• Mean = = = 394
5 5

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Step 2
• For each number, subtract the mean and square the result
(the squared difference) and work out the average of those
squared differences.
2062 + 762 +(−224)2 +362 +(−94)2
• 𝑠2 = 5−1

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Step 2 (continuation)
42,436+5,776+1,296+8,836
• 𝑠2 =
4

2 108,520
• 𝑠 = 4

• 𝑠 2 = 27,130
• So the value of the variance is 27,130.

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Standard Deviation
• While the range is about how much your data covers, standard
deviation has to do more with how much difference there is
between the scores.
• It is defined as a number representing how far from the mean
each score is.
• Simply, the standard deviation is the square root of the variance.

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Computation
1. Calculate the mean.
2. Calculate the deviations, which are the scores minus the
average.
3. Square the deviations.
4. Sum up the squared deviations.

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Computation (continuation)
5. Divide the sum of the squared deviations by the number of
scores in your data set minus 1.
6. Take the square root of the result.

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Formula
𝒙)𝟐
σ(𝒙−ഥ
• 𝒔=
𝒏−𝟏

• Where:
• s = the standard deviation
• x = the individual score
• ഥ
𝒙 = the mean
• n = the number of scores

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Example
• Sam has 20 rose bushes, but only counted the flowers on 6 of
them! The "population" is all 20 rose bushes and the "sample" is
the 6 bushes that Sam counted the flowers of. Let us say Sam's
flower counts are: 9, 2, 5, 4, 12, and 7, find the value of the
standard deviation.

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Step 1
• Work out the mean.
• Using sampled values 9, 2, 5, 4, 12, 7
• The mean is (9+2+5+4+12+7) / 6 = 39/6 = 6.5
• So, ഥ
𝒙 = 6.5

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Step 2
• Then for each number, subtract the mean and square the result.
• (9 - 6.5)2 = (2.5)2 or 6.25
• (2 - 6.5)2 = (-4.5)2 or 20.25
• (5 - 6.5)2 = (-1.5)2 or 2.25
• (4 - 6.5)2 = (-2.5)2 or 6.25
• (12 - 6.5)2 = (5.5)2 or 30.25
• (7 - 6.5)2 = (0.5)2 or 0.25

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Step 3
• Then work out the mean of those squared differences.
• Sum = 6.25 + 20.25 + 2.25 + 6.25 + 30.25 + 0.25 = 65.5
65.5 65.5
• = or 13.1
6−1 5

• This value is called the sample variance.

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Step 4
• Take the square root of that.

• Standard Deviation = 13.1

= 3.62

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Feedback
• Feedback refers to the teacher’s verbal or non-verbal response
or actions whereby s/he provides information to his or her
students regarding their ideas or actions (Taylor & Nolen, 2005).
• This is always present in the educational process.
Question
• Do teachers need to always provide
feedbacks?
Feedback
• Teachers give feedback every time a student performs, creates
output and answers a test.
• They give feedback everyday, whether informal or formal.
Question
• In which type of assessment is feedback
usually provided?
Feedback
• Feedback is essential to learning, specifically; it becomes an
important component in the formative assessment process.
• When feedback provides improvement in a student’s output, it is
valued by learners and serves as an incredible motivator (Jones,
2005).
 (Brookhart, 2008) Strategies
Feedback In These Ways . . . Recommendations for Good Examples
Strategies can Feedback
vary in . . .
Timing • When given • Provide immediate feedback Returning tests and
• How often for knowledge of facts (right/ assignments promptly.
wrong). A teacher gave a multiple
• Delay feedback slightly for choice test, scored it later
more comprehensive reviews that day, and returned the
of student thinking and test to students the next
processing. day. After she handed
• Never delay feedback back the scored tests, she
beyond when it would make spent class time going
a difference to students. over the answers.
 (Brookhart, 2008) Strategies
Feedback In These Ways . . Recommendations Examples
Strategies can . for Good
vary in . . . Feedback
Amount • How many • Prioritize—pick the Using the Goldilocks principle.
points made most important The Goldilocks principle says, “Not too much, not too
• How much points. little, but just right.”
about each point • Choose points that
relate to major
learning goals. “More details would make your essay more interesting
• Consider the by provided other relevant and supporting ideas.”
student’s
developmental
level.
 (Brookhart, 2008) Strategies
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .
Mode • Oral • Select the best mode for the Good choice of mode: Taking
• Written message. Would a comment in advantage of a teachable moment.
• Visual/ passing the student’s desk suffice? Is
demonstration a conference needed?
• Interactive feedback (talking with
the student) is best when possible.
• Give written feedback on written
work or on assignment cover sheets.
• Use demonstration if “how to do
something” is an issue or if the
student needs an example.
 (Brookhart, 2008) Strategies
Feedback In These Ways . . Recommendations Examples
Strategies can . for Good
vary in . . . Feedback
Audience • Individual • Individual feedback Good choice of audience: Using a group approach for
• Group/class says, “The teacher a math demonstration.
values my
learning.”
• Group/class A middle school math teacher found that about a third of
feedback works if the class had trouble on a homework assignment. The
most of the class problem concerned drawing perpendicular bisectors.
missed the same Some students were trying to measure the line segment
concept on an and divide it in half instead of using a compass to draw
assignment, which circles around the endpoints and then connecting the
presents an points of intersection. The teacher decided that group
opportunity for re- feedback was in order, having seen the same kind of
teaching. trouble on several papers.
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations Examples
Strategies can . for Good
vary in . . . Feedback
Focus • On the work • When possible, “Each paragraph should have one main idea, and that
itself describe both the work idea goes in the topic sentence.”
• On the process and the process—and
the student used their relationship.
to do the work • Comment on the
• On the student’s student’s self-
self-regulation regulation if the
• On the student comment will foster
personally self-efficacy.
• Avoid personal
comments.
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .
Comparison • To criteria for • Use criterion-referenced feedback “I see you checked your work this time.
good work for giving information about the Your computations were better than last
(criterion- work itself. time too! See how well that works?”
referenced) • Use norm-referenced feedback for
• To other giving information about student
students (norm- processes or effort.
referenced) • Use self-referenced feedback for
• To student’s unsuccessful learners who need to
own past see the progress they are making,
performance not how far they are from the goal.
(self-
referenced)
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .

Function • Description • Describe. “Your details strongly support your

• Evaluation/ • Don’t judge. claim that we should recycle news
judgment papers. That’s great. Where did you
find all those facts?”
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .

Valence • Positive Use positive comments that “This report probably wouldn’t
• Negative describe what is well done. convince a reader who didn’t
Accompany negative descriptions already agree we should recycle.
of the work with positive What else could you do to make a
suggestions for improvement. more convincing argument?”
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .
Clarity • Nitpicky • Use vocabulary and concepts the
• Just right student will understand.
• Overly general • Tailor the amount and content of
feedback to the student’s
developmental level.
 (Brookhart, 2008) Content
Feedback In These Ways . . Recommendations for Good Examples
Strategies can . Feedback
vary in . . .

Tone • Implications • Choose words that communicate

• What the respect for the student and the
student will work.
“hear” • Choose words that position the
student as the agent.
• Choose words that cause
students to think or wonder.
Forms of Feedback
1. Written Feedback
2. Oral Feedback
Written Feedback
• Written feedback is given to students’ written products.
• It is a unique written dialogue in which the positioning of the
student (as learner) and teacher (as expert) is implicit and the
corresponding identities are negotiated through successive
comments and revisions (Feuerherm, 2012).
Clarity on Giving Written Feedbacks
Examples of Good Feedback Examples of Bad Feedback
Clarity Clarity
• Using simple vocabulary and • Using big words and complicated
sentence structure sentences
• Writing or speaking on the student’s • Writing to show what you know, not
developmental level what the student
• Checking that the student
understands the feedback needs
• Assuming the student understands the
feedback
Clarity on Giving Written Feedbacks
Examples of Good Feedback Examples of Bad Feedback
Specificity Specificity
• Using a lot of nouns and descriptive • Using a lot of pronouns (this, that )
adjectives • Copyediting or correcting every error
• Describing concepts or criteria • Making vague suggestions (“Study
• Describing learning strategies that harder”)
may be useful
Question
• When can we give oral feedbacks?
Oral Feedback
• When communicating results orally, teachers should observe the
students’ readiness to hear it.
• The audience is highly considered because there are feedbacks
that must be given individually only and in group.
• Brookhart (2008) suggested some of the common ways to deliver
oral feedback to student individually and in group.
Individually
• Quietly, at the student’s desk, while the rest of the class is working
• At your desk, either informally (asking one student to come to
your desk) or as part of conference time when students
systematically come to your desk to discuss their work
• At a specially scheduled out-of-class time, such as after school
In Group
• At the start of a lesson, summarizing your observations from the
previous lesson
• At the beginning of a review or re-teaching lesson, to explain
why you are focusing on the same learning target again and to
link to prior learning and set a purpose for students
• During student performances, either live or videotaped
• When a test or assignment is returned, summarizing overall
strengths and weaknesses
Self-Assessment
• It is a student-centered learning where students define their own
goals and assesses if they were able to meet them.
• It is ‘the involvement of students in identifying standards and/or
criteria to apply to their work and making judgments about the
extent to which they have met these criteria or standards’ (Boud,
1991).
True or False?
• Self-assessment involves students to grade
themselves.
Self-Assessment
• Self-assessment is not just about students grading their own
achievement.
• It requires the students to be engaged in the process of
determining the standards of what to be accomplished.
• The participation of the students in the assessment process
empowers them to become more responsible in their own
learning.
• It enhances their metacognitive skills.
Components of Self-Assessment
• The self-assessment process
Self-monitoring includes three components in
Awareness of a cyclical and on-going
thinking or
actions process: self-monitoring, self-
evaluation, and identification
and implementation of
instructional correctives as
Self-judgment
needed (McMillan and
Learning Target and
Instructional Knowing
Hearn, 2008).
Correctives progress
Implementing
strategies to improve
toward
performance learning
targets
Peer Assessment
• Peer assessment is the process of assessing student’s work by
other students of equal status based on set criteria.
• In this approach, students reflect on their works and enrich the
said reflection by exchanging feedback on their own and on
their peer’s work.
• The use of peer assessment can increase student’s involvement
in the learning process as well as develop their interpersonal skills.
Question
• In which type of assessment can we
employ peer assessment?
Peer Assessment
• Peer assessment can be used for formative and summative
assessment.
• The feedback coming from students’ peers shall be utilized the
improvement of student’s work.
• It can be used to assign grades in student’s work, but they must
be involved in the setting of criteria.