Organization of Test
Result
By : Aijunful G. Tabay
Renmark C. Tuvilla
“The common data encountered
in the field of education are the
scores. The scores reflect academic-
related, mental and even physical
behavior of the student in the class”
(Asaad and Hailaya, 2004, P.35).
Raw Scores
Raw scores are the scores that
are collected but are not organized.
Ex: The test scores of 50 students in a
Philosophy of Education class.
Example of Raw Scores
70 67 64 80 78 56 64 84 33 21
51 60 49 82 85 65 41 34 47 39
86 43 63 70 58 71 53 52 38 53
79 59 48 77 52 65 42 59 55 40
81 48 82 84 57 70 50 51 39 43
Tally Sheet
A tally sheet is a device that is used
to arrange scores. By using this,
arranging the scores will be easy and
convenient.
The following are the steps in
preparing a tally sheet:
1. Identify the lowest to the highest scores.
70 67 64 80 78 56 64 84 33 21
51 60 49 82 85 65 41 34 47 39 The
86 43 63 70 58 71 53 52 38 53 lowest
score
The 79 59 48 77 52 65 42 59 55 40
highest
score 81 48 82 84 57 70 50 51 39 43
2. Construct a matrix. First, determine the number of
horizontal lines by subtracting the tens of the lowest
score from the tens of the highest score, and then
add a constant four (4) to the difference. Second draw
thirteen (13) vertical lines.
8
Ex: -2
86 – Highest Score
6
21 – Lowest score
+4 Constant
10 Number of horizontal
lines
3. On the top cells, (horizontal), except the first,
write in order the numerals 0,1,2. . .,9 and on
the last word “total”.
0 1 2 3 4 5 6 7 8 9 Total
4. At the leftmost cells (vertical), write the tens of
the lowest score down consecutively to the
tens of the highest score, and on the bottom
cell the word “total”.
0 1 2 3 4 5 6 7 8 9 Total
2
3
4
5
6
7
8
Total
5. Read each score and enter a tally (a short bar)
in the cell where it falls, on the cell where the
ones and the tens intersect.
0 1 2 3 4 5 6 7 8 9 Total
2
3
4
5
6
7
8
Total
6. Count the tallies in every cell and write the
total corresponding to the tens and the ones.
0 1 2 3 4 5 6 7 8 9 Total
2 1
3 5
4 9
5 13
6 7
7 7
8 8
Total 7 6 5 6 5 4 2 4 5 6
7. Add the total of the tens and the ones. The
sum of all the “totals” of the tens must be equal
with the sum of the “totals” of the ones.
0 1 2 3 4 5 6 7 8 9 Total
2 1
3 5
4 9
5 13
6 7
7 7
8 8
Total 7 6 5 6 5 4 2 4 5 6 50
Ranking
“Ranking is also another way to organize
the test scores. It is described as a relative
arrangement in a series according to
magnitude from highest to lowest or lowest
to highest. We can easily find the rank of
each of the scores by using a tally sheet.”
(Asaad and Hailaya, 2004, P.35).
The following are the steps in ranking
the scores:
1. Arrange the scores from highest to lowest or
lowest to highest. A score should be written as
many times as it occurs.
2. Number the scores successively, writing 1 for
the first, 2 for the second, 3 for the third, and
so on, to the last.
3. Lastly, assign the ranks in ordinal form
like 1st , 2nd , 3rd , 4th , 5th , and so on and
so forth. Scores appearing once have
their cardinal numbers as their ranks.
Scores appearing more than once have
the average of their consecutive numbers
as their ranks, thus similar scores have
the same rank.
Score (x) Number Rank Score (x) Number Rank Score (x) Number Rank
85 1 1.5th 65 18 17.5th 50 35 35th
85 2 1.5th 64 19 19.5th 49 36 36th
84 3 3.5th 64 20 19.5th 48 37 37.5th
84 4 3.5th 63 21 20th 48 38 37.5th
82 5 5.5th 61 22 21st 47 39 39th
82 6 5.5th 59 23 23.5th 43 40 40.5th
81 7 7th 59 24 23.5th 43 41 40.5th
80 8 8th 58 25 25th 42 42 42nd
79 9 9th 57 26 26th 41 43 43rd
78 10 10.5th 56 27 27th 40 44 44th
78 11 10.5th 55 28 28th 39 45 45.5th
71 12 12th 53 29 29.5th 39 46 45.5th
70 13 14th 53 30 29.5th 38 47 47th
70 14 14th 52 31 31.5th 34 48 48th
70 15 14th 52 32 31.5th 33 49 49th
67 16 16th 51 33 33.5th 21 50 50th
65 17 17.5th 51 34 33.5th
Frequency Distribution
A Frequency Distribution is a listing of the
possible score values and the number of
students who obtained the test scores.
The frequency distribution is used when
there are many test scores. Usually, it is utilized
if the test scores are greater than or equal to 30
(n>30).
The following are the steps in
preparing a frequency distribution:
1. Determine the lowest score to the highest score.
2. Subtract the lowest score from the highest score
plus consonant 1.
3. Decide on the number of steps or class intervals.
The maximum number of steps or class interval is
20, minimum number is 7, and the total number is
between 10 and 15, inclusive.
The following are the steps in
preparing a frequency distribution:
4. Determine the interval size by dividing step 2
by the desired number of steps or class
intervals. Unless specified, it is advisable to
use the ideal number of steps.
5. Choose an appropriate lower limit for the first
class interval. This number should approach,
or equal but not exceed the lowest score and
is exactly divisible by the interval size.
The following are the steps in
preparing a frequency distribution:
6. Write the lowest limit at the bottom and from
it develop the lower limits of the next higher
steps by adding the interval size to a
preceding lower limits develop also the
corresponding upper limits; the
corresponding upper limits can be
established by adding the values of the
interval size less than 1 to the lower limits.
The following are the steps in
preparing a frequency distribution:
7. Read each score in a set of test scores and
record a tally for it opposite the step to which
it belongs.
8. Count the number of tallies falling within each
class to get the frequency of each step
9. Add the frequency to get the total number of
test scores (n).
Ex:
Class Tally Frequency Class Class Mark
Interval Boundary
84-90 4 83.5-90.5 87
77-83 7 76.5-83.5 80
70-76 4 69.5-76.5 73
63-69 6 62.5-69.5 66
56-62 6 55.5-62.5 59
49-55 9 48.5-55.5 52
42-48 6 41.5-48.5 45
35-41 5 34.5-41.5 38
28-34 2 27.5-34.5 31
21-27 1 20.5-27.5 24
Cumulative Frequency Distribution
Class Tally Frequency Class Class <cf >cf
Interval Boundary Mark It is often desirable
84-90 4 83.5-90.5 87 50 4
to add up or accumulate
77-83 7 76.5-83.5 80 46 11
frequencies of the
70-76 4 69.5-76.5 73 39 15
63-69 6 62.5-69.5 66 35 21
distribution when the
56-62 6 55.5-62.5 59 29 27 number of scores the lies
49-55 9 48.5-55.5 52 23 36 below (less than or above
42-48 6 41.5-48.5 45 14 42 (greater than) a certain
35-41 5 34.5-41.5 38 8 47 class boundary is to be
28-34 2 27.5-34.5 31 3 49
determined
21-27 1 20.5-27.5 24 1 50
Graph
A graph is a diagram which makes a
systematic presentation of a class frequency
distribution together with the comparisons and
relationship of the classes.
There are two most common methods of
graphing frequency distribution. These are the
histogram and frequency polygon.
The following are steps in
constructing a histogram:
1. Draw two straight lines perpendicular to each other.
The vertical line represents the y-axis; the horizontal
line id the x-axis; and the intersection is the point of
origin.
2. Lay off equal distances on both axis; OX for the
interval and OY for the frequencies.
3. Plot the points determined by the class interval and
their corresponding frequencies and mark the lower
and upper limits of the steps.
4. And from the base, draw two vertical lines
corresponding to both lower and upper limits of the
class interval. Connect them at the top by a short
horizontal and parallel to the base to form a small
rectangle. Repeat the process until all class intervals
have been represented.
The following are the steps in
constructing a frequency polygon
1. Draw two straight lines perpendicular to each other.
The vertical line is the y-axis; the horizontal line is
the x-axis; and the intersection is the point of origin.
2. Lay-off the class mark of the step distribution at
regular distance on OX. Start with the class mark of
the highest step. Mark off OY successive unit
distances to represent the frequencies.
3. Read off the steps, together with their
corresponding frequencies and then place
points at the intersection through the class
mark of the steps.
4. Connect the plotted points with straight lines.
Then drop a straight line to the base one step
lower at the left and one step higher at the
right. The result is a frequency polygon.
Reference:
• Asaad, A.S., & Hailaya, W.H. (2004). Measurement and Evaluation:
Concepts and principles (3rd ed).856 Nicanor Reyes Sr. St., Sampaloc,
Manila. Rex Book Store Inc.
