ASSESSMENT OF LEARNING II

Chapter 10
Statistics and Computer: Tools for
Analyzing of Assessment Data
Chapter Intended Learning
Outcome
Able to utilize processed data and
results in reporting and interpreting
learners’ performance
Statistics
-Is concerned with the organization, analysis
and interpretation of test scores and other
numerical data
-It is the study of how to collect, organize,
analyze, and interpret numerical information
from data (Brase & Brase, 2012)
*Statistical techniques help teachers to:
1. Analyze and describe results of measurement obtained in their own
classrooms;
2. Understand the statistics used in test manuals and research reports; and
3. Interpret the various types of derived scores used in assessment.

*Statistical methods enable us to look at information from a small

collection of people or items and make inferences about a larger collection
of people or items.
Types of Statistics:
A. Descriptive Statistics
- used to describe a group of individuals or describe
the data that have been collected; to describe
variable that needs to be measured
*Various data analysis techniques provide
meaningful description of scores with small number
of numerical indices.
Types of Statistics:
Descriptive Statistics
*Such indices are calculated using sample
drawn from a population and are called
statistics.
*When indices are calculated using the entire
population, it is called parameters.
Types of Statistics:
B. Inferential Statistics
-It is used when there is a need to make a
decision, estimate prediction, or generalize
about a population based on a sample
-There are two types of tests in inferential
statistics: 1) Parametric and 2) Non-parametric.
Types of Statistics:
B. Inferential Statistics
Parametric Test – a test of significance is used if the data
represent an interval or ratio scale of measurement and
other assumptions have been met
Non-Parametric Test – is used when data represent an
ordinal or nominal scale, when a parametric assumption
has been greatly violated, or when the nature of the
distribution is not known.
Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY CHARACTERISTICS

The Mean oMost frequently used index of

distributor’s central tendency.
oIt is simply an arithmetic
average of all the scores in
the distribution.
 Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY CHARACTERISTICS
The Mean o Since it is computed using every score
in the distribution, it is an extremely
representative measure.
o Its strength is also its weakness
because several atypically high or
atypically low scores (sometimes called
liars) can distort the value of the mean.
 Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL
CHARACTERISTICS
TENDENCY
The Median o The second most frequently used index
of central tendency.
o It is the point that divides the scores
into two equal halves.
o One advantage of median as a measure
of central tendency is that it is not
unduly affected by peculiarly large or
small scores.
 Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY CHARACTERISTICS
The Median o Unlike the mean, the median treats each
of these wild scores as merely another
score, no more no less than other scores.
o As the mean, the median’s strength is also
its weakness, the medial fails to reflect the
magnitude of the impact of every score in
the distribution, even when certain of
those scores are very high or very low.
 Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY CHARACTERISTICS
The Mode o It is the most frequently occurring
score in the distribution.
o With most reasonably large set of
scores, the mode will occur somewhere
near the middle of the distribution, so
it can also serve as an index of the
distribution’s central tendency.
 Statistical Tools
1. Measures of Central Tendency
MEASURES OF CENTRAL TENDENCY CHARACTERISTICS
The Mode o In some cases, a distribution has two or even
three most frequently occurring scores. In such
cases, statistician refer to it as bimodal or
trimodal distribution. Multi-modal distribution
refers to those with three or more frequently
occurring scores.
o Since the mode takes into account even fewer
data than the median, and fewer than the
mean, it is not used often in describing a
distribution’s central tendency.
 Statistical Tools
2. Measures of Variability
MEASURES OF VARIABILITY CHARACTERISTICS
The Range o Most readily calculated index of distribution’s
variability.
o It is calculated by subtracting the lowest score from
the highest score.
o The simplicity of the range’s computation is just the
only redeeming virtue, because there are only two
scores involved in its computation. If there is an
abnormally highest and/or lowest score, the
resulting range will yield a misleading indication of
the distribution’s overall variability.
 Statistical Tools
2. Measures of Variability
MEASURES OF VARIABILITY CHARACTERISTICS
The Quartile Deviation o It is based on the range of the middle 50% of the
scores, instead of the range of the entire set.
o It is also called semi-interquartile range.
o Quartiles are points in the scale (like averages and
percentiles), the quartile deviation represents a
distance on the scale. It indicates the distance that
is necessary to go above and below the median to
include approximately the middle 50% of the scores.
 Statistical Tools
2. Measures of Variability
MEASURES OF VARIABILITY CHARACTERISTICS
The Standard Deviation o It offers a way of thinking about the average
variability of a set of scores when they compute the
mean.
o It tells the average distance from the mean for each
of the scores in the distribution.
o The more spread out the scores are, the larger the
value of the standard deviation. The less spread out
the scores, the smaller the standard deviation is.
 Statistical Tools
2. Measures of Variability
MEASURES OF VARIABILITY CHARACTERISTICS
The Standard Deviation o The most useful measure of variability.
o Because it takes into account the amount that each
score deviates from the mean, it is a more stable
measure of variability than the others.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
Z-Score o The simplest of the standard scores, and the one on
which others are based.
o It expresses test performance simply and directly as
the number of standard deviation units a raw score
is above or below the mean.
o A z-score is always negative when the raw score is
smaller than the mean. Thus z-score is seldom used
directly in test norms, but are transformed into a
standard score system that uses only positive
numbers.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
T-Score o It was originally given to a type of normalized score
based on a group of unselected twelve-year-old
children.
o It refers to any set of normally distributed standard
scores that has a mean of 50 and a standard
deviation of 10.
o T-score is obtained by multiplying the z-score by 10
and adding the product to 50. This formula is true
only when the original distribution of raw scores is
normal.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
T-Score o The reason that T-scores is preferred to z-scores for
reporting test results is that only positive integers
are produced.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
The Stanines o These are simply type of normalized standard score
that illustrates the process of normalization.
o They are a single digit scores ranging from 1 to 9.
o It is named as such because the distribution of raw
score is divided into nine parts wherein stanine 5 is
precisely the center of distribution and includes all
cases within one-fourth of a standard deviation on
either side of the mean.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
The Stanines o Major strengths of stanines are the following:
- The Stanine system uses a nine-point scale in which 9
is high, 1 is low and 5 is average.
- Stanines are normalized standard scores that make it
possible to compare student’s performance on various
assessments.
- It makes easy to combine different types of data
because it is computed as percentile ranks but are
expressed in standard score form.
- It uses a single-digit score, it is easily recorded and
takes up less space than others scores.
 Statistical Tools
3. Standard Scores
STANDARD SCORES CHARACTERISTICS
The Percentile Rank o Indicated student’s relative position in a group in
terms of the percentage of students’ scoring lower
(Linn & Gronlund, 2000)
o One of the most widely used and easily understood
methods of describing assessment performance.
Indicators of Relationship
1) Graphic Presentation
By using graphic display techniques, the
relationships between two variables can be described
according to its magnitude (strong or weak) and its
direction (positive or negative). This technique
though shows that it is difficult to get a firm grasp on
graphically displayed relationship because of the
imprecision of visually derived estimates.
Indicators of Relationship
2) The Product-Moment Correlation
This is the most widely used indicator or the
magnitude and direction of the relationship
between two variables, the product-moment
correlation coefficient (r), popularly known as
Pearson correlation coefficient named after
the English statistician, Karl Pearson.
Indicators of Relationship
2) The Product-Moment Correlation
This product-moment correlation coefficient ranges from +1.00 to
-1.00.
An r of +1.00 represents a perfect positive relationship while a value
of -1.00 represents a negative relationship.
An r of zero indicates that there is no linear relationship that exist
between two variables.
This correlation approach is used with linearly related data, meaning
data whose scatterplots shows a more or less straight-line relationship.
Indicators of Relationship
3) The Rank-Order Correlation Coefficient
The Rank-Order Correlation Coefficient is another
technique for estimating the magnitude and direction of
the relationship between two variables.
This technique was introduced by Sir Charles Spearman.
Spearman’s correlation coefficient (rs) is interpreted in
essentially the same was as Pearson product moment r,
but simpler to compute.
Indicators of Relationship
3) The Rank-Order Correlation Coefficient
Aside from its computational simplicity, it
may be used with data that represent only
an ordinal scale and not necessarily an
interval.
Learning Key Points
Statistics is defined as the study of how to
collect, organize, analyze and interpret numerical
information from data (Brase & Brase, 2012).
Statistical methods enable us to look at
information from a small collection of people or
items and make inferences about larger collection
of people or items.
Learning Key Points
Statistical techniques help teaches to (1)
analyze and describe results of measurement
obtained in their own classrooms, (2)
understand the statistics used in test manuals
and research report, and (3) interpret the
various types of derived scores used in
assessment.
Learning Key Points
Descriptive statistics is used to describe
a group of individuals or describe the
data that have been collected; to describe
variables that were grouped in order to
determine the measure of certain
variables that needs to be measured.
Learning Key Points
Inferential statistics is utilized when there is a need
to make decision, estimates prediction, or
generalization about a population based on a
sample.
The measures of central tendency comprising a
mode, median and mean provides information about
how the distribution’s scores tend to the center.
Learning Key Points
Measures of variability describes how spread out the
scores are. Measures of variability include range, quartile
deviation, and standard deviation.
Standard scores provides a student’s relative position in
a group.
Computer helps for efficient and simpler computation
and/or processing of statistical data. Software such as MS
Excel and SPSS are available for such processing.