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Philippine Normal University

The National Center for Teacher Education


Faculty of Education Sciences
Taft Avenue, Manila

Written Report
Assessment and Evaluation of
Learners
Austria, Shairadel Joyce
Gaddi, Michelle Anne
Ortiz, Vincent

III-4 BFE

Professor Ma. Victoria Hermosisima

Organizing Assessing
Data
Preparation of a Frequency Distribution
It is a table showing how often each score occurred.

STEPS IN DRAWING A FREQUENCY


DISTRIBUTION:
1. Find the range of the scores. In order to get the range, subtract the lowest score from
the highest score.
HIGHEST SCORE LOWEST SCORE = RANGE
Example: H.S.: 87
L.S.: - 42
45 Range

2. Decide on the number or size of grouping.


Grouping here refers to the number of steps.
Maximum number of group 20
Minimum number of group 7
Ideal Number of group 10-15

3. Determine the Interval


In order to get the interval, divide the range by the number of steps.
RANGE/NUMBER OF STEPS = INTERVAL
Example: 45/10= 4.5 or 5

4. Get the lowest limit of the score interval. To get the lowest limit, divide the lowest
score by the interval and then multiply by the interval.
LOWEST SCORE/INTERVAL X INTERVAL = LOWEST LIMIT
Example: 42/5=8x5= 40
So: Lowest limit is 40-44
REMEMBER: Lowest limit should be equal to the number that is exactly divisible by
the interval.
SAMPLE FINISHED FREQUENCY DISTRIBUTION
Score Interval
85-89
80-84
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44

A math test is given to a class. Here are the scores of 50 pupils. Lets make a frequency
distribution and tally the frequency.
Scores:
48

35

36

40

42

32

30

46

43

40

35

15

44

48

45

28

16

41

46

39

20

19

38

47

31

25

18

39

43

28

28

33

19

39

29

36

34

29

31

38

13

16

29

19

41

15

44

28

12

FREQUENCY DISTRIBUTION OF MATH SCORES


Score Interval

Tally

Frequency

48-51

II

44-57

IIII

40-43

IIIII-II

36-39

IIIII-II

32-35

IIIII

20-31

IIIII-IIIII

10

24-26

20-23

16-19

IIIII-II

12-15

IIII

411

GRAPHICAL REPRESENTATION

Graphical representations are data pictures used in order to gain better insight and
understanding of the problem that is studying.
A. Bar Graph
It is often useful in conveying information about categorical data where the horizontal
scale represents some non-numerical attribute. It is either horizontal or vertical.
B. Pie Chart
It is consists of a circular region partitioned into disjoint sections, with each section
representing a part or percentage of a whole.
C. Line Graph
It is particularly appropriate for representing data that vary continuously. A line graph
typically shows the trend of a variable over time.
D. Histogram
In a histogram, each of the classes in the frequency distribution is represented
by a vertical bar whose height is the class frequency of the interval. The horizontal
endpoints of each vertical bar correspond to the class endpoints.
E. Frequency Polygon
Frequency polygons are a graphical device for understanding the shapes of
distributions. They serve the same purpose as histograms, but are especially helpful
for comparing sets of data.

SHAPES OF FREQUENCY
A. Skewness
It 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.
The one on the left is positively skewed.
The one on the right is negatively skewed.
Formula:
Karl Pearson coefficient of Skewness
Sk = 3(mean - median) / Standard Deviation. = 3(X Me) / S
B. Kurtosis
It is a parameter that describes the shape of a random variables probability
distribution.

Reference:
UKY.edu (not stated). Skewness. Retrieved from
https://www.uky.edu/Centers/HIV/cjt765/9.Skewness%20and%20Kurtosis.pdf

Measures of Central
Tendency
o Gives some idea of the average or typical score in the distribution.
o Three measures of Central Tendency- Mean, Median and Mode.

Mean
o
o
o
o

is the arithmetic average of the set of scores


It involves the values of the scores in the distribution.
This makes the mean more dependable measure of central tendency
It is the most reliable since all of the scores are important.

When the scores are ungrouped, mean can just be computed by just adding the scores and
dividing the sum by the total number of scores.
The formula is:
Mean=
Ex:

N
N

(Where: N= Scores and

= sum or summation of all scores)

Scores
42

Mean=

40
38

35
32

N
N

319
10

=31.9

30
28
27
27
20
Finding the Mean of the grouped scores
X
90-94

f
2

d
5

fd
10

85-89

80-84

15

75-79

14

70-74

10

10

65-69

11

60-64

-1

-8

55-59

-2

-6

50-54

-3

45-49

-4

-8
fd =35

N=50

fd
Mean= Am+ ( N ) i
39
= 67+ ( 50 ) x 5

Where:

Am= Assumed Mean

= 67+ (.7x 5)

f = Summation of Frequency Deviation

= 67+ 3.5

d= deviation

= 70.5

i= interval
N= No. of Cases

Median
o Finding the value or the score that separates the top of the half. It is also the middle
score when all the scores in the distribution are ranked something to size.
o When the median of the distribution is calculated, all scores are considered but only
with respect to rank.
o Unlike mean, median is not affected by extremely high or low scores
Steps in finding Median of ungrouped scores:
a. Arrange the scores from highest to lowest
b. Add one to the total no. of cases (N+1)
c. Divide the total by 2.
d. Find the th

Ex:

Scores
98

Mean=

95
92

90

th
( 11+1
2 )

88
88

( N 2+ 1 )th

( 122 )

86
= 6 th

81
80

Median= 88 is the 6th

75

score, so it is the

72

Median.

Finding the Median of the grouped scores

120-122

f
2

cf
40

117-119

38

114-116

36

111-113

34

108-110

30

105-107

25

102-104

16

99-101

10

96-98

93-95

90-92

N= 40

N
cf
2
Median= +
i
fm

( )

= 104.5+

3
( 2016
9 )

= 104.5+

( 49 )3

Where:

= 104.5+ (.44 x 3)

LL= lowest Limit

N= No. of Cases
cf= cumulative frequency

= 104.5+ 1.32

fm= frequency where the measure lies

= 105.82

i= interval

Mode
o a statistic to represent the typical score of a group of scores.
o The score occurs more times than any other scores
o The score having the highest point in the frequency polygon
o It is only computed when mean and median are computed
Ex:
Mean: 60.25
Median: 62.55
Mode: 3 median- 2 mean
Mode= 3 x 62.55- 2 x 60.25
= 187.65- 120.5
= 67.15

When to use the measures of Central Tendency

Mean is used when:


a. When the scores are distributed symmetrically around a central point; that is, the
distribution is not badly skewed.
b. When what is needed is the measure of central tendency having the greatest stability
c. When other statistics are to be computed later.

Median is used when:


a. When one wants the exact midpoint or 50% of the distribution
b. When there are extreme scores that can markedly affect the score
c. When it is desired that certain scores should influence the central tendency but all that is
known about them is that they are above or below the median

Mode is used when:


a. When quick/approximate measure of central tendency is all that is wanted
b. When the measures of central tendency should not be typical value

Measures of Variability
What is Variability?
When describing a set of scores, it is often significant to report how variable the scores
are, how much they spread out from high to low scores. Variability refers to how spread out a
group of score is.
For example, two groups of children both with a median age of 10 years would represent
quite different educational situations if one had a spread of ages from 9 to 11 while the other
ranged from 6 to 14. A measure of this spread is an important statistic for describing a group.
There are three frequently used measures of variability: the range, quartile deviation, and
standard deviation.
The Range

It is the simplest measure of variability to interpret the scores in the group. This is simply
the difference between the highest and the lowest scores. If in a reading test, for example, the
highest score is 59 and the lowest is 17, the range is 42.
Formula: Highest score Lowest score= range
The range is useful for showing the spread within dataset and for comparing the spread between
similar datasets.
An example of the use of the range to compare spread within datasets is provided in table
1. The scores of individual students in the examination and coursework component of a module
are shown.

Table 1: Comparison of coursework and


examination marks for 14 students
Student
Coursework

A
27

B
44

C
39

D
23

E
41

F
48

G
37

H
34

I
40

J
43

K
30

L
43

M
29

N
27

mark
Examinatio

12

47

26

25

38

45

35

35

41

39

32

25

18

30

n mark
Since the range is based solely on the two most extreme values within the dataset, if one of these
is either exceptionally high or low (sometimes referred to as outlier) it will result in a range that
is not typical of the variability with the dataset.
For example, imagine the above student failed to hand in any coursework and was awarded a
mark of zero, however they sat the exam and scored 40. The range for the coursework marks
would now become 48 (48-0), rather than 21, however the new range is not typical of the dataset
as a whole and is distorted by the outlier in the coursework marks. In order to reduce the
problems caused by the outliers in a dataset, the inter-quartile range is often calculated instead
of the range.

The Inter-quartile Range

It is a measure of where the middle fifty is in a data set. Where a range is a measure of
where the beginning and end are in a set, an interquartile range is a measure of where the bulk of
the values lie. Thats why its preferred over many other measures of spread (i.e. the average or
median) when reporting things like school performance or SAT scores.
The interquartile range formula is the first quartile subtracted from the third quartile:
IQR= Q3-Q1
Where Q3 is the upper quartile and Q1 is the lower quartile.
A. How to find the quartile:
Step 1: Put the number in order.
1,2,5,6,7,9,12,15,18,19,27.
Step 2: Find the median.
1,2,5,6,7,9,12,15,18,19,27.
Step 3: Place parentheses around the numbers above and below the median.
(1,2,5,6,7),9,(12,15,18,19,27).
Step 4: Find Q1 and Q3
Think of Q1 as a median in the lower half of the data and think of Q3 as a median for the upper
half of data.
(1,2,5,6,7,)9,(12,15,18,19,27).
Step 5: Subtract Q1 from Q3 to find the interquartile range.
18-5=13.
What if I have an even set of numbers?

Just make a mark in the center of the data:


1,2,5,6,7, 9, 12,15,18,19.

B. We can also use the formula of median to find the semi-quartile.

Example:

195-199

f
3

cf
50

190-194

47

185-189

43

180-184
175-179

8
6

38
30 Q3

170-174

10

24

165-169
160-164

4
4

14
10Q1

155-159

150-154

145-149

140-144
N=50
Step 1:

Step 2:

Step 3:
Q= Q1-Q2
2
= 184.2-167.65

= 16.55/2

Q = 8.275

Standard Deviation (S.D)


It is the measure of dispersion among all scores in the distribution rather than through
extreme scores. It is the square root of the average of the squared derivations from the Mean.
It is used to determine how much data varies from the average of a population. The larger the
deviation, the more spread out of data set.
Data is considered to have a normal distribution if it follows the standard bell curve when
plotted. If data has a normal distribution, about 68 percent of all data falls within one standard
deviation from the mean, or average. Additionally, 95, and 99.7 percent fall within two and three
standard deviations, respectively.
Standard deviation is also used to measure uncertainty. Polling companies express the standard
deviation in terms of percentage points, and use it to determine how closely a sample population
represents the whole of that population. This is how 51 percent to 49 percent on a poll can
actually signify a tie in a political race.
It can also be used to measure the volatility of a stock. A lower standard deviation on a growing
stock signifies that it is safer, as it varies little from its historical growth. Investors use this when
determining the difference in risk among investment choices.
Finding the S.D. of Ungrouped Scores

Scores

d
+9
-8
+2
0
+7
-10
-4
-3
+5
0

92
75
85
83
90
73
79
80
88
83

d^2
81
64
4
0
49
100
16
9
25
0
d^2= 340

N=10
Mean= 83
Formula: S.D. = d^2

Where: d= deviation from the Mean

d^2 =squared deviation

= 348

d^2= sum of the squared deviation

10
= 34.8
= 5.89

Steps for computing the S.D. of Ungrouped Scores.


a.
b.
c.
d.
e.
f.

Find the Mean.


Subtract the Mean from the scores.
Square the deviation
Find the sum of the squared deviation ( d^2).
Divide the sum of the squared deviation by the number of cases.
Find the square root of the answer in e.

Finding the S.D. of Grouped Scores

f
75-77
72-74
69-71
66-68

3
4
6
5

d
5
4
3
2

fd
15
16
18
10

(fd)^2
75
64
54
20

63-65
60-62
57-59
54-56
51-53
48-50
45-47

8
9
5
8
3
2
2

1
0
-1
-2
-3
-4
-5

N=55

fd= +19

8+67
0
-5
-16
-9
-8
-10-48

8
0
5
32
27
32
50

d^2= 367

Formula:
S.D .

i d^2 - fd
N

3 _367

N
_

55

_19

55

= 3 6.67 (.35)^2
= 3 6.67 - .1225
= 3 6.5475
= 3x2.56
= 7.68
Steps in finding the S.D. of Grouped Scores:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Do steps 1-5 in finding the Mean


Add the column fd^2, then get the fd^2 by multiplying the d by the fd
Get the sum of fd^2
Divide the sum of fd^2 by the number of cases (N).
Divide the sum of fd by the number of cases.
Square the result in step No. 5
Subtract the result in step No.6 from the result in step No.4
Extract the square root of the difference found in step no.7
Multiply the class interval by the result in step no.8.
Standard deviation can be difficult to interpret as a single number on its own. Basically,

a small standard deviation means that the values in a statistical data set are close to the mean of
the data set, on average, and a large standard deviation means that the values in the data set are
farther away from the mean, on average.

Here are some properties that can help you when interpreting a standard deviation:

The standard deviation can never be a negative number, due to the way its calculated and
the fact that it measures a distance (distances are never negative numbers).

The smallest possible value for the standard deviation is 0, and that happens only in
contrived situations where every single number in the data set is exactly the same (no
deviation).

The standard deviation is affected by outliers (extremely low or extremely high numbers
in the data set). Thats because the standard deviation is based on the distance from
the mean. And remember, the mean is also affected by outliers.

The standard deviation has the same units as the original data.
Another way of looking at Standard Deviation is by plotting the distribution as a

histogram of responses. A distribution with a low SD would display as a tall narrow shape,
while a large SD would be indicated by a wider shape.

S.D. generally does not indicate "right or wrong" or "better or worse" -- a lower SD is not
necessarily more desirable. It is used purely as a descriptive statistic. It describes the
distribution in relation to the mean.

References:

Carter, R. E. (2013). A Standard Error: Distinguishing Standard Deviation From


Standard Error. Diabetes,62(8). doi:10.2337/db13-0692
Measures

of

Variability.

(n.d.).

Retrieved

January

15,

2017,

from

http://onlinestatbook.com/2/summarizing_distributions/variability.html
Measures of variability: the range, inter-quartile range and standard deviation. (n.d.).
Retrieved January 15, 2017, from http://www2.le.ac.uk/offices/ld/resources/numericaldata/variability

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