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Assessment in Learning 1 As of Augist 8 2021
Assessment in Learning 1 As of Augist 8 2021
Assessment in Learning 1 As of Augist 8 2021
Learning 1
(Prof Ed/ Educ 6)
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COURSE BRIEF OUTLINE
I. PRELIMINARIES
A. Curriculum Program : BSED/BSIE/BEED/BTLEd
B. Course Code : Prof Ed 6/ Educ 6
C. Course Title : Assessment of Learning 1
D. Credit Unit : 3 Units
E. Time Duration : 3 hrs/week (54 hrs/sem)
F. Pre-requisite : N/A
III. This is a course that focuses on the principles, development and utilization of
conventional assessment tools to improve the teaching-learning process. It
emphasizes on the use of Assessment of, as and for, in measuring knowledge,
comprehension, and other thinking skills in the cognitive, psychomotor or affective
domains. It allows students to go through the standard steps in test construction and
development and the application in grading systems.
V. STUDENT OUTCOMES
Student Outcomes
After graduation, the students should have
1. Acquired knowledge on the basic concepts and principles on test,
measurement, assessment and evaluation.
2. Acquired skills in constructing pen and paper test.
3. Used assessment data in developing different assessment tools.
4. Disseminated concepts and principles on test, measurement, assessment
and evaluation to peers.
5. Established linkages and/or partnership with other programs in
developing standardized tests.
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UNIT I – PRELIMINARY CONCEPTS AND RECENT TRENDS
OVERVIEW
You have now reached tertiary or your advanced degree in your education. You have reached this
far because you have effectively passed all the prerequisites in your basic education. In your long stretches
of schooling from elementary to high school, I am certain you have experienced stepping through exams in
the diverse branches of knowledge you have encountered in your studies. Test is one of the assessment
tools that your teacher used to evaluate how far have you advanced in your learnings. It is one way your
teacher can determine your strength and weaknesses so appropriate mediations can be done to achieve
learnings. In this unit, you will discover the basic concepts in assessment which will enlighten you about
the different types of assessment such as assessment for, assessment of, and assessment as. As future
teachers, in order to effectively make a good decision about the performance of your students, it requires
good understanding about the principles of high quality assessment. This is to guarantee the effectiveness
of the tests and that the information of the student’s performance that could be obtained from them is valid
and reliable. In this unit, you will also learn the recent trends and focus in assessment. So get ready and
explore all the topics in this unit that will give you general direction on the concepts of assessment.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
a. explain the basic concepts and principles in educational assessment;
b. discuss the role of assessment in making instructional decisions to improve
teaching and learning;
c. reflect on and discuss the applications and implications of assessment to teaching
and learning;
d. differentiate measurement, test, assessment, and evaluation;
e. explain the high quality assessment components; and
f. discuss recent trends and focus in assessment.
SETTING UP
A. Matching Type
Directions. Below are some words that you will encounter during the discussion of our entire lessons. Let
me know which among these words you are familiar with by matching column A to column B. Be honest in
giving your answers since this is merely to assess your prior knowledge. Insert your answers in the box
before the words in Column A.
Column A Column B
Assessment as A. Paper and Pencil Test
Objective Measurement B. Assignment of a number to object or things
Assessment of C. Formative Assessment
Traditional Method D. Making judgment on the worth of value of something
Subjective Measurement E. Self-assessment
Assessment for F. Summative Assessment
Diagnostic Test G. Given at the end of the course
Evaluation H. Test results are used for instructional decision making
High Stakes testing I. Determines student’s strengths and weaknesses
Achievement Test J. Measurement done through test or examination
Measurement K. Based on personal opinion.
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B. True or False
Directions. Analyze the following sentences. Write True if the statement is correct, and False if the
statement is incorrect. Place your answers before the number.
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EXPANDING YOUR KNOWLEDGE
A. BASIC CONCEPTS
1. ASSESSMENT
Assessment has always been a regular activity of your student life. Have you ever thought why
are you being assessed? The overview of assessment will clarify fundamental ideas about assessment
which will give you greater understanding about what assessment is, its classification, and purpose. There
are other sub-topics of assessment that will not be mentioned in this module but will be included in your
assignments and further readings. So begin your journey and start reading!
Assessment is a method of gathering your school performance data that aims to collect information
to specify and verify problems concerning your learning achievement. Thus, your teacher can make
decisions regarding your learning performance. It is essentially taking a sample of what you do, making
inferences, and estimating the worth of your actions. Some proof of your learning success can be
manifested in your tests, written works, journals, portfolios, and other learning tasks (Navarro, et al.,
2017).
They are:
Assessment For Learning – This is being used by the teacher to find out the extent of what you
know and what you can do and thereby see the gaps in learning that you might have. Teacher creates
assessments that will determine if the intended learning targets are achieved by you and to address the
gaps that occur during the process of your learning formation. This is also referred as formative
assessment; wherein its result serves as a proof that you have achieved the desired learnings targeted by
your teacher.
To illustrate this type of assessment is when your teachers use questioning, quizzes, and other
means which are useful and essential in curriculum design and instruction. It may also include pre-test and
post-test.
Assessment Of Learning – It is usually given towards the end of a course or a unit in a semestral
term. It is being done to determine if you have achieved the instructional goals and for your teachers to
give you an equivalent mark or grade. What is the best example for this? Your mid-term or final
examinations.
Assessment As Learning – Its main focus is on how you efficiently manage your own learning. It
gives important emphasis on metacognition (an awareness of one’s thoughts and processes). It assumes
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that learning is not only about someone who is knowledgeable in transferring ideas to someone who is not.
It means that you, as students, should not only be passive learners but should be actively engaged in your
own learning. You must also acquire the mastery to monitor what you are learning and use what you have
discovered from that monitoring.
Selected Response
Constructed Response
Essay-Restricted
Or non-restricted Problem
Solving
b. Authentic Method – involves the demonstration of your actual performance of what you have
learned from the class. It is mostly preferred by many in evaluating the students’ achievement.
Product Performance
Output
Performance tasks
Visual like
scrapbook, Role Play
portfolio Public speaking
collage Dance
Presentation
REFLECT ON THIS: Why is there a need for assessment? What are its purposes?
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Purposes of Assessment
You can gain a better understanding of assessment by studying its purposes. Let us read and learn.
We need to conduct an assessment to the learners so we, the teachers, can:
inspire and motivate you to focus on your study predict success in your future employment
provide feedbacks to improve your learning provide feedbacks for your lecturer/s
diagnose your strengths and weaknesses help improve our methods of teaching
make the course appear creditworthy to other
help you develop your skills of self-assessment
institutions and employees.
provide a profile of what you have learned help you select future courses
determine if you are capable of receiving a passing
help you acquire license to practice profession
or failing mark.
I am sure that you are already acquainted with the preceding words, but still confused about their
meanings and their relationships with assessment. Go on with your reading and find out the meaning and
the differences of the following terms:
2. TESTING
As a student, there are several types of test that are given to you for
specific purposes. Read the following topics to know more.
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Common Types of Test
a. Diagnostic Test – It is used to determine your individual difficulties by knowing your strengths
and weaknesses prior to instruction so proper intervention can be done by your teacher.
b. Placement Test – It is a test intended to assess your particular knowledge or capability in different
subjects so as to assign you to fitting courses or classes.
c. Proficiency Test – It is designed to gauge your insight and capacity in a language.
d. Achievement Test – It is a test given at the end of a course to assess if you are able to achieve the
course objectives.
e. Aptitude Test –– It is intended to evaluate your capacity, of what you can do, and what you can
achieve in your learning to determine how well you perform in the future.
Types of Measurement
Objective (as in testing)
Objective measurements are those that reveal nearly the same results even if it
is done repeatedly. It involves impartial measurement and to determine the
objectivity of a measure, one needs to assess its reliability.
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4. WHAT IS EVALUATION?
Evaluation includes both qualitative and quantitative description of your class performance plus
value judgment concerning the desirability of the performance. Evaluation may result to acceptance,
dismissal, or amendment of what has been evaluated.
Evaluation = Quantitative description of pupils (Measurement) + Value judgments
You should take note that assessment and evaluation must be continuous and frequent. Teachers
must always be prepared to reassess students, and using the measurement of periodic formative
assessment, they can adjust and improve their instruction to meet your learning needs on a daily and
weekly basis.
NOTE: ADDITIONAL INPUT FOR THIS TOPIC WILL BE UPLOADED IN GOOGLE DRIVE
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f. Accountability and Fairness – Accountability in assessment requires the use of the information
obtained from assessment as a basis to validate or modify the behavior of the student and educator.
A fair assessment is not biased and non-discriminatory to the performance of students.
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subject or course the student can explain the differences among assessment,
measurement, and evaluation
3. Drafting outcomes assessment You need to identify the data necessary in the selection of
procedure assessment tools.
Hansen (1989) stated that outcome-based education stresses curriculum alignment and
instructional method which would center on the goal and the result. Outcome-based education to
curriculum aligned puts emphasis on teaching the stated or written curriculum. According to Hansen, the
following are:
b. Principles of outcome-based education
1. Outcomes or objectives are publicly and clearly stated
2. Teaching is focused on the stated objectives
3. Frequently monitors student’s learning
4. Adjustment of the learning process to allow students obtain proficiency of learning the objectives
5. Assessment is aligned to the objectives and the authentic student learning
William Spady (1994), on the other hand, also gave the following:
Four OBE Fundamental Principle
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Assessing Learning
Name: _________________________________________________________________
Activity 1
Question Answer
Enumerate:
3 things you have learned
2 things you still want to learn
1 question you have for the topics
discussed in this unit
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Assessing Learning
Name: _________________________________________________________________
Activity 2
Directions: Using a concept map, illustrate the relationships of Test, Measurement, Assessment, and Evaluation.
Write a short paragraph explaining your answers. Use the space below.
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RUBRIC FOR ACTIVITY 1
Criteria + points Description
Neatness (3)
Answers are written neatly and legibly.
http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences
/ Rubric_Short_Answer.pdf (with slight modification)
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Assessing Learning
Name: _________________________________________________________________
Activity 3
Self Check:
Directions: Check your understanding of our lessons by answering the following questions. Write TRUE if
the statement is correct and FALSE if it is not.
______________1. Traditional method of assessment usually relies on rote memorization.
______________2. Assessment of uses metacognition to teach students to be actively engaged
in their own learning.
_____________ 3. One of the purposes of assessment is to identify students who excel in class
for merit award.
_____________ 4. The test is subjective if it produces more or less the same outcome if done
repeatedly.
_____________ 5. High stakes testing is used to make important decisions.
_____________ 6. When your ability in a language is being tested, you are undergoing a
placement test.
_____________ 7. A teacher is being fair in giving assessment when he/she focuses on your
cognitive domain.
_____________ 8. Clear goals should be emphasized in giving assessment.
_____________ 9. Outcome based education is subject-centered type of learning.
_____________10. Assessment methods should match learning targets.
_____________11. Identifying the vision and mission of the schools is a requirement in
implementing outcome-based education
_____________12. Few samples of assessment tools given to students is sufficient information
for the teachers in making instructional decisions.
_____________13. Learning outcome is the broad goal of the subject or a course.
_____________14. Does a test which reveal the same or nearly the same score used by
examiners is objective?
_____________15. Standard-based education uses exclusive set of standards in its curriculum.
Write the number and a brief explanation for your false answers below.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
_____________________________________________________________________________
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UNIT II – TARGET SETTINGS
OVERVIEW
As the master of his craft, the teacher is considered to be knowledgeable and expert in
terms of the content and its delivery. As a requirement for successful teaching and learning, the
teacher should carefully plan all his teaching activities and students' tasks.
Referring to all the standards in content delivery and targets set will be the initial step to
ensure the plan's accomplishment. Perfect execution of teaching tasks and students' activities
should be carefully implemented. To ensure the success of its achievement and acquisition, proper
assessment procedures must also be carried out.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
1. analyze the difference between standards-based and content-based assessment;
2. illustrate clear learning targets;
3. give examples of constructive alignment;
4. compare the assessment of, assessment for and assessment as learning; and
5. apply correct procedures in writing clear learning targets concerning course outcomes.
SETTING UP
A. Direction: What type of learning is associated with each of the following objectives? AF = affective
or PS = psychomotor? Write the LETTER only in the space provided.
Given an oral description of a material, the students will sketch it.
The student will accurately adjust a microscope.
The student will justify the importance of at least one governmental policy.
The student will eventually abide by a set of legal and ethical standards.
The students will create an original game requiring physical movements.
The student will listen while others express their point of view.
The student will respond to the call for volunteers to plant a tree in a public park.
The student will identify a type of fabric by its feel.
The learner will compute the volume of a pyramid, cone, and cube correctly.
B. Direction: Classify each objective as to its dominant level of learning in the cognitive domain. Write
the LETTERS only on the space provided.
K = Knowledge
An = Analysis
C = Comprehension
S = Synthesis
AP = Application
E = Evaluation
The learner will list five major cities in the National Capital Region.
Given local materials, the learner will design a basket.
The student will construct a graph showing the imports of the Philippines for the last
five years.
Given a poem, the learner will identify the figurative language used by the author.
After the discussion on the charter change, the learner will write a one – paragraph
composition on his stand on the issue.
After studying the 1896 Philippines revolution, the student shall be able to explain the
reason for its failure.
The learner will compose a motto on saving mother earth.
The learner will solve four-digit multiplication problems.
The learner will correctly calculate the measurements of a pyramid, cone, and cube.
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After reading a brief story, the learner will classify its plot.
EXPANDING YOUR KNOWLEDGE
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(https://www.houcked.com/blog/learning-targets/), “a learning target is a statement of planned learning
for students based on the standards. A learning target stipulates and unpacks the outcomes and stipulates
what students can do during and after the lesson or lesson series. Learning targets are in student-friendly
language and are specific to the lesson for the day, and directly linked to assessment. A learning target also
contains performance criteria or a demonstration of learning.”
Clear learning targets based on standard learning targets enable the teacher to see the
students' future accomplishments. Figure at the right states the fundamental difference between
standard target and learning target, as explained.
What is expected of them gives the teacher possible options and interventions appropriate
in the attainment of these targets. Maximum
Source:
achievement can also be possible if the teacher is https://www.slideshare.net/MarciShepard/purpose-
knowledgeable of these targets. It is on how he or she teaching-with-effective-learning-targets-and-
classifies the targets as higher-ordered or lower – success-criteria
ordered targets.
Figure 1: Standard vs. Learning Target
Constructive Alignment
Constructive alignment is
vital because it ensures intended
learning outcomes for a lesson
guaranteed to be effective,
transparent, and purposeful.
Learning activities and assessment activities are created in alignment with these
outcomes as well. Also, assessment
Source: http://www.ucdoer.ie/index.php?title=File:Aligned- tasks need to be aligned directly to
curriculum-model.gif demonstrate the achievement of the
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intended learning outcomes, and supported by the learning and teaching activities
within the subject.
In figure 3, an illustration depicts the difference between aligned and unaligned intended
learning outcomes.
Source:
http://www.itu.dk/~brabr
and/teaconc.pdf
FIGURE 5: An aligned vs.
aligned course
The diagram in figure 5 simply implies that the teacher's intention is entirely off–tangent to the
outcomes to be assessed in the future. Students will simply rely on the assessment's objective but lose a
hand on the true essence of the learning target. So, the activity resorted to "pass the test only." The
diagram on the right is entirely the opposite of the first one. You can see the intentions of all aspects are the
same. It is carefully aligned with the aims of the teacher, students' activity and exam assessment.
TYPES OF STANDARDS
Teachers of any educational setting should ensure that the learning standards are in place and
adequately identified. To make up a more comprehensive and feasible learning standard, then it should be
composed of the content and performance standards.
CONTENT STANDARDS
Standards for content selection are actions related to educational processes and practices for
instruction and assessment. The effort aims to deliver contents or topics in such a way that topics are
generally the same across all parts of the locality but can be modified into a local context without changing
the curriculum's aim. The selection of contents or lessons is very vital to the attainment of learning
outcomes. Content standards were constructed to increase students' success by recognizing the knowledge,
ideas, and skills that students should get at each grade level. Content standardization leads to assessment
standardization.
The following are the observations from the concepts and discussions regarding content standards:
In the Philippines, the observations mentioned above are pretty much evident. Our educational
system is hooked up with the process of following the standards for selecting the content. As to the criteria
in the selection of the content, Alvior (2015) suggested the following:
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a) INTEREST. Content should also arouse and realize the importance of it to the learners. The
fundamental significance should be emphasized to sustain interest.
b) SELF-SUFFICIENCY. The term simply means the topics are well adequate to provide the
accomplishments of intended learning outcomes. It can attain the domains of the learning objective,
namely the affective, cognitive, and psychomotor.
c) SIGNIFICANCE. The application of the content to the real-life situation of the learner can be well
utilized.
PERFORMANCE STANDARDS
The standards are written to support and promote specific desirable learners' behaviors in a
particular task. In teaching and learning, the basis for standards is the attainment of minimum
competencies required by the course learning outcomes.
Performance standards are the teacher's definitive guide and the learner regarding what has to be
acted and carried out required by the competencies in the target learning outcomes. Teachers should see to
it that any assessment instrument's creation should agree with the targeted standards of the performance.
The course's learning outcomes show the range of objectives for students; the criteria describe the
performance that will be assessed. These must align with, and provide coverage of the learning outcomes.
The standards then discuss the characteristics of performance in terms of each of these criteria at each
rating level.
According to Hicks (2020), all excellent performance standards have many of the following ten
characteristics:
1. Clear performance standards are easy to understand.
2. Clear performance standards are related to the explicit values of the organization.
3. Clear performance standards relate directly to the mission.
4. Tools and technology must support clear performance standards.
5. Clear performance standards are measurable.
6. Precise performance standards measurements must inspire confidence.
7. Clear performance standards are attainable.
8. Clear performance standards are trainable.
9. Performance standards are consistent.
10. Clear performance standards should not be confused with one another.
In summary, the content standard adds to the teaching technique that students should know and
do. It provides the most meaningful and stable learning, topics, principles, skills, and ways of thinking.
Performance standards give the teacher a hint of how well the students have to do their job. It also offers
product or performance as proof of learning or achievement of the standard of content.
Shown in Figure 6 is the relationship between learning competencies, content, and performance
standards:
LEARNING COMPETENCIES
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CONTENT
STANDARDS
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Assessment Flow (An Overview)
As an educator, the choice of suitable instruction and assessment technique to reach out to students
learning is a significant ingredient to guaranteed students success. It is deemed necessary that relating
assessment to instruction is a cycle to address the continuous learning development and dissemination.
The illustration in figure 7 shows the assessment process.
Remedy the
Organize results
strategies
employed in Assessment of the instruction
and assess the
attaining the FIGURE 7: The Assessment Process
learning
outcomes
Process student learning
outcomes
Analyze results of
the asessment of
student learning
outcomes
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Dissemination is necessary when the results of the assessment are on hand. The evaluation findings
would be worthless unless used as a method to develop the teaching – the learning process further. If there
are questions about the assessment outcomes, solutions and changes with current procedures and policies
should be produced by the authorities and stakeholders concerned.
ASSESSMENT
ASSESSMENT OF LEARNING
FOR ASSESSMENT
LEARNING AS LEARNING
ASSESSMENT
IN LEARNING
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characters and capabilities. He also further expounded that the assessment should be in sync and
supportive of learning. It should be valid; the assessment should be proper and manageable, it should
support the judgment of a teacher, and lastly, it should promote accountability.
Eight (8) Assessment types according to function, according to Bhasin (2018).
1) Summative Assessment
2) Formative Assessment
3) Evaluative assessment
4) Diagnostic Assessment
5) Performance-based assessments
6) Selective response assessment
7) Authentic assessment
8) Written and Oral Assessment
The summative assessment is given at the end of the instruction to certify the degree of
attainment of the learning outcomes.
Formative assessment is given during instruction to trace out the learning difficulties and
progress of the learners. This was utilized by the instructor to remediate all aspects found to be
problematic to learning acquisition.
Diagnostic assessment simply traces out the causes of learning difficulties. It can be given during
or before the instruction.
Selective response assessment a type of assessment wherein learners have to select for the
correct response to questions given by the teacher.
Authentic assessment is an assessment that assesses authentic tasks and activities. Most of the
performances done inside and outside the classroom can be practically assessed using this form
assessment.
Written assessments are performed to determine the quality of the knowledge acquired by
learners from a particular topic.
Another procedure to consider is ABCD writing objectives. This plays an important part in the
creation of SMARTER objectives. They are as follows:
1. Audience
2. Behavior
3. Condition
4. Degree
The target should not always be written in the ABCD, but it should compose all these foundations.
Audience
The audience describes the student or end-user of the teaching-learning process. Regularly, the
audience is introduced only in the lower level of an objective. For example, the Course refresher
participants, the TLE students, etc.,
Behavior
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Behavior describes learner competence. It must be measurable and observable. It should agree with
the application of a real-life situation. The action must deal with the performance of knowledge or skills in
any of the domains of learning: cognitive, psychomotor and affective. For instance, “…can write an essay…’
Condition
Condition pertains to available materials and resources that may or may not be used to complete
and master the behavior. An environmental setup may also be included. For example: “…given a gas stove,
regulator and gas tank…”
Degree
This method states the standard for acceptable performance (period, correctness, proportion,
quality, etc.) For example: “… without error”,” … 9 out of 10 times.”, …within 50 seconds”, etc.
Assessing Learning
Name: _________________________________________________________________
Activity 4
1. State 3 reasons why constructive alignment is an essential matter in addressing the consistency of
assessment in learning?
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Assessing Learning
Name: _________________________________________________________________
Activity 5
Direction: Select the best answer among the options. Encircle the letter of the correct answer.
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13. Teachers use assessment __ learning as an analytical tool to discover what they can about what their
pupils know and can perform and what misperceptions, notions, or differences they might have.
A. for B. as C. of
14. Assessment __ learning aids students learn to be self-assessors who can sense knowledge, relate it to
previous experience, and use it for original learning.
A. for B. as C. of
A selection from Creating & Using Learning Targets & Performance Scales: How Teachers Make
Better Instructional Decisions, by Carla Moore, Libby H. Garst, and Robert J. Marzano as published in the
website https://www.marzanocenter.com/3-types-of-learning-targets/ states the three types of learning
targets:
1. Learning Goal Targets. Learning target goals are descriptions of the awareness that students will
show an understanding of a concept. These are explicitly taken from educational authorities that
describe what students will learn and be trained to do by completing a degree or course. Specific
expectations should include the details required to establish objectives for regular or weekly learning
that cover the subject emphasis, cognitive level of thought, and explicit language used to define
learning goals.
2. Foundational Targets. Foundational targets consist of knowledge and underlying procedures that
build to the cognitive level of the academic standard. They constitute the prerequisites that students
need to master to achieve the learning goal targets ultimately. There are two types of foundational
objectives:
a) those that identify declarative knowledge and
b) those that identify procedural knowledge.
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Foundational Targets for Declarative Knowledge. Those goals define the academic vocabulary
necessary for regular learning. Ask the following questions to identify the critical academic
vocabulary to be targeted: Do students need to know the word or phrase to demonstrate an
understanding of the standard? Having students learned this word or the concept in a prior degree
or class?
Foundational Targets for Procedural Knowledge. Foundational goals may include any specific
skills or procedures that students must implement to accomplish the learning objective. Those are
the processes or abilities that provide the foundation for future goals and must be achieved before
the current learning target can succeed.
3. Cognitively Complex Targets. These targets are formed to help students cover and deepen the
knowledge and skills of the standard. The expectations in these targets are more rigorous than the
learning goal targets in a measure. This learning target category requires deeper logical thinking than
the standard necessitates and expects students to think about the same content in complex ways.
Cognitively complex targets ask students to use the knowledge and skills of the rule to extend their
creative thinking and make applications beyond what is outlined in the standard.
These three words are very critical to the successful implementation of teaching-learning and
evaluation. The lack of a solid understanding of the terms distinctions in the teacher's aspect will be tough
to establish clear learning goals, and hence ambiguous on what to accomplish in the end.
There has to be some confusion about what determines successful learning performance and how it
is distinguished from learning objectives or abilities. Even in education research, the use of these terms
sometimes appears incoherent.
Competency: Competence. The state or quality of being competent. Suitably or well qualified, can
do.
The sets of expectations that we needed our learners, who would be able to achieve, are referred to
as learning outcomes. It is their natural and mastered ability to gain all the required training in knowledge
and skills enhancement in the future. Competencies are the collection of technical skills we needed to learn
from our educational authorities based on the chosen field. On the other hand, either the student and the
instructor must concentrate on the aims to achieve the skills. Competencies will be the foundation of goals,
and then objectives will be the tool for executing to produce desired results.
Below is an illustration of an application of the competencies, objectives, and outcomes derived from the
website “http://observatory.tec.mx/edu-bits2/2018/1/8/how-can-student-competencies-be-assessed-in-an-
electronics-course."
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Can you also establish your own set and objectives using the format given above?
Typical working conditions make students very relaxed, and they demonstrate their job-related
skills at convenience, even without usual stress that follows assessment. This helps observers to at the
same time, as they can see, get precise and acceptable examples of behavior to be evaluated.
Objective setting is the structure for the practical application and achievement of competencies and
results as a fundamental concept of Education. Consideration is deemed essential in alignment and
implementation.
SMART Objectives are defined as established goals and objectives within by parameters that
combine structure and flexibility. The SMART setting of targets provides a demonstrable setup toward a
specific target with dependable objectives and an estimated timetable to attain the goals. SMART is an
acronym for the
S – Specific
M – Measurable
A – Achievable
R – Relevant
T- Time-based
Setting goals for curriculum and lesson is a vital instrument that enables the teaching-learning
process to stay on a clear long-term direction by defining concrete objectives for achieving and monitoring
progress towards specific goals. It also helps the learners' learn more and efficiently accomplish their tasks
by providing them with some very satisfying challenges that will facilitate their skills attainment.
The Three Domains of Learning
The identified three domains of educational activities or learning (Bloom et al. 1956):
A. Cognitive Domain
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organizational patterns, and principles that help in the event of mental skills. There are six main groups of
processes cognitive, beginning from the easiest to the most complex.
One can think of the groups as degrees of difficulty. That is, the first ones usually have to be learned
before the next can happen.
The information below is based on explanations of those theories that appear at Don Clark's well-
known "Big Dog Little Dog."
31
happened, run a test
Evaluating: Style judgments about the value Examples: Choice the most effective solution. Hire the
of ideas or materials. most qualified candidate. Explain and justify a new
budget.
Keywords: appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes, discriminates,
evaluates, explains, interprets, justifies, relates,
summarizes, supports
Technologies: survey, blogging
Creating: Builds a structure or design from Examples: Write company processes reference. Design a
varied elements. Set parts together to form machine to perform a definite task. Integrates training
a whole, with emphasis on creating a new from several bases to solve a problem. Reviews the
meaning or structure. process to improve the outcome.
Keywords: categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes.
Strategies: Create a new model, write an essay, network
with others
32
usual, and the movements can be presents, attaches, fixes, grinds, heats, manipulates,
performed with some assurance and measures, repairs, mixes, organizes, sketches.
proficiency.
Complex Overt Response (Expert) The Examples: Drive a car into a tight parallel parking spot.
skilled performance of motor acts that Manipulates a computer quickly and accurately. Displays
involve intricate movement patterns. competence while playing the piano.
Expertise is indicated by a quick, accurate, Keywords: assembles, fixes, grinds, heats, manipulates,
and highly coordinated performance. This measures, mends, mixes, organizes, drafts.
category includes performing without
hesitation.
Adaptation: Skills are well established, and Examples: Answers effectively to unexpected
the individual can adjust movement experiences. Changes instruction to meet the needs of the
patterns to fit unique requirements. learners. Do a task with a machine that it is not originally
intended to do
Keywords: adapts, alters, changes, rearranges,
reorganizes, revises, varies.
Origination: Creating new patterns of Examples: Constructs a new theory. Develops original
movement to fit a specific situation or and complete training programming. Generates a new
problem. Learning outcomes emphasize exercise routine.
creativity based on highly developed skills. Key Words: places, builds, combines, composes,
constructs, produces, designs, initiates, makes, originates.
The Psychomotor Domain as Conceptualized by Dave (1975). The information below is based on
explanations of those theories that appear at Don Clark's well-known "Big Dog Little Dog."
33
Perceptual Abilities — response to Examples: trail a moving object, recognize a pattern
provocations such as visual, auditory, Keywords: catch a ball, draw or write
kinesthetic, or tactile discrimination.
Physical Abilities (fitness) — Stamina must Examples: gain strength, run a marathon
be developed for further development, such Keywords: agility, endurance, strength
as strength and agility.
Skilled movements — Advanced learned Examples: Using a progressive series of integrated
moves as one would find in sports or acting. movements, perform a role in a stage play or play in a
set of sequences in a sports game
Keywords: adapt, constructs, creates, modifies
Nondiscursive communication — Use Examples: Express one's self by using actions and
useful body languages, such as motions and gestures
facial expressions. Keywords: arrange, compose, interpretation
34
proposes, respect, shares
Organization: Organizes morals into Examples: Recognizes the need for the balance
priorities by contrasting different values, between freedom and ethical conduct.
resolving conflicts between them, creating a Explains the role of systematic planning in problem-
unique value system. solving. Accepts the standards of professional ethics.
Creates a life plan in harmony with your abilities, your
interests, and your beliefs. Prioritize time efficiently to
meet the needs of the organization, the family, and the
self.
keywords: associates, relates, synthesizes
Internalizes Values (characterization): Has a Examples: Shows autonomy while working
system of value that controls their behavior. independently. Collaborates in group activities (shows
The behavior is the learner's omnipresent, teamwork). Requires an analytical approach when
constant, predictable, and most important solving problems—displays day-to-day professional
characteristic. Instructional goals are adherence to ethical practice. In light of new evidence,
concerned with general adjustment trends review judgments and change behavior. People value
(personal, social, emotional) for the student. what they are for and not how they look.
Keywords: acts, discriminates, displays, influences,
modifies, performs, qualifies, questions, revises,
serves, solves, verifies
Although Bloom's Taxonomy has been very useful in expanding learning from just recalling to more
nuanced cognitive systems, such as assessing and evaluating, new models have arisen. Nevertheless, with
the revised taxonomy, it becomes more useful.
One model which may prove more useful is the taxonomy of the System of Observed Learning Outcome
(SOLO). This model defines degrees of increasing complexity in the comprehension of subjects inside a
learner (Biggs, Collis, 1982). This makes both teachers and students understand the learning process.
35
When learning continues, that becomes more complicated. SOLO is a way to define learning results in terms
of their complexity, allowing us to assess the students ' work in terms of their content and not how many
bits of that they have gotten right.
At first, we select only one or a few aspects of the function (unistructural), then many aspects because they
are unrelated (multistructural). We learn how to combine them into a whole (relational), and eventually,
we can generalize the whole to applications that have not yet been taught (extended abstract).
The diagram lists verbs characteristic of each of those stages. SOLO can be applied not only in assessment
but in designing the curriculum in terms of the level of learning outcomes intended, which helps implement
the constructive alignment.
Assessing Learning
Name: _________________________________________________________________
Activity 6
2 – (needs 1–
Criteria 4 – (very good) 3 – (good) Score
improvement) (poor)
The answer given is
The answer No
relevant to the The answer is
The given attempt to
information somewhat
relevance of provides answer
presented and relevant and
the answer relevant the
provides additional holds less focus.
information. question.
information.
The elaboration of The
the answer is based elaboration The elaboration
The No
on the information of the of the answer is
uniqueness elaboratio
presented and use answer is misleading to
of the n attempt
other support from based on the the information
answer was given
other theories and information discussed
principles presented
Answers
No
Answers given are given are
consistenc
consistent with facts consistent Answers given
y
Writing Objectives for Competencies to Outcomes
36
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
IV. Products/Performances
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
V. Dispositions
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
B) Pick 5 topics/subjects among those similar to your area of expertise. Create at least three learning
goals, and identify the correct method of assessing each learning goal. Write down your responses
in the space below (refer to the rubrics present)
1.
2.
3.
4.
5.
37
UNIT III – DESIGNING AND DEVELOPING ASSESSMENTS
OVERVIEW
Quality assessment takes center stage on the learning process. In fact, it is a vital
component of the instructional process. The evaluation and judgment of a teacher on student
performance are based on information obtained in using assessment instruments whose quality is
of paramount importance. Every teacher should have the necessary skill to develop quality test
items. It is a teacher’s mandate to procure for the learners the optimum evaluation strategy.
Teachers who create effective tests, develop remedial instruction and allow students
several attempts to elicit success can improve their teaching method and facilitate student
learning. When instructional process incorporates effective classroom assessments so as to make
them the central feature in student learning, both students and teachers derive unlimited benefits.
This unit presents topics on how to select the right assessment objectives for written tests,
design tables of specifications, construct various types of traditional test formats, establish the
validity and reliability of tests and examine the quality of individual test item through item
analysis.
LEARNING OBJECTIVES
At the end of the unit, I am able to:
SETTING UP
Let’s find out how much you already know about the topics in this unit.
I. True or False
Directions: Encircle T if the statement is right and F if the statement is.
38
T F 5. The items in a matching test is 15 as a maximum.
T F 6. Essay test is advantageous to students with good penmanship.
T F 7. A balanced matching type is preferable.
T F 8. The items of a matching test must appear in one page.
T F 9. It is psychological to give a test before and after a holiday.
T F 1 10. A periodic succession in the response samples should be observed for
facility in scoring.
T F 11. The objective test encourages cheating and guessing.
T F 12. Essay tests train the core of systematizing, asserting and analyzing.
T F 13. Over-mutilated statements should be included in constructing
completion tests.
T F 14. Options of a matching test must be alphabetically placed if the sequence
is according to dates.
T F 15. Statement form is preferable to direct question in simple recall.
_____1. This test is mostly appropriate when you need to measure the learners’ ability to identify the
relationship between similar items.
a. matching c. analogy
b. multiple choice d. rearrangement
_____2. Which one DOES NOT belong to the group?
a. matching c. completion
b. multiple choice d. true-false
_____3. The other name for a completion test
a. simple recall c. true-false
b. same-different d. filling the blank
_____4. Which of the following DOES NOT belong to the group?
a. multiple choice c. alternative response
b. matching d simple recall
_____5. A type of test where 3 or more plausible options are provided in each item.
a. alternative response c. multiple choice
b. completion d. analogy
_____6. When is a test valid?
a. If it yields scores which are consistent.
b. If the students get high scores in the test.
c. If the test results in few or minimal errors.
d. If the test turn in scores which help one to accomplish his purpose.
_____7. One of the characteristics of a properly completed examination is content validity. What is the initial
act before test construction?
a. Find out if the items are well constructed.
b. Judge the scope or content coverage.
c. Find out if the total of items are sufficient.
d. Examine the objectives set for the test to determine if they are consistent with the subject
matter.
_____8. We use a Table of Specification or test blue print in ________________________.
a. taking test scores c. outlining the test content
b. formulating an exam plan d. listing instructional objectives
_____9. A student scored 80 in a mental ability test one Monday morning. After15 days, the same was
retested and she got the same score. What characteristic of a good test was manifested?
a. administrability c. reliability
b. scorability d. validity
_____10. If your Licensure Examination Test (LET) items sufficiently sample the competencies listed in the
syllabi, it can be said that the LET possesses __________ validity.
a. concurrent c. content
b. construct d. predictive
39
EXPANDING YOUR KNOWLEDGE
40
Predictive Validity A measure should predict a future criterion
Example is an entrance exam predicting the grades of the
students after the first semester
Construct Validity The components or factors of the test should contain items
that are correlated
Concurrent Validity Two or more measures of the same characteristics are
present for each examinee
Convergent Validity Components or factors of a test are hypothesized to
accomplish a positive correlation
Divergent Validity Components or factors of a test are hypothesized to effect a
negative correlation
2. Reliability - The reliability of an assessment method refers to its consistency. It is also a term
synonymous with dependability or stability. It is the extent to which an assessment tool produces a stable
and consistent result.
Types of Reliability What it is? How do you establish it?
41
Internal Consistency measures the same the overall performance across participants
underlying construct
3. Practicality and Efficiency - Practical test is a test that is developed and administered within the
available time and with available resources. In other Moreover, a test should be easy to design, to
administer, to mark and to interpret as to results. Efficiency, in this context, refers to the development,
administration and grading of assessment with the least effort and resources.
4. Fairness. The fairness of a test refers to freedom from any biases. Your students must know exactly what
the learning targets are and what method of assessment will be used. They have to be informed how their
progress will be evaluated in order to make strategies and perform optimally.
Other aspects of fairness include:
1. Opportunity to learn further;
2. Pre-requisite knowledge and skills;
3. Avoidance of student stereotyping
4. Avoidance of bias in assessment procedures; and
5. Accommodating special needs and requirements
42
understanding that strengthen each
discipline.
Reasoning targets Specify the thought processes students You can evaluate the quality of your
are to learn to do well within a range work in order to improve it.
of subjects.
Skill targets Use of a variety knowledge and/or You can use an air brush to create
reasoning to perform or demonstrate different effects.
physical skills
Product targets Use of knowledge, reasoning and skills You can create a still life oil painting.
in creating a fixed or tangible product
Disposition Targets Refer to attitudes, motivations, and You question the validity of various
interests that affect students’ positions including your own.
approaches to learning.
Knowledge and
Simple 5 4 3 4 3 3
Understanding
Deep Understanding
2 5 4 4 2 3
and Reasoning
Skills 1 3 5 2 5 3
Products 1 1 5 2 4 4
Affects 1 2 4 4 4 5
43
4. Ensures that the test will sample all important content areas and processes
5. Is useful in planning and organizing
6. Offers an opportunity for teachers and students to clarify achievement expectations
Formats of TOS
1. One-way TOS. A one-way TOS maps out the content or topic test objectives, number of hours spent,
format number and placement of items. A one-way TOS cannot ensure that all levels of cognitive behaviors
that should have been developed by the course are covered in the test.
Sample 1. One-Way Table of Specifications
Time Spent on Percent of Class Number
Topics Test Placement
Topic (in hours) Time on Topic of Items
2. Two-Way TOS. A two-way TOS reflects not only the content, time spent, and the number of items but
also the levels of cognitive behavior targeted per test content. One advantage of this format is that it allows
one to see the levels of cognitive skills and dimensions of knowledge that are emphasized by the test.
Sample 2. Two-Way Table of Specifications
Item Specification
44
Nature of Performance-Based 5 50% 10 14-15 16-18 19-20
Assessment
Total 10 100% 20
45
FIGURE 1. Types of Objective tests
46
Multiple Choice Items
The most versatile type of test since it can take several forms such as completion, questions and
direct form. Writing multiple choice items requires content mastery, writing skills, and time. Only good and
effective items should be included in the test. Poorly-written test-items could be confusing and frustrating
to learners. Each item in a multiple choice test consists of 2 parts: a) the stem, and b) the options. In the set
of options or alternatives, there is a “correct” or “best” option while the others are considered “distracters”.
The following are the general guidelines in writing good multiple choice items.
1. Do not lift and use statements from the textbooks or other learning materials.
2. Keep the vocabulary simple and understandable based on the level of learners/examinees.
3. A direct question is preferred over an incomplete sentence.
Faulty : Cement is ordinarily produced by _____________.
Good : How is cement ordinarily produced?
4. Word the stem positively and avoid double negatives, such as NOT and EXCEPT in a stem. If a negative
word is necessary, underline or capitalize the words for emphasis
Faulty: Which of the following is not a measure of variability?
Good: Which of the following is NOT a measure of variability?
5. Write the stem as clearly described question or task.
Faulty: Validity refers to
a. the consistency of test scores
b. the inference made on the basis of the test scores
c. measurement error as determined by standard deviation
d. the stability of test scores
Good: The inference made on the basis of the test scores refers to
a. Reliability
b. Validity
c. Stability
d. Measurement error
6. Avoid the use of unnecessary words or phrases which are not relevant to the problem at hand.
Faulty: While ironing his formal polo shirt Darwin burned his hand accidentally on the hot iron. This
was due to a transfer of heat because….
Good: Which of the following ways of heat transfer explains why Darwin’s hand was burned after he
touched a hot iron?
7. Write the distracters to be plausible yet clearly wrong.
Faulty : Which of the following is the largest city in the United States?
a. Michigan
b. London
c. New York
d. Berlin
Good : Which of the following is the largest city in the United States?
a. Los Angeles
b. Chicago
c. New York
d. Miami
8, Write options that are parallel or similar in form and length to avoid giving clues about the correct
answer.
9. Place options in logical order (e.g. alphabetical, shortest to longest)
10. Place correct response randomly to avoid a discernible pattern of correct answers.
11. Use none of the above carefully and only when there one absolutely correct answer.
12. Avoid all of the above option, especially if it is intended to be the correct answer.
47
A short answer test item requires the learner to answer a question or to finish an incomplete
statement by filling in the blank with the correct word or phrase.
The following are some guidelines in writing good fill in the blank or completion test items.
1. Omit just the appropriate word from the sentence
Faulty: Every atom has a central _____________called a nucleus.
Good: Every atom has a central core called a(n)______________.
2. Avoid having too many blanks in a statement.
Faulty: The __________ is the answer in _____.
Better: The product is the answer in _________.
3. Be sure that there is only one correct response.
Faulty: A four-sided polygon is called _______________.
Good: A quadrilateral with four equal sided is called ______________.
4. Avoid grammatical clues to the response.
Faulty: A group of islands surrounded by waters is called an _______________
Good: A group of islands surrounded by waters is called a(n) _______________
5. Put the blank at the end of a statement rather than at the beginning.
Faulty: __________________is support system that helps a learner accomplish tasks
Good: A support system that helps a learner accomplish tasks is called __________.
The matching test item format requires learners to match a word, sentence or phrase in one column
to a corresponding word, sentence or phrase in second. Column. It is most appropriate when you need to
measure the learner’s ability to identify the relationship or association between similar items. However, it
is not suited for gauging the learners’ higher understanding (analysis and synthesis levels). It can only be
used to assess homogeneous knowledge.
The following are some guidelines in writing good and effective matching type tests:
1. Include homogenous premises and responses in a single matching exercise
2. Clearly indicate in the directions the basis for matching where answers should be written, and if
responses or answer choices can be used more than once.
3. Keep the list relatively short. The ideal number of items is 5 to 10, and a maximum of 15.
4. Arrange premises and responses with maximum clarity. It is desirable to use longer statements as
premises and numbered at the left of the page. The shorter responses are placed at the right and each
identified with letters.
5. Have more responses or answer choices than premises. This will reduce guessing and using the process
of elimination in choosing the correct answer.
6. Place all the premises and responses on a single page
Faulty:
Directions: Match the following.
Food A. Primary reinforcer
Psychoanalysis B. Sigmund Freud
B.F. Skinner C. Operant conditioning
Standard deviation D. Measure of variability
Schizophrenia E. Hallucinations
Good:
Directions: Match the theories in Column I with their advocates in Column II. Write the letter of the correct
answer.
Column I Column II
___ 1. Psychodynamic Theory A. Albert Bandura
___ 2. Trait Theory B. B.F. Skinner
___ 3. Behaviorism C. Carl Rogers
___ 4. Humanism D. Gordon Allport
48
___ 5. Social Learning Theory . Karn Horney
F. Sigmund Freud
Essay Test
Essay test is the preferred method of evaluation when teachers want to measure learners’ higher
order thinking skills particularly their ability to reason, interpret, analyze, synthesize, and evaluate.
Santos, et al (2007) and Balagtas et al 92019) present the following rules of thumb in constructing good
essay questions:
1. Clearly define the intended learning outcomes to be assessed by the essay test.
2. Refrain from using essay test for intended learning outcomes that are better assessed by other kind
of assessment.
3. Phrase the direction in such a way that students are guided on the key concepts to be included.
Example: Write an essay on the topic: “Plant Photosynthesis” using the following key words and
phrases: chlorophyll, sunlight, water, carbon dioxide, oxygen, by-product, stomata.
4. Note that the learners are properly guided in terms of the keywords that the teacher is looking for
in this essay test.
5. Inform the students on the rubrics to be used for grading their essays. This rule allows the learners
to focus on relevant and substantive materials rather than on peripheral and unnecessary facts and
bits of information.
6. Present tasks that are fair, reasonable and realistic to students
7. Be specific in the prompts about the time allotment.
Item Analysis
After drafting objective test items and administering it, how do you determine if the test items are
properly constructed as to degree of difficulty? How do you set apart students who excel well on the
overall test, and those who do not? An item analysis, as a valuable procedure, can easily provide the
teachers with answers to both questions.
Here are the basic concepts of item analysis:
Item analysis is a technique which evaluates the effectiveness of items in tests. It helps to improve
the test by revising or discarding ineffective items.
An item analysis provides three kinds of important information about the quality of test items.
Item difficulty: A measure of whether an item was too easy or too hard.
Item discrimination: A measure of whether an item discriminated between students who knew the material
well and students who did not.
49
Effectiveness of alternatives: Determination of whether distractors (incorrect but plausible answers)
appear to be identified by the less able students and not by the more able students.
Item difficulty = pH + pL
2
The difficulty is interpreted using the table:
50
Difficulty Index Remark
0.76 or higher Easy item
0.25 to 0.75 Average item
0.24 or lower Difficult item
Computation
Item 1 Item 2 Item 3 Item 4 Item 5
= 0.67 + 0 = 0.67+0.33 = 2.0 + 0.67 = 1.00 + 0.33 = 1.00 + 0.33
2 2 2 2 2
Index of 0.33 0.50 0.83 0.50 0.67
difficulty
Item Difficult Average Easy Average Average
difficulty
4. The index of discrimination is obtained using the formula:
Item discrimination = pH - pL
The value is interpreted using the table:
Index discrimination Remark
0.40 and above Very good item
0.30 - 0.39 Good item
0.20 - 0.29 Reasonably good item
0.10 - 0.19 Marginal item
Below 0.10 Poor item
Name: _________________________________________________________________
Activity 7
(On learning targets and methods of assessment)
For each of the following situations or questions, indicate which assessment method provides the best match.
Then provide a brief explanation why you choose that method of assessment. Choices are selected response,
essay, performance-based, oral question, observation and self report.
1. 1. Sir Marlon wants to check his students if they are able to construct different types of graphic organizers
correctly like the examples just demonstrated in class.
Method: ________________________
Why?
___________________________________________________________________________________________
51
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________________.
1. 2. Mr. Cabual wants to see if his students are comprehending the characteristics of teacher-made tests before
moving to the next set of instructional activities.
Method: ________________________
Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________________.
1.3. Ms. Esguerra wants to find out how many spelling words her students know.
Method: ________________________
Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________________.
1.4. Ms. Castro wants to see how well her students can compare and contrast the traditional face to face learning
from flexible learning
Method: ________________________
Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
52
___________________________________________________________________________________________
______________________________________________________________________________________.
1.5. Mr. Rufino’s objective is to enhance his students’ self-efficacy and attitude toward school.
Method: ________________________
Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________________.
1.6. Teacher Mai wants to know if her class can identify the different parts of a computer.
Method: ________________________
Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________________________________________________________________.
Assessing Learning
Name: _________________________________________________________________
Activity 8
(On validity and reliability)
53
2.1 Should teachers be concerned about relatively technical features of assessment such as validity and reliability?
Why or why not?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
54
2.3. Mr. Villanueva asks the other math teachers in his high school to review his midterm to see if the test items
represent his learning targets. Which type of evidence of validity is being used, and why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Assessing Learning
Name: _________________________________________________________________
Activity 9
(On fairness, practicality and positive consequences)
3.1 Which aspect of fairness is illustrated in each of the following assessment situations?
55
3.1.1 Learners complained because they were not told what topic to study for the long test
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
3.1.2 Learners studied the wrong way for the test ( e.g., they memorized the content).
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
3.1.3 The instructor was unable to discuss the last chapter that was given on the final exam.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
3.1.4 The test was about a story about life in Manila and students who had been to Manila showed
better comprehension scores than students who had not been there.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
56
4.1.2 Avoid using determiners “always”, “never”, and other adverbs which tend to be always true or always
false.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4.1.3. Avoid long sentences which tend to be true. Keep sentences short.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4.1.5 Avoid ambiguous sentences which can be interpreted as true and at the same time false.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4.2 Give an example to illustrate the following rules of thumb in the construction of multiple choice
tests:
4.2.1 Phrase the stem to allow for only one correct or best answer.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
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___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
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___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
4.2.5. Phrase questions so that they will test higher order thinking skills.
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Assessing Learning
Name: _________________________________________________________________
Activity 10
Directions: Construct a 10-item matching type on the topic “Parts of Computer and their Uses”
58
Assessing Learning
Name: _________________________________________________________________
Activity 11
Directions: Construct a 10-item supply type test on the topic “Taxonomy of Educational Objectives.”
59
Assessing Learning
Name: _________________________________________________________________
Activity 12
(On Item Analysis)
60
2. N = 80, number of wrong answers; upper 25% = 2; lower 25% = 9
OVERVIEW
Statistics plays a vital role in the complexities of life. It aids in decision making, summarizes or
describes data, helps to forecast or predict future outcomes, aids in making inferences, and helps in
comparisons or establishing relationships. In education, statistics give information about the school's
population change (statistics in enrolment and dropout rate), assist in processing specific evaluations, and
surveys weregiven to improve the school system and evaluate the achievements, grades, and in
preparations of the test (proficiency level).
LEARNING OBJECTIVES
At the end of the unit, I am able to:
1. determine the different ways in presenting assessment results;
2. present assessment results using textual, tabular and/or graphical;
3. identify the level of measurements; and
4. utilize the various measures in interpreting assessment results.
61
SETTING UP
What data was gathered by SWS (at least 5)?
There are two divisions in statistics, which are descriptive statistics and inferential statistics.
Descriptive Statistics is a statistical procedure concerned with describing the characteristics and
properties of a group of persons, places or things that based on confirmable facts. It organizes the
description, presentation and interpretation of data gathered.
Inferential Statistics is a statistical procedure used to draw inferences from the population by obtaining
information from the sample by using techniques of descriptive statistics.
Classification of Variables
62
Levels of Measurements of Variables
Normally, when you hear the term measurement, you may think terms like in measuring length (ie.
the length of a book) or measuring a quantity (ie. a cup of sugar). In statistics, the term measurement deals
with the scales of measurement. Scales of measurement refer to the variables/numbers are being defined
and categorized. Each scale of measurement has properties that determines the suitability for use of a
particular statistical analyses. The data can be categorized into nominal, ordinal, interval and ratio.
Nominal: data are categorical and the numbers are used as identifiers or a representation. The
numbers on the back of a jersey (COED Blazer 1 = Juan dela Cruz) and the social security number are some
examples of a nominal data. If you conduct a survey and you will include gender as a variable, code the
Female as 1 and Male as 2 or vice versa when you enter your data into the computer. Thus, using numbers
1 and 2 can be used to represent the categories of data.
Ordinal: it denotes an ordered series of associations or rank order. In a contest, an individuals are
competing to achieve first, second, or third place. The first, second, and third place represents ordinal data.
If Rose takes first and Willy takes second, we do not know if the competition was close; we only know that
Rose outperformed Willy. Likert-type scales also represent ordinal data. Basically, these scales do not
represent a measurable quantity. An individual may respond 8 to a question and he actually feel less than
someone who responded 5. Another person may not be in half as much pain if he responded 4 than if he
responded 8. This data may only indicate that an individual responded 6 is in less pain than a person
responded 8 and in more pain than a person responded 4. Therefore, Likert-type scales represent a
ranking.
Interval:it represents a quantity and has equal units in which zero indicates an additional point of
measurement is an interval scale. For Example 10 degree Fahrenheit or -10 degrees Fahrenheit are an
interval data. Each of these scales are a direct measures of a quantity with equality of units. Thus, zero does
not represent the absolute lowest value. Rather, it is the point on a scale with numbers both above and
below it.
Ratio: it is a scale of measurement which is similar to the interval scale that represents quantity
and has equality of units. However, ratio has an absolute zero (no numbers exist below zero). It is
commonly used in physical measures like height and weight. If one is measuring a height of a person in
centimeters, there is quantity, equal units, and that measure cannot go below zero centimeters. A negative
height is not possible.
The table below shows a summary of fundamental differences between the four scales of
measurement
DATA COLLECTION
Data collection is gathering information from some person or some other ways to get data. Data collection
is done to keep on record for further use, to make essential decisions about different problems, and to
disseminate information on to others.
Primary Data - the collection of data from the first-hand source. This type of data is mostly pure and
original.
Secondary Data –the collection of data from the second-hand source. Information could be from another
researcher or agency.
DATA-GATHERING TECHNIQUES
Method Characteristics Advantages Disadvantages
Direct or
Researcher has direct contact to Clarification can do Costly and time-
interview
the respondents easily consuming
method
Indirect or Researcher gives or distributes Saves time and money; Problem of retrieval
questionnaire questionnaire to the A large number of
63
respondents either by personal
method delivery or by mail samples can reach
DATA PRESENTATION
TEXTUAL PRESENTATION
Data presented in a paragraph or in sentences are said to be in textual form. This includes an
enumeration of essential characteristics, emphasizing the most significant features, and highlighting the
most striking attributes of the set of data.
Example:
According to a rapid survey conducted by the government, 77 percent of micro and small firms and
62 percent of medium-sized firms had to close due to the enhanced community quarantines. Those that
remained open suffered a 66.5 percent drop in sales.
The growth forecast for 2020 assumes that the containment measures will gradually ease in the
second half of the year, and economic activities return in some sectors of the economy. Given income losses
and heightened uncertainty, household consumption and private investment are expected to remain weak.
However, economic growth prospects and poverty figures are expected to improve in succeeding
years driven by a rebound in consumption, a stronger push in public investment, supportive fiscal and
monetary policies, and the recovery of global growth. Economic growth is projected to return to above 6
percent in 2021 and 7 percent in 2022. Increased economic activity surrounding national elections will also
boost growth in 2022.
(Philippines: Social Assistance to Poor Households, Support for Small Enterprises Key to Broad-Based
Recovery; http://worldbank.org; June 9, 2020)
TABULAR PRESENTATION
The tabular method makes use of rows and columns. The data are presented in a systematic and
orderly manner, which catches one's attention and may facilitate the comprehension and analysis of the
data presented.
64
Types of Frequency Distribution Table
1. Qualitative or Categorical FDT – A frequency distribution table where the data are grouped
according to some qualitative characteristics; data are grouped into non-numerical categories.
Table 2
Frequency Distribution of Gender of the Respondents
Gender Number of Respondents
Male 77
Female 45
Total 122
2. Quantitative FDT – a frequency distribution table where the data are grouped according to some
numerical or quantitative characteristics.
Table 3
Ungrouped Frequency Distribution for the
Weights of 50 Students in Prof Ed 6 Class
WEIGHT (in kg) FREQUENCY
49 2
50 3
51 5
52 7
53 7
54 0
55 0
56 0
57 0
58 12
59 0
60 7
61 0
62 4
63 2
64 1
Total 50
Table 4
Grouped Frequency Distribution for the
Weights of 50 Students in Prof Ed 6 Class
WEIGHT FREQUENCY
(in kg)
48 – 49 2
50 – 51 8
52 – 53 17
54 – 55 0
56 – 57 0
58 – 59 12
60 – 61 7
62 – 63 6
64 – 65 1
Total 50
65
Steps in Constructing Grouped FDT
1. Determine the range
R = 57 – 22 = 35
4. List the limits of each class interval. Preferably, lower limit of the lowest class interval is a multiple of
the class size of the class interval
Example: 20 – 24
20 is the lower limit, and 24 is the upper limit
Table 5
Frequency Distribution Table of the scores
in the First Quiz in Prof Ed 6
Class Intervals Frequency
20 – 24 2
25 – 29 6
30 – 34 8
35 – 39 11
40 – 44 10
45 – 49 9
50 – 54 3
55 - 59 1
N 50
A simple groupedfrequencydistribution table consists only of class interval and frequency. Table 4 and 5
are simple grouped FDT tables.
A complete grouped frequency distribution table has a class mark or midpoint (x), class boundaries
(c.b), relative frequency (rf), cumulative frequencies, (cf) and relative cumulative frequency.
Class mark – the midpoint of the class interval getting the average of the upper and lower limits
UL+¿
x=
2
66
Example: class mark of class interval 20 – 24
20+24
x= = 22
2
Class boundaries – these are the true limits of class intervals. Each class boundary equals the number
midway between the upper limit and the lower limit of the succeeding class interval.
Example: the class boundaries of 20 – 24 is 19.5 – 24.5
Relative Frequency – also called percentage frequency. It is the proportion of observations falling in a
class and is expressed in percentage. It is obtained by dividing the frequency of each class by N.
F
RF= x100%
N
Table 7
The Contingency Table for the opinion of viewers on the New TV Program
Samples
Choices Men Women Childre Total
n
Like the Program 59 67 32 158
Indifferent 21 32 12 65
Do not like the 46 12 78 136
Program
Total 126 111 122 359
67
Table 7 is a 3 x 3 table since it has 3 columns and 3 rows. The samples enumerated in columns are
men, women, and children while the choices or alternatives enumerated in rows are: like the program,
indifferent and do not like the program. Column and row totals are not included in the count.
The numerical data provided in a frequency distribution table or contingency table can be made
exciting and easier to understand when depicted in GRAPHICAL FORM. A graph is a pictorial
representation of a given data.
1. Scatter Graph – a graph used to present measurements or values that are thoughts to be related.
2. Line Chart – a graphical presentation of data especially useful for showing trends over a period of
time.
3. Pie Chart – it is a circular graph that is useful in showing how a total quantity is distributed among a
grouped of categories. Each pieces of pie represent an amount on the total portion of the category.
4. Column and Bar Graph – like pie charts, column charts and bar charts are applicable only to
grouped data. It is used for DISCRETE grouped data of ordinal or nominal scale.
68
1. Frequency Histogram – a bar graph that presents the classes on horizontal axis and
thefrequencies of the classes where on the vertical axis. The vertical lines of the bars are on the
class boundaries, and the height of the bar corresponds to the class frequency.
2. Frequency Polygon – a line graph that is constructed by plotting the frequencies at the class marks
connecting the plotted points by means of straight lines and encloses the polygon by adding an
additional class at each end, for which the ends of the line are connected to the midpoints of the
additional classes at the horizontal axis.
3. Relative Frequency Histogram – it displays graph in which horizontal axis represetns the classes
and the vertical axis represents the relative frequencies.
4. Ogives – forms a graph of the cumulative frequency (cf) distribution
a. <ogive – the less than cf is plotted against the Upper true class boundary
b. >ogive – the greater than cf is plotted against the Lower true class boundary
Any single value that describe the "center" of the given data. It is often known as the average.
Numerical descriptive measures which indicate or locate the center of a distribution of a set of data.
SUMMATION NOTATION
Suppose that a variable X is a variable of interest and that n measurements are taken. The notation
X1, X2, …., Xnwill be used to represent the n observation.
The Greek letter “Σ” indicates the "summation of…" and you can write the sum of the observations
as
n
∑ X i=¿ X 1 + X 2+ …+ X n ¿The number 1 and n are called the lower and upper limits of summation,
i=1
respectively.
Example: Write out the following in full, that is, without summation signs:
5
1. ¿ ∑ xi =x1 + x 2 + x 3+ x 4 + x 5
i=1
4
2. ¿ ∑ xi y i=x 1 y 1 + x 2 y2 + x 3 y 3+ x 4 y 4
i=1
Rules on Summation
1) The summation notation is distributive over addition.
n n n
∑ x i + y i= ∑ x i + ∑ y i
i=1 i=1 i=1
2) If c is a constant, then
n n
∑ c x i=c ∑ x i
i=1 i=1
n
3) If c is a constant, then∑ c=nc
i=1
4
¿ ∑ 2 xi + 4 ( 3 ) rule 3
i=1
4
¿ 2 ∑ xi + 4 ( 3 ) rule 2
i=1
¿ 2 ( x1 + x 2 + x 3+ x 4 ) +12
69
B. Write the following into summation notation with appropriate limits.
8
1. x5 + x 6 + x 7 + x 8=∑ x i
i=5
5
2. ( x 3−2 ) + ( x 4 −2 ) + x 5−2 ¿=∑ ( x ¿¿ i−2) ¿
i =3
Any single value that describe the "center" of the given data. It is often known as the average.
Numerical descriptive measures which indicate or locate the center of a distribution of a set of data.
1. First, rearrange them in ascending order: 91, 92, 92, 93, 94, 95, 96, 97
For the Mean:
Total of items = 91 +92 +92+93+94+95+96+97 = 750
Divide by the number of items: 750 ÷ 8 = 93.75
The MEAN is 93.75.
70
2. MEDIAN = the middle value. In this example, where there are two middle values, 93 and 94, the mean of
the two values is computed:
93+94 = 187
187 ÷ 2 = 93.5
The MEDIAN is 93.5
3. MODE = most frequently occurring value, which is simply 92. (“The modal value is 92.”)
2. MEDIAN: Since there are 11 items, the middle value, with 5 items to its left and right, is 8.
The MEDIAN is 8.
3. MODE: The most frequently occurring values are 7 and 9. The data set is said to be bimodal.
(A data set with 3 modes is called trimodal; if more than three it is multimodal)
2. Highlight and sort the values using the sort command in the task bar (encircled). Click “OK”.
71
3. Under “DATA” in the taskbar, look for “STATISTICS” then “DESCRIPTIVE STATISTICS” in the drop down
menus.
4. Decide where to place the computed results. In the example, Column L Row 3 is selected. Press “OK”.
72
5. The MEAN, MEDIAN, and MODE will be displayed as well as the other descriptive statistics.
The MEAN is 8.33 while the MEDIAN and MODE are both 9.
Example 2: Find the mean, median and modal age of the following students attending a class in Livelihood
Training:
20, 17, 18, 60, 21, 20, 20, 22, 21, 21
Following the steps in Example 1, the results should be:
MEASURES OF LOCATION
The percentile is a measure which divides the distribution into one hundred equal parts. The
quartile measure divides the distribution into four equal parts while the decile divides the distribution into
ten equal parts.
PERCENTILE: 1st percentile (P1), 2nd percentile (P2), 3rd percentile (P3)…….. 100th percentile (P100)
QUARTILE: 1st quartile (Q1), 2nd quartile (Q2), 3rd quartile (Q3), 4th quartile (Q4)
DECILE: 1st decile (D1), 2nd decile (D2), 3rd decile (D3), … 10th decile (D10)
If an item in a data set is located in the 99 th percentile, this means that 99% of the items lie below the given
item, while 1% is located above it.
73
The first quartile is where 25% of the distribution lies below and 75% lies above. It is the same with 25 th
percentile. The 2nd quartile where 50% of the data lies below and the other 50% lies above, is also the same
as the MEDIAN. The third quartile is where 75% is below and 25% is above the given item, which is the
same as the 75th percentile.
74
The five labels (min, Q1, MEDIAN, Q3 and max) in this box-and-whisker plot is computed in the Microsoft
Excel Program. If we use the 1st example on Measures of Central Tendency (excel), we know that:
The range is computed by finding the difference between the min and the max. In this case, 10 – 6 = 4.
In Example 2,
..
75
The INTERQUARTILE RANGE is 13.
Standard deviation is simply a measure of how far from the mean the data is spread. It can be
visualized like a dartboard, where the center is the MEAN and the darts are the data in the set.
The greater the standard the deviation is, the greater the spread. The greater the spread, the more
inconsistent it gets.
The formula for finding the standard deviation is
∑ ( x−x́ )2 ,
s=
√ n−1
Where s = standard deviation
x = score
x́ = mean
n = number of items
The Greek letter ∑ (pronounced “sigma”) stands for “the sum of…”
2
So ∑ ( x− x́ ) part of the equation stands for “get the difference of each value and the mean, square each of
them, then add them all up.”
Dividing the result by the number of items minus 1 (n – 1) yields the variance (s2), then the square root is
extracted to give the standard deviation.
For demonstration, let us manually compute the standard deviation of the 2 previous examples.
Example 1: Find the variance and standard deviation of the following data:
10, 6, 8, 9, 9, 6, 8, 10, 9
76
2. Subtract each score from the mean. Square each difference. ( x−x́ )2
∑ ( x −x́ )2
Divide the sum by n – 1: 9 – 1 = 8
( ¿ part of the formula :
n−1 )
18 ÷ 8 = 2.25
The VARIANCE is 2.25
∑ ( x−x́ )2
(
To get the standard deviation, extract the root of the variance. ¿ the formula : s=
√ n−1 )
√ 2.25=1.5
The STANDARD DEVIATION is 1.5.
Example 2: Find the variance and standard deviation of the following data:
20, 17, 18, 60, 21, 20, 20, 22, 21, 21
77
2. Compute each ( x−x́ )2.
20 – 24 = -4 (-4)2 = 16
17 – 24 = -7 (-7)2 = 49
18 – 24 = -6 (-6)2 = 36
60 – 24 = 36 (36)2 = 1296
21 – 24 = -3 (-4)2 = 9
20 – 24 = -4 (-4)2 = 16
20 – 24 = -4 (-4)2 = 16
22 – 24 = -2 (-2)2 = 4
21 – 24 = -3 (-4)2 = 9
21 – 24 = -3 (-4)2 = 9
2
3. Sum up all ( x−x́ )2. In symbols this is ∑ ( x− x́ ) .
16+49+36+1296+9+16+16+4+9+9=1460
∑ ( x −x́ )2
4. Divide by n – 1. That is, 10 – 1 = 9
( ¿ part of the formula :
n−1 )
1460 ÷ 9 = 162.22
The VARIANCE is 162.22
∑ ( x −x́ )2
5. Extract the square root of the variance.
√ n−1
√ 162.22=12.74
The remaining Descriptive Statistics in the Excel computation – Kurtosis and Skewness, refers to the
overall shape of the distribution relative to the normal distribution (the bell curve). Kurtosis is the degree
of peakness relative to a normal distribution while Skewness is the degree of asymmetry (departure from
symmetry).
STANDARD SCORE
The standard score is the measures of standard deviations in relation to the mean. It is computed as
78
x−μ
Z=
σ
The standard score can be used to compare values from the series of data mainly when the means
and the standard deviations are different.
Examples:
Dante obtained a grade of 70 in English and 93 in PE. The mean grade in English is 65, and the
standard deviation is 4, whereas,in PE, the mean grade is 80 having a standard deviation of 15, in which
subject did Dante perform better?
Solution:
93−80 70−65
ZPE = = 0.87 ; Zenglish = = 1.25
15 4
A normal probability is a distribution that is continuous in which both symmetrical and mesokurtic.
The curve representing the normal probability distribution is often described as being "bell-shaped". This
is sometimes called "Gaussian Distribution" or the "Normal Curve".
79
For data with a normal distribution, the standard deviation has the following characteristics.
1. About 68% of the data are within one standard deviation of the mean.
2. About 95% of the data are within two standard deviations of the mean.
3. About 99.7% of the data are within three standard deviations of the mean.
Example:
The mean salary in Cabanatuan is ₱15,000, with a standard deviation of ₱200. Estimate the percent
employees that have a salary between ₱13,000 and ₱17,000.
Solution:
Assuming that the distribution is in bell-shaped. So, we can use the empirical rule. Given that the mean is
₱15,000, x́−s = ₱13,000 is equivalent to one standard deviation which has 34% and x́ +s = ₱13,000 is
equivalent to one standard deviation which also has 34%. Therefore, there are 64% of employees in
Cabanatuan that takes a salary between ₱13,000 and ₱17,000.
x́−x
z=
s
where z = standard score
x́ = mean
x = given value of the variable
s = standard deviation
Some considerations and reminders when solving statistical problems using the areas under the
normal curve table:
1. The total area under a normal curve is 1 or 100%.
2. Since the normal curve is symmetrical about the mean; then half the normal curve has an area of
0.5 or 50%.
3. The table you will use gives only the area to the right of the mean.
4. The given area in the table is the area from z = 0 to ± z .
5. The area is always positive,but z can be positive or negative.
Example:
(a) Determine the area from z = 0 to z = 1.15
P(z ≤ 1.15¿
Solution:
Step 1: Shade the required region.
Step 2: Find the area using the table.
Solution:
Step 1: Shade the required region.
Step 2: Find the area using the table.
(c) Find the z-probabilities of the following given the x-values with mean of 30 and standard deviation of 8.
1. area from 27 to 35
80
27−30
z= =−0.375
8
35−30
z= =0.625
8
P(27≤ x ≤ 35 ¿
= P(−0.375 ≤ z ≤ 0.625)
= 0.3802 or 38.02%
32−30
z= =0.25
8
P( x ≥ 32)
= P (z ≥ 0.25)
= 0.4013 or 40.13%
81
Assessing Learning
Name: _________________________________________________________________
Activity 13
Directions: Identify the data set’s level of measurement (nominal, ordinal, interval, ratio).
Level of Measurement
1. hair color of women _________________
Assessing Learning
82
Name: _________________________________________________________________
Activity 14
Directions: Determine the dependent variable, independent variable, levels and the level of measurement.
1. Students watched "The Notebook" movie either alone or with others and then rated how they found the
movie romantic.
Independent variable: __________________________________
Dependent variable: ____________________________________
Level of Measurement of DV: ____________________________
2. Mary tries to enhance her students' performance by making an experiment of giving monetary incentives
to the students. To test this experiment, she gives the students a math test. Before giving the test, she told
to the half of the students that they would receive ₱1.00 for every correct answer and the other half of the
students was not given a monetary incentive. Every number of correct answers was recorded for each
student.
Independent variable: __________________________________
Dependent variable: ____________________________________
Level of Measurement of DV: ____________________________
3. A company conducted a stress management training program. They determine the number of sick days
taken by their workers who attended the stress management training and not for two subsequent months.
Independent variable: __________________________________
Dependent variable: ____________________________________
Level of Measurement of DV: ____________________________
4. Two groups of students at a University were splitted, and each received a different text for a philosophy
course. One group received a traditional textbook, while the other group received an interactive digital
textbook. At the end of the course, the final grades between the two groups of students were compared.
Independent variable: __________________________________
Dependent variable: ____________________________________
Level of Measurement of DV: ____________________________
5. A teacher wants to determine the best method of learning shapes: using a coloring book for shapes or
singing a rhyming song. Students are scored on a shapes test after using their method for two weeks.
Independent variable: __________________________________
Dependent variable: ____________________________________
Level of Measurement of DV: ____________________________
Assessing Learning
83
Name: _________________________________________________________________
Activity 15
Directions: Present the given data as indicated.
1.The enrolment data for Education courses, A.Y. 2015 - 2019 are the following:
BSE: 345 (2015), 167 (2016), 233 (2017), 482 (2018), 55 (2019)
BEED: 254 (2015), 136 (2016), 209 (2017), 198 (2018), 201 (2019)
BSIE: 57 (2015), 62 (2016), 45 (2017), 48 (2018), 38 (2019)
2. A survey wastaken at a restaurant that 20 guests preferred the appetizer. Construct bar graph.
Mojo Onion Rings Bread Sticks Bread Sticks Mojo Onion Rings Mojo Mojo
Onion Rings Bread Sticks Onion Rings Mojo Mojo Mojo Onion Rings Bread Sticks Onion Rings
Onion Rings Bread Sticks Mojo
3.Given below is the Midterm Grades of students in Prof Ed 6. Construct a grouped frequency distribution
table with the data arranged from lowest to highest. Then make a line graph.
84
2.25 3.5 1.0 3.5 4.0 1.25 1.25 1.5 1.25
2.5 2.25 1.5 4.0 2.5 2.75 1.5 4.0 3.0
2.75 2.5 2.25 3.5 3.0 2.0 1.0 3.5 3.5
2.5 2.0 2.5 3.0 2.5 1.5 1.5 3.0 3.5
3.0 1.5 1.0 2.75 3.0 1.5 3.5 3.0 3.0
4.0 3.0 1.75 2.0 3.0 2.5 3.0 2.75 4.0
1.75 2.0 1.0 1.25 1.5 2.5 2.25 1.75 1.25
1.25 1.75 3.0 1.0 1.75 1.0 2.25 1.5 1.25
Assessing Learning
85
Name: _________________________________________________________________
Activity 16
A. Write each of the following without summation signs:
5
1 ¿ ∑ xi __________________________________
i=1
3
2 ¿ ∑ ( x ¿¿ i−1)2 ¿ __________________________________
i=1
4
3 ¿ ∑ x i+ 2 __________________________________
i=2
6
4 ¿ ∑ xi3 __________________________________
i=3
5 3
5 ¿ ∑ x i+ ∑ y i−4 ______________________________
i=2 i=2
B. Write the following expressions into summation notation with appropriate limits.
2. ( X 2 +Y 2 ¿+¿ ( X 3 +Y 3 ¿+( X 4 + Y 4 )
3. ( X 6 + 4 ) + ( X 7 + 4 ) + ( X 8+ 4 ) + ( X 9+ 4 ) + ( X 10 + 4)
4. 1 + 2 + 3 + 4 + ….. + n
5. 1 + 4 + 9 + 16 + …. + n2
3
b ¿ ∑ ( x¿¿ i−1)2 ¿ __________________________________
i=1
4
c ¿ ∑ xi +3 __________________________________
i=2
6
d ¿ ∑ x i2 __________________________________
i=3
5 3
e ¿ ∑ x i + ∑ X i−4 _________________________
i=2 i=2
86
Assessing Learning
Name: _________________________________________________________________
Activity 17
Directions:Find the mean, median, and mode. If any of the measures cannot be is not applicable, explain
why.
1. The number of concert tickets purchased online for the last 7 purchases
4 2 5 8 6 6 4
3. The responses of a sample of 1,127 young adults who were asked what surprised them the most after
living on their own
(Adapted from Charles Schwab)
Amount of the first salary: 73
Trying to find a job: 210
Number of decisions: 163 Money needed: 209
Paying bills: 328
Trying to save: 351
Difficulty in breaking away from parents: 85
87
Assessing Learning
Name: _________________________________________________________________
Activity 18
Directions:Compute the mean, median, and mode of the data set given below.
Scores Frequency ( f i ¿
90 – 100 12
80 – 89 32
70 – 79 23
60 – 69 14
50 – 59 10
40 – 49 2
30 – 39 4
20 – 29 1
10 – 19 1
0–9 1
Total 100
88
Assessing Learning
Name: _________________________________________________________________
Activity 19
1. A Psychologist obtained the IQ scores of 10 students. The IQ scores are as follow
100 95 70 85 100 110 95 85 140 132
Find P65 and Q3, Interpret the values.
2. Find the 3rd quartile and the 90th percentile of the average weight of 50 COED students of NEUST.
Interpret the results.
Weight(in lbs) # of students
118-126 3
127-135 7
136-144 11
145-153 14
154-162 7
163-171 5
172-180 3
TOTAL 50
89
Assessing Learning
Name: _________________________________________________________________
Activity 20
Directions: Find the range, standard variation and variance of the following data sets, then interpret the
absolute dispersion of each data set.
Name: _________________________________________________________________
Activity 21
A. Assuming that the distribution of in bell-shaped, use the empirical rule to estimate the following:
90
1. The mean weight of 100 college students is 54kg, with a standard deviation of 3.
a) Between what two values do about 95% of the data lie?
b) Estimate the number of students who has a weight between 48 kg and 57 kg.
c) If 25 additional students were sampled, about how many students has a weight between 51 kg and 57
kg?
B. 1. Determine the z-scores of the following when the mean is equal to 40 and a standard deviation of 6:
a) 30
b) 40
c) 48
2. Missy scored 88 on her History test which had a mean of 90 with a standard deviation of 3. She scored 84
on her English test which had a mean of 80 with a standard deviation of 2. Which test did she score better?
3. If a Prof Ed 6 test scores were normally distributed with a mean of 83 with a standard deviation of 5, find
the probability that a randomly selected student scored
a) 75 or less.
b) above a 93.
91
C. Shade the required area, and find the area.
P (z ≥0.25)
P(2.11≤z)
P(0≤z≤-1.6)
P(-0.29≤z≤ 2.36)
92
c. whose average is 85 and above.
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