CHAPTER 4 ADMINISTERING, ANALYZING, AND IMPROVING TESTS Key Terms jem analysis difficulty index discrimination index Learning Objectives ‘At the end of this chapter, the students should be of the assessment process, the format of the assessment ‘assessment procedures. After designing the assessment tools, package the test, admi students, check the test papers, score and then record them. Return the test papers and then give feedback to the students regarding the result ofthe test PACKAGING AND REPRODUCING TEST ITEMS ‘Assuming that you have already assembled the test, you write the instruct ‘objectives, prepare the table of specification, and write the test items that match wi the instructional objectives, the next thing to do is to package the test and reproduce it as discussed in the previous chapter. |. Put the items with the same format together. 2. Arrange the test items from easy to difficult 3. Give proper spacing for each item for easy reading. 4. Keep questions and options in the same page. 5. Place the illustrations near the options. 6 2. 8 9. . Check the key answer. ‘Cheek the direction of the test. Provide space for name, date and score. Proofread the test 10, Reproduce the test ADMINISTERING THE EXAMINATION After constructing the test items and them in order, the next step is to Guidelines Before Admi 1. Try to induce p pro-” ASSESSMENT OF LEARNING “entook and Revewer Inform the students about the length of time allowed for the te ‘write on the board the time in which they must be finish the test. Give the students a warni Tall the students how to sig /our attention if they have a question. Tell the students what to do with their papers when they are done answer- ing the test (how papers are to be collected). ‘Tell the students what to do when they are done with the test, particularly if they are to go.on to another activity (also write these directions on the chal board so they can refer to them). 9. Rotate the method of distributing papers so you don't always start from the left or the front row. 10. Make sure the room is ws = ted and has a comfortable temperature. U1 Remind students to put their names on their papers (and where to do so) 12, Ifthe test has more than one page, have each student checked to see that pages are there. es During the Examination 1, Do not give instructions or avoid talking while examination is going on to minimize interruptions and distractions. 2. Avoid giving hints. 3. Monitor to check student progress and discourage cheating. 4. Give time warnings if students are not pacing their work approp: 5. ns students ask during the test ted uniformly to save time and to avoid test pa Guidelines After the Examination After the examination, the next activi the discuss the test items for future use, 2. Ifyou are reco: cord before retur y (grades) are in your class re- ents in grading, 3, Return papers ina timely manner. 4. Discuss test items with the students. If students have questions, agree to Took over their papers again, as well as the papers of others who have the same agree to make changes in grades on the spur of the moment iscussing the tests with the students but to give yourself time to consider what action you want to take. The test analysis may have already alerted you to a problem with a particular ques- to that common to several students and you may already havemade a cision regarding that question (to disregard the question and reduce the highest possible score accordingly, to give all students credit for that ques- tion, among others). ANALYZING THE TEST Alter administering, and scoring the test, the teach id also analyze the quality of each item in the test. Through this you can identify the item that is good, iter that needs improvement or items to be removed from the test. But when do we that the test is good? How do we evaluate the quality of each item in the test? necessary to evaluate each item in the test? Lewis Aiken (1997) an psychological and educational measurement pointed out that a “postmortem ‘as necessary in classroom assessment as it is in medicine. luce the technique to help teachers determi tem analysis. One ofthe purposes of item an: quality of the assessment tools. Through this process, we can ident item that is to be retained, revised or rected and also the content of the lesson that is mastered oF not ‘There are two kinds analysis (Kubiszyn and Bo tem analysis, quantitative item analysis and qualitative item tem Analysis fest construc- es provide a basis for constructing test bank.‘Types of Qua ASSESSMENTOF LEARNING Tentbok and Keviwer Hem Analysis ‘There are three common types of quantitative item analysis which provide teachers with three different types of information about individual test items. ‘These ate difficulty index, discrimination index, and response options analysis. 1 Difficulty Index Ierefers to the proportion of the number of students in the upper and lower groups who answered an item correc the more students, who have learned the subj compute the difficulty index ofan item, use the formula: D, =, where D, = difficulty index n= number ofthe students selecting item correctly in the upper ‘group and in the lower group N = total number of students who answered the test Level of Difficulty “To determine the level of difficulty of an item, find first the index using the formula and identify the level of difficulty usi given below. Level of Difficulty of an item Index Range Difficulty Level ‘Very Difficult Difficu ‘Average / Moderately Ditficult Easy Very Easy 081-100 er group who got ar roup who got an index can be interpreted as an indication edge of the content area or mastery of the item. ‘Types of Discrimination Index tive discrimination and zero discri Haren w ‘Administering Analysing nd ln item correctly. Divide the difference by the upper group or number of studen ‘umber if they are not equal. ‘There are three kinds of discrimination index: positive discrimination, nega- 1. Positive discrimination happens when more students in the upper group got the item correctly than those students in the lower group. 2. Negative discrimination occurs when more students in the lower {group got the item correctly than the students in the upper group. 3. Zero discrimination happens when a number of students pper group and lower group who answer the test correct hence, the test item cannot distinguish the students who the overall test and the students whose performance ate very poor. | 019 and below 020-029 030-039 [L240 and above Discrimi cq group ,_ = number ofthe students selecting the corr groupASSESSMENT OF LEARNING “Tentbook and Reviewer D_ = number of studen ither the lower group or upper group. ‘Note: Consider the higher number in case the sizes in upper and lower grouy are not equal. fa aaa ‘Steps in Solving Difficulty Index and 1 2 performing ques is the problem. U imination Index ‘Arrange the scores from highest to lowest. Separate the scores into upper group and lower group. There are di ferent methods to do this: (a) if a class consists of 30 students who takes an exam, arrange their scores from highest to lowest, then divide them into two groups. The highest score belongs to the upper group. The lowest score belongs to the lower group. (b) Other literatures suggested {to use 27%, 30%, oF 33% of the students for the upper group and lower group. However, in the Licensure Examination for Teachers (LET) test developers always used 27% of the stuclents who participate the examination for the upper and lower groups. Count the number of those who chose the altern ‘upper and lower group for each item and record the information using the tem plate: Options A B c D EB Upper Group Lower Group ‘Note: Put asterisk for the correct answer, Compute the value ofthe difficul index Make an analysis for each item. for Discrimination Index f the answers to questions 1 and 2 are ei If the answers to questions 1 and 2 are both NO, el 3. Analysis of Response Options Aside from identifying the difficulty index and i another way to evaluate the performance of the entire test item is through the analysis of the response 0 performance of each option in a multiple-choice item. Through determine whether the distracters or incorrect options are effective orattrac- tive to tho incorrect in the upper group choose teachers to improve the test items 50 Distracter Analysis 1. Distracter Distracter is the term used for the incorrect options in the multiple- choice type of test while the correct answer represents the key. It is very important forthe test writer to know or good distracters. Using quantitative item analysis we can determine ifthe options are good or if the distracters are effective. Item analysis can identify non-performing test items, but this item sel- dom indicates the error or the problem in the given item. There are factors to be considered why students failed to get the correct answer in the given 3 taught in the class properly b. Itisambiguows. The correct answer is not a f g. The students were confus uestion because ithas double h vader 2. Miskeyed item there are more students from the ws than the key. e test item is a pot “upper group who choose thei% ASSESSMENT OF LEARNING | 3. Guessing item 1. Compute the difficulty index. Students from the upper group have equal spread of choices among n=10+4=14 the given alternatives. Students from the upper group guess their answers ad because of the following reasons: i a. The content of the test is not discussed in the class or in the text. De rr b.Thetestitem is vory dificult. D-H & The question 4. Ambiguous item Diaueieuaed 2. Compute the discrimination index. | ‘This happens when more students from the upper gro ly an incorrect option and the keyed answer. item analysis (Zurawski, R. M) is a process in which the teacher or expert carefully proofreads the test before itis administered, to check if there are typo- graphical errors, to avoid grammatical clues that may lead to giving away the correct This procedure stood a certain certain iter. and distracters. IMPROVING TEST ITEMS. How to Improve the Test Item spper and the Dis the correct Upper Group Lower Groupcarrer 4 n ns ASSESSMENT OF LEARNING | Analg a Inpeoving Tess 1, Compute the difficulty index. oo ananaaaice [aaa [ira a = ee Lower Group @7%) 2 1 1 De & ae 7 WN 1. Compute the di p= os na548-13 D, = 0.36 036% N=28 2. Compute the discrimination index. d= 2 Cu=6 B Can=4 p= & D-H D, = 0.46 0r 46% b- Sane ; Det 2. Compute the discrimination index. =&4 Goad 1 Te : pe 2 ie D,=0:14 or 14% 3. Make an analysis, 2. Only 36% of the examinees got the answer correctly, hence, the item is b. © Modity options B and E because more students from the upper group chose them compare with the lower group, hence, they are not effective dlistracters because most of the students who performed well in the overall examination selected them as thei 1g options B and E. Example 3. A class is composed of lower groups. Analyze the item given answer. What Use 27% to get the upper and wing, results. Option E is the correct 1 not effective. Most of the \s. The options chose the incor-4 5 ASSESSMENT OF LEARNING | "Teathok and Reviewer Conclusion: Reject the item because it has a negative discrimination index. ple 4 Potential Miskeyed Liem. Make an item anal you do with the test that is a potential miskeyed item? Options at B ic D E ‘Upper Group 1 2 3 10 4 Lower Group 3 4 4 4 5 1. Compute the difficulty index. na143=4 D, = 00 0r 10% Compute the discrimination index. onl D,= 0.10 or -10% Make an analysis: a. More students from the upper group choose option D than option A, lion A is supposedly the correct answer. wrong answer key. he/she did not miskey the an- she thought isthe correct answer. iskeyed it, he/she must check an retally the scores of 1 papers before giving them back. the teacher the student Conclusion: Reject the item because i crimination index. ‘cHarren a Aainstering, Analyzing a option Ai tracters are Only 10% of the students got hhence, the test item is very difficult, ly the correct answer, ipposed to draw more a ‘weaken option D, dis- n than the keyed an mnswer to the test item correctly, ‘More students from the lower group got the item correaty, therefore a ‘negative discrimination resulted. The diserimination index is -10% No need to analyze the distracters because the est item is very difficult and discriminates negatively. -very difficult and has a negative dis- imbiguous Item. Below is the result of item analysis of a test with an jem. What can you say about the item? Are you going to retain, revise Options rots boil |THE [EE a per conoot | 7a Ta | eT | Bs reat Gonos | a7 | NETS | 1 Compute the difficulty index a=8 66-14 N=393 ASSESSMENT OF LEARNING | “Textbook and Reviewer Make an analysis, a. Only 36% students got the answer to the test item correctly, hence, the test item is difficult. 1b. More students from the upper group got the item correctly, hence, it discriminates positively. The discrimination index is 10% About equal numbers of top students went for option A and option E, this implies that they could not tell which is the correct answer, The students do not know the content ofthe test, thus, a reteach is needed. Conclusion: Revise the test item because Below is the result of an item analysis for atest item based on a guess. Are you going to reject, revise or re- is ambiguous. Options A B e D E Upper Group 4 oe [A 3 6 Lower Group 3 4 i 4 5 1. Compute the difficulty index. n=4+3=7 N=39 b= 2 7 B= 0.18 or 18% 2. Compute the discrimination index. cq cq -4 =a) p=20 ‘cuaprens a Admit, Analyzing el np 3, Make an analysis, Only 18% of the students got the answer to the test item correctly, hence, the t is very difficult b. More students from the upper group got the correct answer to the test item; therefore, the test item is a positive discrimination. The discrimi- nation index is 5%. Students respond about equally to all alternatives, an indication that they are guessing. ‘Three possibilities why student guesses the answer on a test item: + the content of the test item has not yet been discussed in the class because the testis designed in advance; + _testitems were badly writen that students havens idea what the question is really all about; and + test items were very difficult as shown from the difficulty in- dex and low discrimination index. If the test tem is well-written but too difficult, reteach the material to the class 4. Conclusion: Reject the item because itis very difficult and the discrimination Example 7. The table below shows an item analysis ofa test item with ineffective distracters. What can you conclude about the test item? [option 4 [3s Te epee Gecep il | ES | PSI | | fgete etary coves io El | ECF | TCH 1. Compute the difficulty index n=94+6=15 N=40 Die N 8 ao D, = 0.38 0r 38% 2. Compute the discrimination index. Cue G, =6 =oASSESSMENT OF LEARNING “enook and Revewe? D,= 0:15 or 5% 3. Make an analysis. a. Only 38% of the students got the answer to the test item correctly, hence, the test item is difficult. 1b. More students from the upper group answered the test item correctly; 1s a result, the test got a positive discrimination. The discrimination index is 15%. ©. Options A, B, and E are attractive and effective distracters. 4d. Option D is ineffective; therefore, change it with more realistic one. 4. Conclusion: Revise the item by changing option D. 5. Differentiate difficulty index from diserimination index. cuarren 4 in Analyzing an! proving Tests packaging andl administering the tes. What are the steps in item analysis? What are the two kinds of item analysis? -m analysis. What are ive item analysis? How do you determine the difficulty level ofa test iter? ’. How would you determine the discrimination level ofa test item? ‘How do you determine whether the test item is ambiguous, miskey, ora guessing item? ‘What is the importance of analyzing the options in each item in a multiple-choice test? When do we retain, revise, or reject an item? ‘When do we consider that adistracter is plausible? ‘When do we say that a distracter is effective and attractive? Compute the ditficty and discrimination index of test item number 6admin- istered to 40 students in Statistics clas. Twenty-seven percent (27%) of Hem 10 Upper Group (27%) [ | Lower Group (27%) | alal>Based from the given table answer the following: Give the difficulty index. ‘What isthe level of difficulty? Indicate the di What isthe discrimination level? imination index. Which group got more correct answer? Which of the option is the most effective? Which of the option(s) is/are ineffective? Is item 10 a positive discrimination or a negative diserimination? What can you say about options A and C? Are they effective distracters? How about option B? What will you do about option B? CHAPTER 5 UTILIZATION OF ASSESSMENT DATA Key Terms Statistics descriptive statistics inferential statistics median mode variability range mean deviation quartile deviation standard deviation coefficient of variation skewness negatively skewed standard nine Learning Outcomes 3. graph the scores using histogram and frequency di @1. convert raw sco |. determine the relation: ASSESSMENT OF LEARNING "enbook and Reviewer scores; ferent properties of the measure of cen tendency; the uses ofthe different measures of variability; the value and make an analysis of range, mean deviation, quartil m, variance and standard deviation of given scores, tate standard deviation from coefficient of varia identify the properties of the different measures of variabi the concept of skewness in identifying the performance of the stu- |. determine the spread of scores using the measures of variation; compare the performance of the students using measures of central tenden- cy and measures‘of variabi rd scores; of two groups of scores; and compute r and p value of scores and make an analysis. i and interpreting the performance of the students sment procedures, The teachers should have the necessary background in the statistical procedures used in assessment of student learni and interpretation about the achievement test whether classroom assessment conducted by the teacher, sessment conducted by the Department of Education. In this chapter, we shall discuss the important tools in analyzing and interpreting assessment results. These statistical tools are measures of central tendency, measures of variation, skewness, correlation, and different types of converted scores. DEFINITION OF STATISTICS Statistics is a branch of science, which deals with the collection, presentation, analysis and interpretation of quantitative data, Branches of Statistics Descriptive statist method concerned with collecting, describing, and ana- Iyzing a set of data rawing conclusions (or inferences) about a large group. Inferential statistics is a branch we analysis of a subset of data leading to predictions of data, FREQUENCY DISTRIBUTION Frequency distribution isa tabular arrangement of data into appropriate catego- ries showing the number of observations in each category or group. There are two m ize of the table; andl (b) it makes the data* Ae a *” ASSESSMENT OF LEAR exhook snd Re 15-19 5. Find the other parts if necessary such as class marks, among, others. 20-24 Example: Raw scores of 40 students ina 50-item mathematies qui. Construct ‘The class size in this score distribution is 5. frequency distribution following the steps given previously. Saree 3, Class boundaries are the numbers used to separate each category in the fre= 7 a oe thout gaps created by the class limits. The scores 3038 12 of the students are discrete. Add 0.5 to the upper limit to get the upper class ee 3B Boundary and subtract 05 tothe lower limit to get the lower class boundary 3725 7 ineach group or category a6 [at 32 Example: LL-UL — Ler-Uce 1-4 85-45 15-18 45-195 Rass 20-24 195-245 Solve the value of k 4, Class marks are the midpoint of the lower and upper class limits. The for- - mulais Xy> LLtUL =1433logn aoe k=1433log 40 Example: LL-UL — Xw k=1+3:3(1.602059991) 10-14 R k=1+5286797971 15-19 v k= 6286797971 20-24 2 ‘Stops in Constructing Frequency Distribution 1. Compute the value of the range (R). Range is the difference between the highest score and the lowest score. Re HS-LS Determine the class size (ci). The class size is the quotient when you divide the range by the desired number of classes or categories. The desited ‘and they depend on the number of ‘number of classes is not identified, LLof thesocond cb= bot the second class “UL of te fst cs 4. Tally the scores in the appropriate classes.2 ASSESSMENT OF LEARNING! Nextonk and Reviewer Find the class boundaries and class marks of the given score distribution. mG f Class Boundaries Xa} 15-20 4 145-205 ws 21-26 9 205~265 235 27-32 3 265-325 295 33-38 10 325-385 355 39-44 4 385-445 a5 10 45-50 a=@ 445-505 475 Graphical Representation of Scores in Frequency Distribution ‘The scores expressed in frequency distribution can be meaningful and easier to interpret when they are graphed. There are is of graphing frequency distribu- tion: bar graph or histogram and frequency polygon and smooth curve. Bar graph or histogram and frequency distribution will be discussed in this section while smooth curve will be discussed later in the skeveness. Histogram consists of a set of rectangles having bases on the horizontal axis which conters at the class marks, The base widths correspond to the class size and the height ofthe rectangles corresponds tothe class frequencies. Histogram is best used for graphical representation of discrete data or non-continuous data, Frequency polygon is constructed by plotting the class marks against the class frequencies. The x-axis corre ve class marks and the y-axis corresponds the clas frequencies. Connect riecutively using a straight line. Freques xy polygon is best used in repre inuous data such asthe scores of students ina given test. Jygon using the frequency distributic reviously discussed, x frequency (0) 15-20 4 21-26 9 2-32 3 33-38 10 39-44 8 t 2 10 3 6 4 2 ° 145 205 285 325 385 446 50.5 Class Boundaries Histogram of 40 students in 50 items mathematics quiz ' : AIV , : cs ae irasaia sate siea ses Class Marks Frequency polygon of 40 students in 50 items mathematics quiz DESCRIBING GROUP PERFORMANCE There are two maj P: measures lency are u* ASSESSMENT OF LEARNING | “Tentook and Reviewer 95 the spread of scores in the group. These two concepts are very understanding the performance of the group. Measure of Central Tendency Measure of central tendency provides a very convenient way of describing a of scores with a single number that describes the performance of the defined as a single value that is used to describe the “center” of the data, Itis thous aeons of as.a typical value in a given distribution. There are three commonly used meas aeeaas of central tendency. These are the mean, median, and mode. In this section, we she na15 discuss how to compute the value and some of the properties of the mean, median, eects ‘and mode as applied in a classroom setting. xo T= Basa Analysis: 1. Mean Mean is the most commonly used measure of the center of data and itis also re- ferred as the “arithmetic average.” The average performance of 15 students who. c : o lents who participated in a mathematics quia consisting of 25 items is 15.2 The implication ofthis is that student who got Scores below 152 didnot perform well in the said examination. Stadents who {got scores higher than 15.2 performed well in the examination performance of the whole clas. . “ompanto ne ‘Computation of Population Mean BX MAK EKO we Be Example 2: Find the Grade Point Average (GPA) of Ritz Glenn forthe first N w semester ofthe school year 2010-2011. y ‘Computation of Sample Mean eae year 2010-2011. Use the table belo Grade 0 Tai eaa| KiekeXew x XR -S a N W srouped Data juped data are the dat bution, Frequency distribuASSESSMENT OF LEARN zy of classes including the frequency. Frequency is the number of observations falling ina category. For this particular lesson we shall discuss only one formula in solving the ‘mean for grouped data which is called midpoint method. The formula is: Ke wherex = mean value £ = frequency in each class or category X,, = midpoint of each class or category ZIX,, = summation of the product of Xx ‘Steps in Solving Mean for Grouped Data 1. Find the midpoint or class mark (Xa) of each class or category us- ing the formula Xq,= = Ub z 2. Multiply the frequency and the corresponding class mark Xq. 3. Find the sum of the results in step 2. 2k, 4. Solve the mean using the formula % = = Example 3: Scores of 40 students in a science class consist of 60 items and they are tabulated below. x f Xn Ko 1-4 5 one | eco 15-19 2 zeal 34 20-24 3 2 66 25-29 2 135 [30-34 ee anit [setae oa HE 35-39 9 97 | 3d 40-44 a 6 42 252 cs ao Rl | ABs al | HAA ARAL 11 A | 30-54 5 2 260 [| a=40 HEE 2X_= 1345, <. 136 ao F036 Analysis: ‘The mean performance of 40 studé students who got scores below 33.63 did nation while those students who got sco Properties of the Mean tral tendency because ev: 2 Thesum of each score's distance from the mea 3. Itis easily affected by the extreme scores. 4. Itmay not be an actual score in the distribution, 5 6 1 2, Other measures are to be computed such as standard deviation, cvelficient of variation and skewness. 2 Median ‘Median is the second type of measures of central tendency. Median is what di- Vides the scores in the distributi the scotASSESSMENT OP LEARNING "exbook ond Reviewer Analysis: ‘The median score is 15. Fifty percent (507) or three of the scores are above 15 (19,17, 16) and 50% or three of the scores are below 15 (10, 5,2). Example 2: Find the median score of 8 students in an english class. x (score) 30 1» v 16 6 10 5 2 16415 z % =185 ate Analysis: ‘The median score is 15.5 which means that 50% of the scores in the dis- tribution are lower than 155, those are 15,10, 5, and 2; and 50% are greater than 155, those are 30,19, 17, 16 which mean four (4) scores are below 15.5 and four (4) scores are above 155. ‘Median of Grouped Data Formula: r= w(tet)e % = median value MC= median class is a categor size of the class interval ousrrens ; Utilization of Assessment Data a Steps in Solving Median for Grouped Data 1. Complete the table for cf 2 Get 2 ofthe scoresin the distribution so that you can identify MC 3. Determine Ly, cfp, fm, and ci. 4. Solve the median using the formula Example 3: Scores of 40 students in a science class consist of 60 items and they are tabulated below. The highest score is 54 and the lowest score is 10. x f fe 10-14 5 5 15-19 2 i 20-24 3 0 25-29 5 15 30-34 2 17 (cp) 35-39 9m) 26 40-44 6 32 4549 3 35 50-54 5 40 | Solution: B- Bem The category containing 4 is35-39. MC = 35-39 LLof the MC =35ous+ 9 = 454167 R= 36.17 Analysis: ‘The median value is 36.17, which means that 50% oF 20 scores are less than 36.17. Properties of the Median 1. Itmay not be an actual observation in the data set ‘can be applied in ordinal level. ot affected by extreme values because median isa positional measure. When to Use the Median 1. The exact midpoint of the score distribution is desired. 2. There are extreme scores inthe distribution. 1 tendency, The mode or the modal score is is classified as unimodal, 1d unimodal. The modes of There are two modes in e modes for section C are Is called a trimodal or ‘maltimodal distribution. Mode for Grouped Data In solving the mode value using grouped data, use the formula: gals f 7 are y= lower boundary of the modal class ‘Modal Class (MC) = isa category containing the highest frequency ‘d= difference between the frequency of the modal class andthe fre- quency above it, when the scores are arranged from lowest to highest. {= difference between the frequency of the modal class and the fre- quency below it, when the scores are arranged from lowest to highest. i= size of the class interval, Example 2. Scores of 40 students in a science class consist of 60 items and they are tabulated below.sa ASSESSMENT OF LEARNING "exbock and Revisner Modal Class = 35 ~39 LLof MC =35 Ly=345 d\=9-227 dp=9-6=3 ins a-ter[ 45] =345+ (5) 5 73 =345+ 8 io Ra=M5+35 R=38 ‘The mode of the score distribution that consists of 40 students is 38, because 38 occurred several times. Properties of the Mode can be used when the data are qualitative as well as quantitative, 2. Itmay not be unique. 3. Itis not affected by extreme values. 4, Itmay not exist. ‘When to Use the Mode 1. When the “typical” value is desired 2. When the data set is measured on a nominal scale, 4. Quantiles Quantileis a score distribution where the scores are divided into different equal parts. There are three kinds of quantiles. The quartile is a score point that divides the scores in the distribution into four the scores in the distribution }) equal par divides the scores in the distribution into hundred. cHarrans slain of Assemmen Data Percentile Quartile Decile Ls Ls 25% Q, HS Diagram for Quattiles, Deciles and Percentiles ‘Quantiles for Ungrouped Data tile for Ungrouped Datacuavrens 105 ateation f Anam Daa cae P= [2 fe la “oxtheoe an Revi where, Qiis the indicated quartile k=12,3 n= number of cases ais b. Decile for sae Data ee P= [2 n a or lee [2 aefae = bho 100 a-[Se(es . yy tas aaa || eit (quate i 100 2 -[wa-(t-3) Pa [2a alts al 2 2 100 100 0 [a-(-2) 0 0 where, pd eae iis the indicated percentile » =|50 10. K91,2.3,4,5, on 97, 98,98 5 “i n= numberof cases & [ze(-3) fei! Using the given data 6, 8, 10, 12, 12, 14, 15, 16, 20. Find Q, Qy Dy Dy where, Pa Poe Dy is the indicated decile x(score) k=1,2,3,4,5,6,7,8,9 6 = numberof cases 8 Percentile for Ungrouped Data 10 ste 2 RefRas ip Se(ee : ~— “ ] 15 16 ae ve 1. Solve the value of Q,. | ia n=9 anfbe fay a weft fo (: iASSESSMENT OF LEARNING “extook nd Reviewer 7 fF oli . an ‘ Q, = 34d score The value of Q, is 10 which is the 3rd score in the distribution ‘Therefore, 25% ofthe scores are below 10. Solve the value of Q, Oeee( ee &-[Po+f-3))"" ey A Q)=7th score ‘The 7th score in the distribution which is 15. Q=15 Hence, 75% of the scores in the distribution are less than 15. Solve the value of Dy. Re» [+ ofa D, =5.8th score ‘The value of D, lies within the sum of the Sth score and. 80% of the difference between 6th and 5th scores. Dy = 5th score + 0.80(6th score ~ Sth score) = 12+ 0.80(14-12) = 12+0.80(2) =12+1.60 Dy=13.60 ‘Therefore, 60% of the scores in the distribution are less than 13.60. I. Solve the value of Ds. Dy =82th score The value of D, lies within the 8th and 9th scores. That is, the sum of the 8th score and 207 of the difference between the 9th and 8th scores. Dy = 8th score + 0.20(9th score ~ 8th score) D, = 16 + 020(20- 16) D, = 16 + 0.20(4) Dy =16 +080 D, = 1680 Therefore, 90% of the scores in the distribution are less than 16.80. Solve the value of Pa. Pas -[$ A a “> Py -[g 0 gy Pos e p-gy vo fege™ Hh rr Pay = 620th scoreASSESSMENT OF LEARNING "retook and Revewe ‘Therefore, Py lies within the 6th and 7th scores. The value of Pes is the sum of the 6th and 20% of the difference between the 7th and the 6th scores. Pas = 6th score + 0.20(7th score ~ 6th score) = 14+ 020015 - 14) =14+0200) =14+020 Pos= 14.20, ‘Therefore, 65% of the scores in the distribution are less than 14.20. 6. Solve the value of Poy mee ea Pa = [So-0-3" Py = (3 Pais fae =i Phy = 8.92ndscore Pp lies within the 8th and 9th scores, The value of Py is the sum of the 8th score and 92% of the difference of 9th and 8th scares. Pp) = Bth score + 0.92(9th score ~ 8th score) = 16 +0.92(20~16) P= 16 +092(8) Pay = 16 +368 Py = 19.68 Hence, 99% of the scores in the distribution are less than 19.68, ‘Quantiles for Grouped Data Quarti for Grouped Data The general formula for quartile is Q, = La 4 = the indicated quartile k =1,2,and3 cuarrens 1 Usletion Assos Ly = lower boundary of the quartile class fp= cumulative frequency before the quartile class when scores are arranged from lowest to highest fq = frequency of the quartile class ci = size of the cass interval QC= sa class orcategory containing for, 28 forQuand 32 for a 9) = = ci Q= bn + ( fe ‘Sample Computations of Quartiles Using Grouped Data Example 1: The data for the scores of fifty (50) students in Filipino class are given below. Solve for the value of Q, x a we] Fe 3340 7 70 [Rater [is init) 0-55 aE] Ea 57-64 aan aes! [Cesnm 6» 73-60 einem ares [see [3 as i 2) a setution ge 2 =375 aconno ASSESSMENT OF LEARNING "ston nd Revewer Ly =405 efp=10 fq-5 cia haf i Qa405 +4 Q=4450 ‘Therefore, 25% of the scores of 50 students who participated in the test are less than 44.50. Example 2: The data for the scores of fifty (50) students in Filipino class are given below. Solve for the value of Q,. x z dz 2-2 3 33-40 7 41-48 5 9-56 ane [7-8 | 2 6-7 6 73-80 8 81-88 3 9-97 2 i n=50 Solution: % 9 ays Q.c=73-80 Li=73 CcHarran 5 m Q=725 +05 Q=73.00 ‘Therefore, 75% of the scores in the distribution are less than 73, 9. Deciles for Grouped Data ‘The general formula for deciles of grouped data is D, . Lp+ where: k= 1,2,3,4,5,6,7,8,9 Geass eee AN EE ee cfp = cumulative frequency before the indicated decile class when com ope he en fd = frequency of the indicated decile cass Ci + size of dass interval 2 an 0CHAPTERS 113 Usain of Aner Data D,C=57~64 LL=57 1y=565 cfp =19 fd=12 cie8 noe 0,=565+ [3-8] =565 El D.=565+ & Di=565 +4 De=605 Hence, 50% of the scores of 50 students are less than 60.5. Example 4: The data for the scores of fifty (50) students in Filipino class are given below. Solve for the value of D;. on “| neue ‘Sample Computations of Deciles Using Grouped Data Example 3: The data for the scores of fifty (50) students in Filipino class given belove Solve the value of D, x t fe fe 5-2 3 3 5 33-40, 7_[ 10 nary amas [os “1s = 49-56 | 4 19 | a 5764 2 31 i [65-72 ‘| #7 a 73-60 8 o a eres) ona 48 7 9-97 2 | 50. ae eens =| Solution x i D,C= 65-72ASSESSMENT OF LEARNING “entook nd Reviewer Dy=645 +53 D, = 69.83 Therefore, 70% ofthe scores of 50 students are less than 69.83. ©. Percentiles of Grouped Data The general formula for percentiles using grouped data is P, = La+ [2] ci, +97, 98,99 La = lowerbounclary of the indicated percent PC = percentile class containing 2 for Py, 2% for P, 2% for Py, io 700 109 3 for Po, 98 for P. for, quency before the i the scores are arranged from k ‘To derive the formula in solving the indicated perce value of k to the indicated percentile. There are 99 formulas tile. Some of the formulas for percentile are the following: - rater [Bi] 7 just change the i the percen- cHarrens: 5 Pelee Py = Let Py = Let a= tas [8 |e Pa = Let Phy = Let Puy = Ly Pas = Le Pam be Example 5: The dat Data are given below. SolASSESSMENT OF LEARNING! cuarran’s Ww “xthonk and Reviewer 41-48 5 15, 49-56 aoe 19 57-64 12 31 65-72 6 37 73-80 8 45 81-88 3 48 89-97 2 50 n=50 Solution: fon 2), 0g Py C= 81-88 10) 10)” 100 = PaC=73-80 Ls = 80.50 LL=73 tp =45 Ly=725 fp=3 cfp=37 ci=8 fp=8 cise ‘Therefore, 82% of the scores of 50 students are less than 76.5, Example 6: The data given below. Solve the v scores of fi tudents in ipino class are xcs [EEE 25-32 3 dispersion. Th or dispersion. There 33-40 7 n of scores: absolute measures of variation and 4148 5 relative measures of var