Assessment in Learning 1

CORE GATEWAY COLLEGE, INC.
Maharlika Highway, San Jose City, Nueva Ecija 3121

Tel/Fax No. 0445111609; 0449403154
Email add: core_gateway@yahoo.com.ph
TEACHER EDUCATION PROGRAM
1ST Semester 2020 - 2021
LEARNING MODULE
in
PROF ED 6
(ASSESSMENT OF LEARNING 1)
Prepared by:
Romano C. Garcia
COLLEGE INSTRUCTOR
1
TABLE OF CONTENTS
Front Page………………………………………………………………………………………………….. .1
Table of Content……………………………………………………………………………………………. 2
Instructor Information…………………………………………………………………………………….... 3
Course Description…………………………………………………………………………………………. 3
Course Scope……………………………………………………………………………………………….. 3
Course Objectives………………………………………………………………………………………….. .3
Course Delivery Method…………………………………………………………………………………….3
Course Materials…………………………………………………………………………………………….4
Evaluation Procedures………………………………………………………………………………………4
Course Outline………………………………………………………………………………………………5
Lesson
PRELIMINARY PERIOD
Chapter I: Introduction to Assessment in Learning
Lesson 1……………………………………………………………………………..8
Lesson 2……………………………………………………………………………..9
Lesson 3……………………………………………………………………………..10
MIDTERM PERIOD
Lesson 4……………………………………………………………………………..11
Lesson 5……………………………………………………………………………..11
Lesson 6……………………………………………………………………………..12
SEMI – FINAL PERIOD
Chapter 3: Organization, Utilization, and Communication of Test Results
Lesson 7…………………………………………………………………………….13
FINAL PERIOD
Lesson 8…………………………………………………………………………….32
Lesson 9…………………………………………………………………………….49
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ASSESSMENT of LEARNING 1
Credit Hour: 3
Instructor information
Instructor: Romano C. Garcia
Email: aroma_jellian@yahoo.com / aromacg26@gmail.com
Phone: 0950-737-0097
Institution: CGCI
@2020 R.C. Garcia

Copyright Notice: This course pack may be used for the CGCI College Department’s educational purposes.
It includes extracts of works from outside sources which are duly cited and acknowledged on this material.
You may not copy or distribute any part of this course pack to any other person. Where this course pack is
provided to you in an electronic format you may only print from it for your own use. You may not make a
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All rights reserved.
Course Description
This 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.
Course Scope
This course is designed to achieve the TEACH format – Think, Experience, Assess, Challenge, and Harness.
Course Objectives
The pre-service teachers trained to be a professional beginning teacher should be able to show knowledge,
skills, and desirable attitudes and values in developing and using high quality written tests in gathering,
analyzing, interpreting, communicating, and reporting assessment data to improve teaching and learning.
Course Delivery Method – First Semester (August – December 2020) due to COVID – 19 Pandemic
This course will be delivered via distance learning that will enable students to complete academic work in a
flexible manner, completely online which includes *synchronous and asynchronous activities. Course
materials and assess to an online learning management system will be made available to each student.
Students should respond to Forum questions in a given account (accomplished in groups through threaded
forum). Virtual class lectures through video conferences will be conducted via Google Meet. Online
assignments or activities will be submitted on the accounts given by the instructor. Faculty will assist and
support the students on the use of online resources throughout this course.
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Course Materials
Couse textbook and Related Readings:

Assessment in Learning 1. Rex Book Store
Dr. Marilyn Ubiña – Balagtas
Author-Coordinator
Dr. Adonis P. David

Dr. Evangeline F. Golla
Dr. Carlo P. Magno
Dr. Violeta C. Valladolid
Authors
Fundamentals of Statistics
Diego M. Amid, Ph.D.

Authors
Evaluation Procedures
 Quizzes or assignments will be submitted once in a week at the school but students should follow the
protocol given by the school and the faculties.
 Quizzes or assignments will also be submitted through an email account or messenger but students
should follow the format given by the teacher.
 The correct answer based on their activities will be sent to them via email or messenger after it is
checked.
Grading System
Examination 40%
Quizzes/Activities 30%
Assignment 10%
Requirements 20%
TOTAL = 100%
Policies
 Please see the Students Handbook for full reference on all College policies.
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Course Outline
PRELIMINARY PERIOD
WEEK TOPIC LEARNING OUTCOMES READING/S ACTIVITY/S
1 -2  Introduction to  Demonstrate Chapter 1: Look at the lesson
Assessment in understanding of the Lesson 1 & below.
Learning course lesson 2
 Assessment  Desired learning
purposes, outcomes and the
learning targets, evidences for their
and appropriate attainment
methods  Demonstrate
understanding of the
different principles in
assessing learning
 Match appropriate
assessment methods
for specific learning
targets
 Rationalize the
3 -5 purpose of different Chapter 1: Look at the lesson
forms of assessment Lesson 3 below.
 Decide the kind of
assessment to be used
 Set appropriate
instructional
objectives for a
written test
 Identify the test format
that is most
appropriate for a
particular learning
outcome
 Decide whether a test
is valid or reliable
 Decide which test
items are easy and
difficult
5
MIDTERM PERIOD
WEEK TOPIC LEARNING OUTCOMES READING/S ASSIGNMENT/S
6-9  Set appropriate Chapter 2: Look at the lesson
instructional objectives Lesson 4 below
for a written test and Lesson 5
prepare a table of Lesson 6
 Development specifications for a
and written test
Administration  Identify the appropriate
of Tests test format to measure
- Planning a learning outcomes
written test  Apply the general
- Construction guidelines in constructing
of written test items for different test
test formats
- Establishing  Use procedures and
test validity statistical analysis to
and establish test validity and
reliability reliability
 Decide whether a test is
valid or reliable
 Decide which test items
are easy and difficult
SEMI -FINAL PERIOD

10 - 13  Organize test data Look at the lesson
using tables and graph Chapter 3: below
 Interpret frequency Lesson 7
distribution of test Lesson 8
 Organization,
data
Utilization, and
Communication
- Organization
of test data
using tables
and graphs
- Analysis,
interpretation
, and use of
test data
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FINAL PERIOD
 Analyze, interpret, and
use test data applying Chapter 3: Look at the lesson
(a) measures of central Lesson 8 and 9 below
 Organization of tendency, (b)
14 - 18 test data using measures of
tables and variability, (c)
graphs measures of position,
 Analysis, (d) measures of
interpretation , covariability.
and use of test
data  Assess and
 Grading and communicate learners’
Reporting of level of achievement
Test Results and performance
through fair, accurate,
and meaningful
grading and reporting
methods.
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Lesson
PRELIMINARY PERIOD
WEEK 1 and 2
CHAPTER 1: INTRODUCTION TO ASSESSMENT IN LEARNING
At the end of the lesson, you are expected to:
 Describe assessment in learning and related concept
 Demonstrate understanding of the different principles in assessing learning through the preparation of an
assessment plan.
 Explain the purpose of classroom assessment
 Formulate leaning targets that much appropriate assessment methods
 Illustrate scenarios in the use of different classifications of assessment
 Rationalize the purpose of different forms of assessment
 Decide on the kind of assessment to be used
Lesson 1: Concepts and Principles in Assessing

 What is assessment in learning
 Assessment and Testing
 Assessment and Grading
 What are the different measurement frameworks used in measurement?
 What are the different types of assessment in learning?
 What are the different principles in assessing learning?
ACTIVITY 1
On page 7 (Develop)
Answer number 1 – 5 to check what ideas you have acquired about the basic concepts and
principles in assessing learning.
On page 8 (Develop)
Use the space provided to draw a metaphor (i.e. any object, thing, or action you can liken
assessment to) that will visually illustrate what is assessment in learning.
On pages 8 – 9 (Apply)
Given the example, continue the identification of illustrations of assessment practices guided
the principles discussed in the class.
On pages 9 – 10 (Transfer)
Prepare a plan on how you will conduct assessment based on the core principles you have
learned. Use the matrix provided to write your ideas on how you should design and conduct assessment
of student learning based on the core principles.
On page11 (Evaluate)
Evaluate the assessment plan matrix that you have developed by using the checklist in part 1.
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Deadline of passing: September 16, 2020
Note: Write your answer on the book or in a short bond paper if needed (hand or type written).
Late submission of activities will no longer be accepted after the set of deadline.
Lesson 2: Assessment Purposes, Learning Targets, and Appropriate Methods

Topics:
 What is the purpose of classroom assessment?
 The roles of classroom assessment in the teaching learning process
 What are the learning targets?
 The revised Bloom’s taxonomy of educational objectives
 Learning targets
 Types of learning targets
 Appropriate methods of assessment
ACTIVITY 2
On page 25 (Develop)
Answer number 1- 4 to check the ideas you have acquired about the purposes of assessing
student learning in the classroom; identifying and formulating learning targets; and matching
appropriate assessment methods with identified learning targets.
Kindly complete the table 2.6 and 2.7 to know if you have acquired the information you need
to learn in the lesson.
Answer pages 25- 26 (Apply)

Using the example as reference on page 28, complete the learning targets tasks by supplying
the required information on the table 2.8.
Answer pages 26 – 27 (Transfer)
Create an assessment plan for student learning by formulating learning targets and proposing
specific assessment tasks or activities to measure the identified learning targets. To do the task,
complete the table 2.9 on page 28 - 29.
Answer pages 29 (Evaluate)
Evaluate the learning targets and assessment tasks and activities that you have developed in
your assessment plan by using the checklist in part 1.

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WEEK 3 -5
Lesson 3: Different Classifications of Assessment
Topics:
 What are the different classifications of assessment?
 When do we use educational and psychological assessments?
 When do we use paper-and-pencil and performance-based type of assessments?
 How do we distinguish teacher-made from standardized test?
 What information is sought from achievement and aptitude tests?
 How do we differentiate speed from power test?
 How do we differentiate norm-referenced from criterion-referenced test?
ACTIVITY 3
Create a graphic organizer for the different type of tests then answer 1 – 4 to check your ideas
that you have acquired about the classifications of assessment.
Complete the table by providing other specific examples of each kind of assessment. You may
use other references.
Answer the questions on pages 42 - 43 (Apply)
On page 44 (Transfer)
Do the task for letter A, B, C & D. Use the given example as your reference.
On page 46 - 47 (Evaluate)
- In letter B, read the illustrative scenarios that you have made and self-assess your work using
the checklist.
- In letter C, read each case and identify what kind of assessment is referred to.

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MIDTERM PERIOD
WEEK 6 – 9
CHAPTER 2: DEVELOPMENT AND ADMINISTRATION OF TESTS
At the end of this lesson, you are expected:
 Set appropriate instructional objectives for a written test and prepare a table of specifications for a
written test
 Identify the appropriate test format to measure learning outcomes
 Apply the general guidelines in constructing test items for different test formats
 Use procedures and statistical analysis to establish test validity and reliability
 Decide whether a test is valid or reliable
 Decide which test items are easy and difficult
Lesson 4: Planning a Written Test
Topics:
 Why do need to define the test objectives or learning outcomes targeted for assessment?
 What are the objectives for testing?
 What is a table of specification?
 What are the general steps in developing a table of specifications?
 What are the different formats of a test table of specifications?
ACTIVITY 1
On page 57 (Develop),please answer number 1 -5

On page 58 (Develop), provide your answers to the questions given in the graphical representation
On page 58 - 59 (Apply)
Check the competencies appropriate for the given test format/method in number 1, 2, & 3.
Complete the table of specification based on a given information for Abnormal Psychology class on
page 60.
On page 61(Transfer)
- Do the task 1
- Do the task 2
Deadline of passing: October 12, 2020

Lesson 5: How Do You Construct Various Types of Traditional Test Formats to Assess Learning?
Topics:
 What are the general guidelines in choosing the appropriate test format?
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 What are the major categories and formats of traditional tests?
 What are the general guidelines in writing multiple-choice test items?
 What are the general guidelines in writing matching-type items?
 What are the general guidelines in writing true or false items?
 What the general guidelines in writing short-answer test items?
 What are the general guidelines in writing essay tests?
 What are the general guidelines in problem-solving test items?
ACTIVITY 2
On page 86 - 87(Develop)
To review what you have learned about constructing traditional tests, answer number 1 – 4.
Complete the graphical representation on page 87.
Answer page 87 (Apply)
Choose 1 subject then create an assessment plan for the subject that you selected. List down the
desired learning outcome and subject topic or lesson; and for each desired leaning outcome, identify
the appropriate test format to assess learners’ achievement of the outcome.
On page 88 – 90 (Evaluate)
Evaluate the sample tests that you have developed by using the checklists in letter A.

Lesson 6: Establishing Test Validity and Reliability
Topics:
 What is test reliability?
 What are the different ways to establish test reliability?
- Linear regression
- Computation of Pearson r correlation
- Difference between positive and a negative correlation
- Determining the strength of a correlation
- Determining the significance of the correlation
 What is test validity?
 What are the different ways to establish test validity?
- Content validity
- Face validity
- Predictive validity
- Concurrent validity
- Construct validity
- Convergent validity
- Divergent validity
 How to determine if an item is easy or difficult?
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ACTIVITY 3
On page 111 – 112 (Develop), answer letter A and B.

On page 113 (Apply)
To do the task, determine whether the spelling test is reliable and valid using the data to
determine the following: (1) split half, (2) Cronbach’s alpha, (3) predictive validity with the English
grade, (4) convergent validity of between words with single and two stresses, and (5) difficulty index
of each item.

SEMI-FINAL PERIOD
WEEK 10 – 13
CHAPTER 3: ORGANIZATION, UTILIZATION, AND COMMUNICATION OF TEST RESULTS

 Organize test data using tables and graph
 Interpret frequency distribution of test data
Lesson 7: Organization of Test Data Using Tables and Graphs
Topics:
 How do we organize and present ungrouped data through tables?
 How do we present test data graphically?
- Histogram
- Frequency polygon
- Cumulative frequency polygon
- Bar graph
- Box-and-Whisker plots
- Pie graph
 Which graph is best?
 What are the variations on the shapes of frequency distributions?
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Frequency Distribution Table
In statistics, numerical information may be treated as ungroup or group data. In both cases, tabular
presentation is very important. This tabular presentation of data is called the frequency distribution table.
Consider the midyear test scores of 45 students in Mathematics VI
29 27 28 27 34 29 27 27 28
25 23 35 25 29 33 23 27 33
27 22 42 27 21 29 22 25 29
25 21 20 21 23 25 30 20 28
30 29 28 30 27 27 27 19 30
The table below shows the tabulation of the 45 scores treated as ungrouped data. The tally and
frequency for each score is also indicated.
Frequency → the number of values fall in each class
Test Scores of 45 Students in Mathematics VI
Score Tally Frequency

42 I 1
35 I 1
34 I 1
33 II 2
30 Illl 4
29 lllll-l 6
28 llll 4
27 lllll-lllll 10
25 lllll 5
23 lll 3
22 ll 2
21 lll 3
20 ll 2
19 l 1
The scores may be tabulated as grouped data. Usually, data in great numbers are presented in a
frequency distribution table.
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Here are the steps in constructing frequency distribution table.
1. Find the range (r). The range is the difference of the highest score minus the lowest score
In the given data above, the highest score is 42 and the lowest score is 19. The range is
r = 42 – 19 = 23.
2. Compute the number of classes. A class is a grouping or category. Statisticians said that the ideal number
of classes is between 5 and 15.
k = 1 + 3.3logn where n → is the total number of observation
n = 45
k = 1 + 3.3log45 = 6.45 → round off to whole number = 6
Therefore the number of classes is 6
3. To determine the number of classes, compute the class interval (i).Class interval, or simply interval, is the
size of each class. For convenience, intervals are rounded to the nearest integer.
In the example above,
𝒓𝒂𝒏𝒈𝒆(𝒓) 23
i= = = 3.83 → round off to whole number = 4
𝒌 6
Therefore the class interval is 4
4. Determine the classes starting with the lowest class. The lowest score is 19. The lowest class is 19 to
19 + class interval (4) then there is always a minus 1. Hence, 19 + 4 – 1 = 23 - 1 = 22. Therefore the lowest
class is from 19 to 22. This is written as 19 – 22. In the class 19 – 22, 19 is the lowest limit and 22 is the
upper limit. The other classes are formed in the same manner. If 22 is the upper limit of the lowest class
and 4 is the class interval, just simply add 4 to 22, 22 + 4 = 26, then 26 + 4 = 30, 30 + 4 = 34, 34 + 4 = 38,
until you reach the highest score of 42, 38 + 4 = 42. Note that the constructed number of classes is 6 classes.
5. Determine the class frequency (f) for each class by counting the tally.
Classes Tally Frequency (f)

39 – 42 → highest/6th class l 1
35 – 38 → 5th class ll 2
31 – 34 → 4th class lll 3
27 – 30 → 3rd class lllll-lllll-lllll-lllll-lll 23
23 – 26 → 2nd class lllll-ll 7
19 -22 → lowest/1st class lllll-llll 9
n = 45
The following numerical values are relevant in dealing with frequency distribution:
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1) Class mark (x). It is the middle value in a class.
In the class 19 – 22, to compute the class mark, 19 + 22 = 41 ÷ 2 = 20.5
Note: the lower and upper limit should always divided by 2.
2) Class boundaries. Often described as the true limits because these are more precise expressions of class
limits. The lower boundary of a class is 0.5 less than its lower limit, and its upper boundary is 0.5 more
than its upper limit.
Note that 19, 23, 27, 31, 35, 39 are the lower limit and 22, 26, 30, 34, 38, 42 are the upper limit.
In the class 19 – 22, to compute the lower boundary (LB), lower limit minus 0.5, 19 – 0.5 = 18.5,
therefore the lower boundary of 19 is 18.5
In the class 19 – 22, to compute the upper boundary (UB), upper limit plus 0.5, 22 + 0.5 = 22.5, therefore
the upper boundary of 22 is 22.5
3) Relative frequency distribution. Shows the proportion in percent the frequency of each class to the total
frequency.
𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚(𝒇)
Relative frequency (%f) = x 100
𝒏
In the class 19 – 22, the corresponding frequency is 9, and the total number of frequency or n is 45, hence,
9
(%f) = x 100 = 20%
45
Note: Round off to 2 decimal places.

4) Cumulative frequency distribution. Tries to determine the partial sums from the data classified in terms
of classes. This distribution answers problems like the number of students who got a passing mark; the
number of employees who got efficiency rating from 76% to 95%, and so on.
2 Types of Cumulative Frequency Distribution
a. Less than cumulative frequency (<cf)
b. Greater than cumulative frequency (>cf)
Classes f x %f LB UB <cf >cf

1→ copy
the 1
39 – 42 1 40.5 1/45x100=2.22% 38.5 42.5 44 + 1=45 45
corresponding
frequency
35 – 38 2 36.5 2/45x100=4.44% 34.5 38.5 42+2 = 44 44 1+2=3 3
31 – 34 3 32.5 3/45x100=6.67% 30.5 34.5 39+3=42 42 3+3=6 6
27 – 30 23 28.5 23/45x100=51.11% 26.5 30.5 16+23=39 39 6+23=29 29
23 – 26 7 24.5 7/45x100=15.56% 22.5 26.5 9+7=16 16 29+7=36 36
9 → copy
the
19 -22 9 20.5 9/45x100=20% 18.5 22.5 9 36+9=45 45
corresponding
frequency
n = 45 ∑%f = 100%
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The total should be
99.99% or 100%
∑ - sigma notation or summation, is used to denote the sum of values

Please watch the video from youtube. This is about how to construct # of classes, class mark,
relative frequency, class boundaries and cumulative frequency.
Link: https://www.youtube.com/watch?v=92RVTJQ5ubo
Activity 1
Test Scores Obtained by the 60 Students in a Statistical Class
48 73 57 69 88 11 80 82 57 57
46 70 45 75 81 33 65 38 59 49
94 59 36 58 69 45 55 58 65 62
30 49 29 41 53 37 35 61 48 73
22 51 55 60 37 56 59 57 36 56
12 36 63 68 30 56 70 53 28 50
Construct the frequency distribution table for grouped data.

Find and compute the following:
1) Number of classes
2) Frequency (f)
3) Class mark (x)
4) Relative frequency (%f)
5) Lower Boundary (LB)
6) Upper Boundary (UB)
7) <cf
8) >cf
9) Cumulative percentage
10) Construct histogram from the given scores
11) Draw a frequency polygon superimposed in the histogram you have done in f.
12) Using your data in cumulative percentage, draw a cumulative percentage polygon.
Deadline of passing: November 16, 2020

Write your answers in a short bondpaper.
17
ACTIVITY 2
On page 140 – 141, kindly answer the ff:

c. Which section got the highest average? Which section got the lowest?
For figure 7.16, answer letter a – e
For figure 7.17, answer letter a – d
Deadline of passing: November 16, 2020
WEEK 14 – 18
Lesson 8: Analysis, Interpretation, and Use of Test Data
 Analyze, interpret, and use test data applying (a) measures of central tendency, (b) measures of
variability, (c) measures of position, (d) measures of covariability.
 Assess and communicate learners’ level of achievement and performance through fair, accurate, and
meaningful grading and reporting methods.
Topics:
 What are the measure of central tendency?
 When are mean, median, and mode appropriately used?
 Scale of measurement
 What are measure of dispersion?
- Range
- Variance and standard deviation
 The normal distribution
MEASURES OF CENTRAL TENDENCY

- Presenting a set of data in a frequency distribution table can be summarizing by considering one of
the most important concepts in statistical investigation. The concept of central tendency or averages.
Most common used averages – mean, median, and mode.
Ungrouped data/raw data – are those data which are not yet organized or arranged into frequency distribution.
Mean for ungrouped data
Mean ( x̄) or x bar
⅀𝑥
x̄ = where x – the observed value
𝑛
n – the total # of items in the population or sample
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Example 1:
Grade in Prelim – 87
Midterm – 90
Semi-Final – 88
Final – 85
By using the formula,
87+90+88+85 350 87.5

x̄ = = = = 88 Therefore, the final grade is 88
4 4 4
Weighted Mean
⅀𝑤𝑥
Formula: x= where x – represents the value of each item
⅀𝑤
w - represents the weight of each item
Example 2:
Subject # of Units(w) Grade(x) wx 1. Multiply # of units(w) and grade(x)
Math 3 2.50 7.50
Eng 3 2.75 8.25 2. Get the summation of w and x
Fil 3 2.00 6.00
3. Divide ∑wx by ∑w
Acctng 5 3.00 15.00
Rizal 3 1.75 5.25
PE 2 1.50 3.00
∑w = 19 ∑wx = 45
45
x̄ = = 2.368 = 2.37 Therefore, the weighted mean or the grade in 1st semester or g.p.a is 2.37
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Mean for Grouped Data
There are 2 Methods:

1. Midpoint method
2. Unit deviation method
Midpoint Method
Formula:
⅀𝑓𝑥 where: f – frequency
x̄ = x – class mark
𝑛
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Example 3:
Classes Frequency(f) Class 1. Multiply f and x
fx
mark(x)
83 – 94 2 88.5 177 2. Get the summation of f and fx
71 – 82 6 76.5 459
3. Divide ∑fx by n
59 – 70 14 64.5 903
47 – 58 19 52.5 997.5
35 – 46 11 40.5 445.5
23 – 34 5 28.5 142.5
11 – 22 3 16.5 49.5
n = 60 ∑fx = 3,174
3174
x̄ = = 52.9
60
Unit Deviation Method where: 𝑥𝑎 – assumed mean
Formula: f – frequency
⅀𝑓𝑑
x̄ = 𝑥𝑎 + ( )i d – unit deviation
𝑛
i – class interval
Example 4:
Class
Classes Frequency(f) d fd 1. Multiply f and d
mark(x)
83 – 94 2 88.5 3 6
2. Get the summation of fd
71 – 82 6 76.5 2 12
59 – 70 14 64.5 1 14
47 – 58 19 52.5 0 0
35 – 46 11 40.5 -1 - 11
23 – 34 5 28.5 -2 - 10
11 – 22 3 16.5 -3 -9
n = 60 ∑fd = 2
How to get unit deviation (d)?

1. Put zero(0) to the corresponding highest frequency. The highest frequency is 19.
2. Upward, write consecutive positive integer.
3. Downward, write consecutive negative integer.
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How to get assumed mean (𝒙𝒂)?
1. Get the opposite class mark(x) of the highest frequency. The assumed mean is 52.5

⅀𝑓𝑑
x̄ = 𝑥𝑎 + ( )i
𝑛
2
x̄ = 52.5 + ( ) 12 2 ÷ 60 = 0.0333… x 12 + 52.5 = 52.9
60
Median for Ungrouped data
The median of ungrouped data arrange in array (increasing or decreasing order of magnitude) is the
middle value when the number of items is odd or the arithmetic average of the two middle values when the
number of items in the distribution is even.
The median is usually denoted by mdn.
Example 5: Compute the median from the following set of scores; 6, 4, 5, 3 and 2.
Arrange first in ascending or descending order. If odd number
2, 3, 4, 5, 6
The median is 4, which is the middle item.
Example 6: Find the median of the following set of item: 8, 12, 5, 6, 15, and 13.
Arrange first in ascending or descending order. If even number
5, 6, 8, 12, 13, 15
8+12 20
Mdn = = = 10
2 2
Median for Grouped Data
𝑛
− <𝑐𝑓
Formula for Median: Mdn = lbmc + ( 2
)i
𝑓𝑚𝑐
where:
lbmc – lower boundary of the median class
n – total frequency
<cfb – cumulative frequency of the class before the median class
𝑓𝑚𝑐 – frequency of the median class
i – size of the class interval
𝑛𝑡ℎ
The median class is the class limit which contains the value
2
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Example 6:
Lower Upper
Classes Frequency(f) boundary boundary <cf
(LB) (UB)
83 – 94 2 82.5 94.5 60
71 – 82 6 70.5 82.5 58
59 – 70 14 58.5 70.5 52
Median class 47 – 58 19 46.5 58.5 38
35 – 46 11 34.4 46.5 19 <cfb
23 – 34 5 22.5 34.4 8
11 – 22 3 10.5 22.5 3
n = 60
To obtain the median class:

𝑛 60
First solve for = = 30th
2 2
Then locate where the 30th item is equal or nearest but not greater than the value in the less than
cumulative frequency(<cf) distribution.
The median class is the 47 – 58 class interval.
Using the formula,
𝑛
− <𝑐𝑓
:Mdn = lbmc + ( 2
)i
𝑓𝑚𝑐
60
− 19
= 46.5 + ( 2
)12
19
30 − 19
= 46.5 + ( )12 30 – 19 = 11 ÷ 19 = 0.578947368 x 12 + 46.5 = 53.447 or 53.45
19
The median is 53.45
 Take note that 53.45 is covered to class interval 47 – 58.
Mode for Ungrouped Data
The mode for ungrouped data is defined as the value that appears with the highest frequency. That
is, the item that appears most often, usually denoted by Mo.
Example 6: Find the mode of the following set of items.

4, 7, 11, 6, 4, 8, 5, 2, 9
22
Solution: The mode is 4. It is uni-modal
Example 7: Determine the mode of the following distribution.

12, 15, 21, 9, 6, 15, 11, 8, 9, 5
Solution: The modes are 15 and 9. It is bimodal
Example 8: Find the mode of the following set of items.

6, 8, 5, 17, 18, 3, 8, 4, 11, 18, 12, 5, 8, 19, 21, 18, 19, 4, 18
Solution: The mode is 18. It is multimodal
Mode for Grouped Data

The mode of a grouped data is defined as the midpoint of the class interval with the highest frequency
(modal class). The mode obtained in this manner is called a crude mode, because it is just a rough
approximation of the actual mode. So, to determine the true mode, we use the formula
𝑑1
Mo = lbmc + ( )i
𝑑1 + 𝑑2
where:
lbmc – lower boundary of the median class
d1 – difference of the frequency preceding the modal class
d2 – difference of the frequency after the modal class
The modal class is the class interval with the highest frequency.
Example 9: Find the mode of the frequency distribution of length of service in years of 50 employees of
United Laboratories Inc.
Lower
Classes Frequency(f) boundary
(LB)
31 – 35 3 30.5
26 – 30 4 25.5
21 – 25 6 20.5
Modal class 16 – 20 13 15.5
11 – 15 12 10.5
6 – 10 7 5.5
1–5 5 0.5
n = 50
d1 → 13 - 12 = 1
d2 → 13 – 6 = 7
Using the formula,

𝑑1
Mo = lbmc + ( )i
𝑑1 + 𝑑2
23
1
Mo = 15.5 + ( )5
1+ 7
1
Mo = 15.5 + ( )5 1 ÷ 8 = 0.125 x 5 + 15.5 = 16.125 or 16.13
8
Mo = 16.13
Please watch the video from youtube. This is about the mean, median, and mode for grouped data.
Link: https://www.youtube.com/watch?v=wrGYheq0whk
ACTIVITY 3
A. Compute for the mean, median, and mode of each set of ungrouped data.
1) 13.2,11.5,14.8,12.6,10.2,11.2,11.1,10.1,10.4
2) 140,142,138,107,121,115,110,121,130,126,128,130,121
3) 62,49,60,49,57,50,55,50,52,52,52
4) 3.2,1.5,4.8,2.6,1.5,2.6,0.2,1.2,1.1,0.1,0.4,0.6
5) 121,130,128,126,126,130,121,140,138,107,121,142,115,110
B. Determine the weighted mean grade of Fernando in First Semester.
Subject `Grade Weight

Calculus I 2.25 5
Calculus II 2.5 5
English II 1.75 3
Filipino 10 1.25 3
Statistics and Probability 1.75 3
Philosophy 2.25 3
Mathematics of Investment 2.25 3
Accounting 2 2.00 6
PE 2 1.5 2
Round off your final answers into 2 decimal places.
24
ACTIVITY 4
Construct a frequency distribution of ages of 150 qualified voters in a certain barangay were taken and are
shown below.
23 43 34 56 43 21
20 54 70 23 66 34
20 63 53 44 33 49
29 49 54 48 49 35
31 41 62 71 70 38
43 27 46 45 58 60
23 41 40 60 37 26 class interval = 7
56 70 24 71 18 54
26 47 18 54 63 47
34 18 19 43 60 18
27 23 43 56 68 72
45 26 32 39 34 54
41 20 30 50 27 31
23 43 67 72 22 54
73 54 43 51 23 54
60 32 19 58 75 53
26 53 47 38 62 52
25 54 68 58 37 51
58 49 26 32 38 29
37 48 56 57 46 39
26 20 60 70 68 71
35 42 51 61 64 59
27 64 38 52 46 44
71 66 33 55 57 29
22 32 31 19 72 22
Compute the following:

1) Mean for grouped data
a. Midpoint method
b. Unit deviation method
2) Median for grouped data
3) Mode for grouped data

Make a table as shown below.
Class
Classes Frequency(f) LB UB <cf fx d fd
mark(x)
n ∑fx ∑fd
25
The weight in pounds of 30 packages of ground pork sold at the Trabajo Market were as follows.
1.4 2.4 2.1 2.3 2.4

1.0 1.8 2.9 1.7 1.6
2.0 2.6 2.6 2.6 2.7 class interval = 3.5
1.5 2.7 2.8 3.8 2.8
2.5 2.6 3.5 3.0 3.9
2.1 2.4 3.4 3.3 2.0
Note: The given data is in a form of 1 decimal places, that is, the lower boundary(LB) must be minus(-)
0.05 and upper boundary(UB) must be plus(+) 0.05
Construct a frequency distribution and find the following:
1) D1
2) D4
3) P52
4) P92
5) Interquartile Range (IQR)
Date of Submission: November 16, 2020

Note: Late submission of activities will no longer be accepted after the set of deadline.
Write in a short bondpaper.
Measures of Position
Variance and Standard Deviation for Ungrouped Data
(∑𝑥)2 (∑𝑥)2
∑𝑥 2− 𝑛 ∑𝑥 2 − 𝑛
σ 2
=
𝑁
and S2 =
𝑛−1
where: σ2 is the population variance

S2 is the sample variance
The standard deviation is obtained by taking the positive square root of the variance.
Population standard deviation: 𝛿 = √𝛿 2

Sample deviation: Sd = √𝑆 2
Note that the denominator in the formula for population variance is N but that in the formula for
sample variance is n – 1. The reason is the sample variance underestimates the population variance
when the denominator in the samples formulas for variance is n. However, the sample variance does
not underestimate the population variance if the denominator in the sample formula for variance is n –
1.
26
Calculating the variance and standard deviation for ungrouped data.
Example 10:
The following table lists of the annual energy cost (in peso) of five basic top freezer models of
refrigerators.
Weekly Energy Cost

Refrigerator Model (Pesos)
x
Sharp 71
National 81
Samsung 79
White Westinghouse 93
Whirlpool 76
∑x = 400
Find the variance and standard deviation for data on weekly energy costs.
Step 1. Calculate ∑x which is 400

Step 2: The value of ∑𝑥 2 is obtained by squaring each value of x
Refrigerator Model x x2
Sharp 71 5041
National 81 6561
Samsung 79 6241
White Westinghouse 93 8649
Whirlpool 76 5776
∑x = 400 ∑𝑥 2 = 32,268
Step 3. Determine the variance

Substitute all the values in the variance formula and simplify. Because the data belong to a
sample of five refrigerators, we use the formula for the sample variance.
(∑𝑥)2 4002 160,000

∑𝑥 2 − 32,268 − 32,268 − 32,268 − 32,000 268
𝑛 5 5
S2 = = = = = = 67
𝑛−1 5 −1 4 4 4
Step 4: Obtain the standard deviation
S = √67 = P8.19
The standard deviation of the weekly energy costs of these 5 refrigerators is P8.19
27
Variance and Standard Deviation for Grouped Data
(∑𝑓𝑥)2 (∑𝑓𝑥)2
∑𝑓𝑥 2 − 𝑁
∑𝑓𝑥 2− 𝑁
σ2 = 𝑁
and S2 =
𝑛−1
where: f – frequency
x – classmark
Example 11:
The following table, gives the frequency distribution of the daily commuting time (in minutes)
from home to work for all 25 employees of a company.
Daily
Commuting Time f x fx fx2
(Minutes)
40 to less than 50 2 45 90 4,050
30 to less than 40 4 35 140 4,900
20 to less than 30 6 25 150 3,750
10 to less than 20 9 15 135 2,025
0 to less than 10 4 5 20 100
N = 25 ∑fx = 535 ∑fx2 = 14,825
 To fill up the column for fx, multiply f by x, the get the summation of fx.
 To fill up the column for fx2, squared first the value of x then multiply by f, then get the summation of
fx2.
 Calculate the variance

Because the data set includes all 25 employees of the company, it represents the population.
Therefore, we will use the formula for the population variance. Thus,
(∑𝑓𝑥)2 (535)2 (535)2 286,225

∑𝑓𝑥 2− 𝑁
14,825 − 25 14,825 − 25 14,825 − 25
σ 2
=
𝑁
=
25
=
25
=
25
14,825 −11,449 3376

= = = 135.04
25 25
 Calculate the standard deviation
𝛿 = √σ2 = √135.04 = 11.62 minutes
Thus, the standard deviation of the daily commuting times for these employees is 11.62 minutes.
28
Example 12:
The following table gives the frequency distribution of the number of orders received each day
during the past 50 days at the office.
Number of Orders f
19 – 21 14
16 – 18 20
13 – 15 12
10 - 12 4
Calculate the variance and standard deviation
Number of
f x fx fx2
Orders
19 – 21 14 20 280 5,600
16 – 18 20 17 340 5,780
13 – 15 12 14 168 2,352
10 - 12 4 11 44 484
N = 50 ∑fx = 832 ∑fx = 14,2126
2
Because the set includes only 50 days. It represents a sample. Hence, we will use the
sample formulas to calculate the variance and standard deviation. But substituting the values in the formula
for the sample variance, we obtain
(∑𝑓𝑥)2 (832)2 692,224

∑𝑓𝑥 2− 14,216 − 14,216 − 14,216 − 13,844.48
𝑁 50 50
S2 = = S2 = = =
𝑛−1 50 −1 49 49
371.52
= = 7.58
49
Hence, the standard deviation is
Sd = √𝑆 2 = √7.58 = 2.75 orders
Thus, the standard deviation of the number of orders received at the office during the past 50
days is 2.75.
Another shortcut formula or unit deviation method is
(∑𝑓𝑑)2 where: d – unit deviation

∑𝑓𝑑 2−
2
S =
𝑛−1
𝑛
. i 2 i – size of the class interval
To apply this formula, we recall the computation for the mean of grouped data.
29
Number of
f d fd fd2
Orders
19 – 21 14 1 14 14
16 – 18 20 0 0 0
13 – 15 12 -1 -12 12
10 - 12 4 -2 -8 16
N = 50 ∑fd = - 6 ∑fd2 = 42
1. Multiply f and d
2. Get the summation of fd
How to get unit deviation (d)?

1. Put zero(0) to the corresponding highest frequency. The highest frequency is 20.
2. Upward, write consecutive positive integer.
3. Downward, write consecutive negative integer.
Using the formula,
(∑𝑓𝑑)2 (−6)2 36
∑𝑓𝑑 2−
S2 =
𝑛−1
𝑛
. i2 =
42 − 50
50−1
.32 =
42 − 50
49
.9=
42 − 0.72
49
.9=
41.28
49
. 9
41.28 ÷ 49 = 0.842448979 x 9 = 7.58
Sd = √7.58 = 2.75
Please watch the video from youtube. This is about the standard deviation for grouped data.
Link: https://www.youtube.com/watch?v=nQCndr5M9qo&t=162s
Coefficient of Variation
The coefficient of variation, denoted by CV, express standard deviation as a percentage of the
mean and is computed as follows.
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
CV = x 100%
𝑚𝑒𝑎𝑛
𝜎
For population data: CV = x 100%
𝜇
𝑆𝑑
For sample data: CV = x 100%
x̄
Note that the coefficient of variation does not have any units of measurement as it is always as
a percent.
30
Example 13:
The semiannual salaries of all employees working for a company has mean of P42,350 and
standard deviation of P3,820. The years of schooling for the same employees has a mean of 15 years
and a standard deviation of 2 years. Is the relative of variation in the salaries higher or lower than that
in years of schooling for these employees?
Solution:
Because the two variables (salary and years of schooling) have different units of measurement
(pesos and years, respectively), we cannot compare the standard deviations. Hence, we calculate the
coefficient of variation for each data set.
𝜎 3,820
CV for salaries = x 100% = x 100% = 9.02%
𝜇 42,350
𝜎 2
CV for schooling = x 100% = x 100% = 13.33%
𝜇 15
Thus, the standard deviation of salaries is 9.02% of its mean and that for years of schooling is
13.33% of its mean. Since the coefficient of variation for salaries has a lower value than the coefficient
of variation for years of schooling, the salaries have a lower relative spread than the years of schooling.
ACTIVITY 5
For 50 airplanes that arrived late at an airport during a week, the time by which they were late was
observed. In the following table, x denote the time (in minute) by which an airplane was late and f denotes the
number of airplanes.
x f
80 to less than 100 4
Find the variance and standard deviation for grouped data and the coefficient of variation.
Date of Submission: November 16, 2020

31
FINAL PERIOD
Lesson 8: Analysis, Interpretation, and Use of Test Data

 Normal distribution
 How do measures of central tendency determine skewness?
 How does standard deviation relate to skewness?
 What are measure of position?
 What is coefficient of variation as a measure of relative dispersion?
Normal Distribution
Data can be "distributed" (spread out) in different ways.
It can be spread out

more on the left Or more on the right
Or it can be all jumbled up
But there are many cases where the data tends to be around a central value with no bias left or right, and it
gets close to a "Normal Distribution" like this:
32
A Normal Distribution
The "Bell Curve" is a Normal Distribution.

And the yellow histogram shows some data that
follows it closely, but not perfectly (which is usual).
It is often called a "Bell Curve"

because it looks like a bell.
Many things closely follow a Normal Distribution:
 heights of people
 size of things produced by machines
 errors in measurements
 blood pressure
 marks on a test
We say the data is "normally distributed":
The Normal Distribution has:
 mean = median = mode

 symmetry about the center
 50% of values less than the mean
and 50% greater than the mean
Standard Deviations
The Standard Deviation is a measure of how spread out numbers are (read that page for details on how to
calculate it).
When we calculate the standard deviation we find that generally:
68% of values are within

1 standard deviation of the mean
33
95% of values are within
2 standard deviations of the mean
99.7% of values are within

3 standard deviations of the mean
Example: 95% of students at school are between 1.1m and 1.7m tall.
Assuming this data is normally distributed can you calculate the mean and standard deviation?
The mean is halfway between 1.1m and 1.7m:
Mean = (1.1m + 1.7m) / 2 = 1.4m
95% is 2 standard deviations either side of the mean (a total of 4 standard deviations) so:
1 standard deviation = (1.7m-1.1m) / 4
= 0.6m / 4
= 0.15m
And this is the result:
It is good to know the standard deviation, because we can say that any value is:
 likely to be within 1 standard deviation (68 out of 100 should be)

 very likely to be within 2 standard deviations (95 out of 100 should be)
 almost certainly within 3 standard deviations (97 out of 100 should be)
Standard Scores
The number of standard deviations from the mean is also called the "Standard Score", "sigma" or "z-
score". Get used to those words!
Example: In that same school one of your friends is 1.85m tall
You can see on the bell curve that 1.85m is 3 standard deviations from the mean of 1.4, so:
34
Your friend's height has a "z-score" of 3.0
It is also possible to calculate how many standard deviations 1.85 is from the mean
How far is 1.85 from the mean?
It is 1.85 - 1.4 = 0.45m from the mean
How many standard deviations is that? The standard deviation is 0.15m, so:
0.45m / 0.15m = 3 standard deviations
So to convert a value to a Standard Score ("z-score"):
 first subtract the mean,

 then divide by the Standard Deviation
And doing that is called "Standardizing":
We can take any Normal Distribution and convert it to The Standard Normal Distribution.
Example: Travel Time
A survey of daily travel time had these results (in minutes):
26, 33, 65, 28, 34, 55, 25, 44, 50, 36, 26, 37, 43, 62, 35, 38, 45, 32, 28, 34
The Mean is 38.8 minutes, and the Standard Deviation is 11.4 minutes. Convert the values to z-scores
("standard scores").
To convert 26:
first subtract the mean: 26 − 38.8 = −12.8,

then divide by the Standard Deviation: −12.8/11.4 = −1.12
So 26 is −1.12 Standard Deviations from the Mean
Here are the first three conversions
Standard Score
Original Value Calculation
(z-score)
26 (26-38.8) / 11.4 = −1.12
33 (33-38.8) / 11.4 = −0.51
65 (65-38.8) / 11.4 = +2.30
35
... ... ...
And here they are graphically:
You can calculate the rest of the z-scores yourself!
The z-score formula that we have been using is:
z = x − μσ
 z is the "z-score" (Standard Score)

 x is the value to be standardized
 μ ('mu") is the mean
 σ ("sigma") is the standard deviation
And this is how to use it:
Example: Travel Time (continued)
Here are the first three conversions using the "z-score formula":
z = x − μσ
 μ = 38.8
 σ = 11.4
z
x x − μσ
(z-score)
26 26 − 38.811.4 = −1.12
33 33 − 38.811.4 = −0.51
65 65 − 38.811.4 = +2.30
... ... ...
36
The exact calculations we did before, just following the formula.
Why Standardize ... ?
It can help us make decisions about our data.
Example: Professor Willoughby is marking a test.
Here are the students' results (out of 60 points):
20, 15, 26, 32, 18, 28, 35, 14, 26, 22, 17
Most students didn't even get 30 out of 60, and most will fail.
The test must have been really hard, so the Prof decides to standardize all the scores and only fail people
more than 1 standard deviation below the mean.
The Mean is 23, and the Standard Deviation is 6.6, and these are the Standard Scores:
-0.45, -1.21, 0.45, 1.36, -0.76, 0.76, 1.82, -1.36, 0.45, -0.15, -0.91
Now only 2 students will fail (the ones lower than −1 standard deviation)
Much fairer!
It also makes life easier because we only need one table (the Standard Normal Distribution Table), rather
than doing calculations individually for each value of mean and standard deviation.
Example: Your score in a recent test was 0.5 standard deviations above the average, how many people
scored lower than you did?
 Between 0 and 0.5 is 19.1%

 Less than 0 is 50% (left half of the curve)
So the total less than you is:
50% + 19.1% = 69.1%
In theory 69.1% scored less than you did (but with real data the percentage may be different)
A Practical Example: Your company packages sugar in 1 kg bags.

37
When you weigh a sample of bags you get these results:
 1007g, 1032g, 1002g, 983g, 1004g, ... (a hundred measurements)

 Mean = 1010g
 Standard Deviation = 20g
Some values are less than 1000g ... can you fix that?
The normal distribution of your measurements looks like this:
31% of the bags are less than 1000g,

which is cheating the customer!
It is a random thing, so we can't stop bags having less than 1000g, but we can try to reduce it a lot.
Let's adjust the machine so that 1000g is:
 at −3 standard deviations:
From the big bell curve above we see that 0.1% are less. But maybe that is too small.
 at −2.5 standard deviations:
Below 3 is 0.1% and between 3 and 2.5 standard deviations is 0.5%, together that is 0.1% + 0.5%
= 0.6% (a good choice I think)
So let us adjust the machine to have 1000g at −2.5 standard deviations from the mean.
Now, we can adjust it to:
 increase the amount of sugar in each bag (which changes the mean), or
 make it more accurate (which reduces the standard deviation)
Let us try both.
38
Adjust the mean amount in each bag
The standard deviation is 20g, and we need 2.5 of them:
2.5 × 20g = 50g
So the machine should average 1050g, like this:
Adjust the accuracy of the machine
Or we can keep the same mean (of 1010g), but then we need 2.5 standard deviations to be equal to 10g:
10g / 2.5 = 4g
So the standard deviation should be 4g, like this:
ACTIVITY 1
Write the answers before the number.
1. 95% of students at school weigh between 62 kg and 90 kg.

Assuming this data is normally distributed, what are the mean and standard deviation?
A. Mean = 66 kg
S.D. = 7 kg
39
B. Mean = 76 kg
S.D. = 7 kg
C. Mean = 86 kg
S.D. = 7 kg
D. Mean = 76 kg
S.D. = 14 kg
2. A machine produces electrical components.

99.7% of the components have lengths between 1.176 cm and 1.224 cm.
A. Mean = 1.210 cm
S.D. = 0.008 cm
B. Mean = 1.190 cm
S.D. = 0.008 cm
C. Mean = 1.200 cm
S.D. = 0.004 cm
D. Mean = 1.200 cm
S.D. = 0.008 cm
3. 68% of the marks in a test are between 51 and 64

A. Mean = 57
S.D. = 6.5
B. Mean = 57
S.D. = 7
C. Mean = 57.5
S.D. = 6.5
D. Mean = 57.5
S.D. = 13
40
4. The Fresha Tea Company pack tea in bags marked as 250 g
A large number of packs of tea were weighed and the mean and standard deviation were calculated as
255g and 2.5 g respectively.
Assuming this data is normally distributed, what percentage of packs are underweight?
A. 2.5%
B. 3.5%
C. 4%
D. 5%
5. Students pass a test if they score 50% or more.

The marks of a large number of students were sampled and the mean and standard deviation were
calculated as 42% and 8% respectively.
Assuming this data is normally distributed, what percentage of students pass the test?
A. 5%
B. 16%
C. 24%
D. 32%
1.4 2.4 2.1 2.3 2.4

1.0 1.8 2.9 1.7 1.6
2.0 2.6 2.6 2.6 2.7 class interval = 3.5
1.5 2.7 2.8 3.8 2.8
2.5 2.6 3.5 3.0 3.9
2.1 2.4 3.4 3.3 2.0
6) D1
7) D4
8) P52
9) P92
41
Date of Submission: December 14, 2020
Quartiles of Grouped data
The formula for quartiles of grouped data is given below.
1st Quartile (Q1)
𝑛
− <𝑐𝑓𝑏
Q1 = lb + ( )i
4
𝑓𝑄𝑐
where:
lb – lower boundary of the quartile class
n – total frequency
<cfb – cumulative frequency of the class before the quartile class
𝑓𝑄𝑐 – frequency of the quartile class
2nd Quartile (Q2)
𝑛
− <𝑐𝑓𝑏
Q2 = lb + ( )i
2
𝑓𝑄𝑐
3rd Quartile (Q3)
3𝑛
− <𝑐𝑓𝑏
Q3 = lb + ( )i
4
𝑓𝑄𝑐
Test Scores Obtained by the 60 Students in a Statistical Class

Lower Upper
(LB) (UB)
83 – 94 2 82.5 94.5 60
71 – 82 6 70.5 82.5 58
59 – 70 14 58.5 70.5 52
47 – 58 19 46.5 58.5 38
35 – 46 11 34.5 46.5 19
23 – 34 5 22.5 34.4 8
11 – 22 3 10.5 22.5 3
n = 60
42
Compute the Q1, Q2, and Q3
Example 1:
To obtain the 1st Quartile:

𝑛 60
4 4
Then locate where the 15th item is equal or nearest but not greater than the value in the less
than cumulative frequency(<cf) distribution.
Classes Frequency(f) Lower Upper <cf

boundary boundary
(LB) (UB)
83 – 94 2 82.5 94.5 60
71 – 82 6 70.5 82.5 58
59 – 70 14 58.5 70.5 52
47 – 58 19 46.5 58.5 38
Q1 35 – 46 11 34.5 46.5 19
23 – 34 5 22.5 34.4 8 <cfb
11 – 22 3 10.5 22.5 3
n = 60
The Q1 is the 35 – 46 class interval.

Using the formula,
𝑛
− <𝑐𝑓𝑏
Q1 = lb + ( 4 )i
𝑓𝑞1
60
−8
= 34.5 + ( )12
4
11
15 − 8
= 34.5 + ( )12
11
7
= 34.5 + ( )12 7 ÷ 11 = 0.6363… x 12 + 34.5 = 42.136 or 42.14
11
Q1 = 42.14
Example 2:
To obtain the 2nd Quartile:

𝑛 60
2 2
43
Lower Upper
(LB) (UB)
83 – 94 2 82.5 94.5 60
71 – 82 6 70.5 82.5 58
59 – 70 14 58.5 70.5 52
Q2 47 – 58 19 46.5 58.5 38
35 – 46 11 34.5 46.5 19 <cfb
23 – 34 5 22.5 34.4 8
11 – 22 3 10.5 22.5 3
n = 60

Using the formula,
𝑛
− <𝑐𝑓𝑏
Q2 = lb + ( )i
2
𝑓𝑞1
60
− 19
= 46.5 + ( )12
2
19
30 − 19
= 46.5 + ( )12
19
11
= 46.5 + ( )12 11 ÷ 19 = 0.578947368 x 12 + 46.5 = 53.447 or 53.45
19
Q2 = 53.45
Example 3:
To obtain the 3rd Quartile:

3𝑛 3(60)
4 4
Lower Upper
(LB) (UB)
83 – 94 2 82.5 94.5 60
71 – 82 6 70.5 82.5 58
Q3 59 – 70 14 58.5 70.5 52
47 – 58 19 46.5 58.5 38 <cfb
35 – 46 11 34.5 46.5 19
23 – 34 5 22.5 34.4 8
11 – 22 3 10.5 22.5 3
n = 60
44
Using the formula,
3𝑛
− <𝑐𝑓𝑏
Q3 = lb + ( )i
4
𝑓𝑄𝑐
3(60)
− 38
= 58.5 + ( )12
4
14
45 − 38
= 58.5 + ( )12
14
7
= 58.5 + ( )12 7 ÷ 14 = 0.5 x 12 + 58.5 = 64.5
14
Q3 = 64.5
Please watch the video from youtube. This is about the quartile, decile, and percentile for grouped
data.
Link: https://www.youtube.com/watch?v=fk173nBOBsE
Interquartile Range or Quartile Deviation of Grouped Data

𝑄3 − 𝑄1
IQR = (3rd Quartile minus 1st Quartile equals divided by 2)
2
Using the values of the 1st quartile and 3rd quartile in examples 1 and 3.
Example 7: Q1 = 42.14 Q3 = 64.5
64.5− 42.14 22.36
IQR = = = 11.18
2 2
ACTIVITY 2
1.4 2.4 2.1 2.3 2.4

1.0 1.8 2.9 1.7 1.6
2.0 2.6 2.6 2.6 2.7 class interval = 3.5
1.5 2.7 2.8 3.8 2.8
2.5 2.6 3.5 3.0 3.9
2.1 2.4 3.4 3.3 2.0
45
11) D1
12) D4
13) P52
14) P92

Measures of Skewness
A frequency curve not symmetrical about the mean is said to be skewed. It is said to be positively
skewed if it tails off to the right, and negatively skewed if it tails off to the left. The relationship between
the mean and median is related to the direction of skewness. If the mean is greater than median, we
have positively skewed curve but if the mean is less than the median, we have a negatively skewed
curve. With the use of standard deviation it is possible to obtain a measure of skewness which indicates
both the direction and the magnitude of skewness of a frequency data. It is called the Pearsonian
coefficient of skewness (SK) and the formula is
3(𝑚𝑒𝑎𝑛−𝑚𝑒𝑑𝑖𝑎𝑛)
Sk =
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛(𝑆𝑑)
46
Example
If the mean of the distribution is x̄ = 54.3, the standard deviation is Sd = 15.3 and the median is
55.7
3(x̄−𝑚𝑑) 3(54.3 −55.7) 3(−1.4) −4.2
Sk = = = = = - 0.27
𝑆𝑑 15.3 15.3 15.3
This means that the distribution is skewed at the left.
Measure of Kurtosis
Kurtosis is the measure of peakness. As shown below, there are 3 types of symmetrical curves.
1. Mesokurtic curve, shows a normal or ideal curve
2. Leptokurtic curve, shows a more peaked curve
3. Platykurtic curve, shows a flat-topped curve
For grouped data the formula is
⅀𝑓(𝑥− x̄ )4
k=
𝑛(𝑆𝑑)4
`where: f – frequency
x – class mark
x̄ – mean
n – total # of frequency
Sd – standard deviation
The distribution said to be mesokurtic if k = 3, leptokurtic if k > 3, and platykurtic if k < 3.
Example : Calculate the measure of kurtosis for the data shown below.
1. First, compute for a mean

⅀𝑓𝑥 1175
x̄ = = = 29.35
𝑛 40
47
Classes f x fx fx2 x̄ x - x̄ f(x̄ - x)4
40 – 44 3 42 126 5,292 29.35 42-29.35 = 12.65 76,821.6
35 – 39 4 37 148 5,476 29.35 37 – 29.35 = 7.65 13,699.53
30 – 34 13 32 416 13,312 29.35 32-29.35 =2.65 641.1
25 – 29 12 27 324 8,748 29.35 27-29.35 = -2.35 365.98
20 – 24 5 22 110 2,420 29.35 22-29.35 = -7.35 14,592.15
15 – 19 3 17 51 867 29.35 17-29.35 = -12.35 69,789.34
⅀fx = ⅀fx2 = ⅀ f(x̄ - x)4=
n= 40
1,175 36,115 175,909.7
How to compute the column for f(x̄ - x)4?

 First, in each value in column x - x̄ raised it to the power of 4, then multiply to the values in column f.
Ex. 12.65 ˄ 4 x 3 = 76,821.60

(round off to 2 decimal places)
2. Next compute the population variance and standard deviation, substitute each values.
(∑𝑓𝑥)2 (1,175)2 1,380,625 1,380,625
∑𝑓𝑥 2− 36,115− 36,115− 36,115−
𝑁 40 40 40
σ 2
=
𝑁
=
40
=
40
=
40
36,115−34,515.625 1,599.375
= = = 39.98
40 40
Sd = √39.98 = 6.32
Using the formula for kurtosis,
3. Substitute each values
⅀𝑓(𝑥− x̄ )4 175,909.7 175,909.7

k= = = = 2.76
𝑛(𝑆𝑑)4 40(6.32)4 63,815.81
k = 2.76 platykurtic
48
ACTIVITY 3
The distribution of hourly rates of 60 professors from different schools who attended a seminar is as
follows:
Hourly Rate No. of Professors
112.50 – 129.95 3
105.00 – 112.54 3
97.50 – 104.95 6
90.00 – 97.45 8
82.5 – 89.95 9
75.00 – 82.45 11
67.5 – 74.95 18
60.00 – 67.45 12
i = 7.50
Calculate the following:
a. Standard deviation of grouped data
b. Coefficient of variation
c. Pearsonian coefficient of skewness, then in what direction?
d. Measure of kurtosis, then identify the symmetrical curve

Lesson 9: Grading and Reporting of Test Results

Topics:
 What are the purposes of grading and reporting learners’ test performance?
 What are the different methods in scoring tests or performance tasks?
- Number right scoring (NR)
- Negative Marking (NM)
- Partial credit scoring methods
- Liberal multiple-choice test
- Elimination testing (ET)
- Confidence weighing (CV)
- Multiple answers scoring method
- Retrospective correcting for guessing
- Standard setting
- Holistic scoring
- Analytic Scoring
- Primary trait scoring
- Multiple-trait scoring
 What are the different types of test scores?
 What are the general guidelines in grading tests or performance tasks?
 What are general guidelines in grading essay tests?
49
 What is the new grading system of the Philippine k-12 Program?
 How should test results be communicated to different stakeholders?
ACTIVITY 4
To review what you have learned about grading and communicating test results, kindly answer page
221 (Develop), from number 1 – 7.
Please complete the graphical representation on page 221 (Develop).
≈ End ≈
50

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CORE GATEWAY COLLEGE, INC.

Maharlika Highway, San Jose City, Nueva Ecija 3121

TEACHER EDUCATION PROGRAM

1ST Semester 2020 - 2021

@2020 R.C. Garcia

Couse textbook and Related Readings:

Dr. Adonis P. David

Diego M. Amid, Ph.D.

SEMI -FINAL PERIOD

Lesson 1: Concepts and Principles in Assessing

Lesson 2: Assessment Purposes, Learning Targets, and Appropriate Methods

Answer pages 25- 26 (Apply)

Deadline of passing: September 16, 2020

Deadline of passing: September 22, 2020

Lesson 4: Planning a Written Test

On page 57 (Develop),please answer number 1 -5

Deadline of passing: October 12, 2020

Deadline of passing: October 12, 2020

Lesson 6: Establishing Test Validity and Reliability

On page 111 – 112 (Develop), answer letter A and B.

Deadline of passing: October 14, 2020

CHAPTER 3: ORGANIZATION, UTILIZATION, AND COMMUNICATION OF TEST RESULTS

At the end of this lesson, you are expected:

Lesson 7: Organization of Test Data Using Tables and Graphs

Consider the midyear test scores of 45 students in Mathematics VI

Test Scores of 45 Students in Mathematics VI

Score Tally Frequency

Therefore the class interval is 4

Test Scores of 45 Students in Mathematics VI

Classes Tally Frequency (f)

Note: Round off to 2 decimal places.

Test Scores of 45 Students in Mathematics VI

Classes f x %f LB UB <cf >cf

∑ - sigma notation or summation, is used to denote the sum of values

Test Scores Obtained by the 60 Students in a Statistical Class

Construct the frequency distribution table for grouped data.

Deadline of passing: November 16, 2020

On page 140 – 141, kindly answer the ff:

MEASURES OF CENTRAL TENDENCY

Mean for ungrouped data

Mean ( x̄) or x bar

By using the formula,

87+90+88+85 350 87.5

By using the formula,

Mean for Grouped Data

There are 2 Methods:

By using the formula,

Unit Deviation Method where: 𝑥𝑎 – assumed mean

How to get unit deviation (d)?

By using the formula,

Median for Ungrouped data

Median for Grouped Data

To obtain the median class:

The median is 53.45

 Take note that 53.45 is covered to class interval 47 – 58.

Mode for Ungrouped Data

Example 6: Find the mode of the following set of items.