EDUC343 Module+1

Assessment of Learning 2 | 1
Module 1: Overview
of Assessment of Learning1: Utilization of
Assessment Data
Time Table: 10 hours
Topic Learning Outcomes:

a. Compute the mean, median, mode and range
b. Solve the value and make an analysis of quartile deviation, variance and standard deviation of
a given score distribution
c. Apply the concept of skewness in identifying the overall performance of the students.
Deepen!
Read and watch the video “Anywhere Math Introduction to Statistics” by Jeffrey Jacobsen on
YouTube.com.”
This module is a review of the important tools needed in describing, analyzing and
interpreting assessment results. The topics discussed in this module are measures of central
tendency, measures of variation, skewness, correlation and different types of converted scores. It
is very important for every education student and teacher to master this part, because it will be very
helpful in describing and analyzing test results accurately, for the teacher to make an appropriate
decision about the performance of the learners.
What is Statistics?
Statistics plays a very important role in assessing the performance of students, most
especially in describing and analyzing their scores through assessment activities. Teachers should
know how to utilize these data, particularly in decision-making.
Definition of Statistics
Statistics is the branch of science that deals with the collection, presentation, analysis and
interpretation of quantitative data.
Branches of Statistics
There are two branches of statistics: descriptive statistics and inferential statistics.
Descriptive Statistics deals with collecting, describing and analyzing a set of data without drawing
conclusions (or inferences) about a large group of data. Inferential Statistics, on the other hand,
is concerned with the analysis of a subset of data leading to predictions or inferences about the
entire set of data, without dealing with each individual in the population. It means that, inferences
can be derived from the population, using only a sample or a part of the population.
Deepen!
What are Mean, Median and Mode?
Measures of Central Tendency
Measure of central tendency provides a very convenient way of describing a set of scores
with a single number that describes the performance of a group. It is also defined as a single value
that is used to describe the “center” of the data. It is thought of as a typical value in a given
distribution. There are three commonly used measures of central tendency. These are the mean,
median and mode. In this section, we shall discuss how to compute the value and some of the
properties of the mean, median and mode as applied in the classroom setting.
1. Mean
Mean is the most commonly used measure of the center of data and it is also referred as
the “arithmetic average.”
Computation of Population Mean

Ʃx X1+X2+X3+⋯Xn
µ= =
N N
Computation of Sample Mean

ƩX X1 +X2 +X3 +⋯Xn
𝐱̅ = =
N N
Computation of the Mean for Ungrouped Data

Ʃx
1. x̅ = n
Ʃfx
2. 𝑥̅ = n
Example 1: Scores of 10 students in Mathematics I quiz consist of 25 items. The highest

score is 25 and the lowest score is 10. Here are the scores: 25, 20, 18, 18, 17, 15, 14, 13, 12, 10.
Find the mean in the following scores.
X (scores)
25
20
18
18
17
15
14
13
12
10
Ʃx = 162
n=10
Ʃx 162
x̅ = = = 16.2
n 10
Analysis:
The average performance of 10 students who participated in a Mathematics quiz

consisting of 25 items is 16.2. The implication of this is that student who got scores below 16.2 did
not perform well in the said examination. Students who got scores higher than 16.2 performed well
in the examination compared to the performance of the whole class.
Example 2: Find the Grade Point Average (GPA) of Timmy for the first semester of the
school year 2018-2019. Use the table below:
Subjects Grade (Xi) Units (Wi) (Wi) (Xi)
BM 112 1.25 3 3.75
BM 101 1.00 3 3.00
AC 103N 1.25 6 7.50
BEC 111 1.00 3 3.00
MGE 101 1.50 3 4.50
MKM 101 1.25 3 3.75
FM 111 1.50 3 4.50
PEN 2 1.00 2 2.00
Ʃ(𝐖𝐢 ) = 𝟐𝟔 Ʃ(𝐖𝐢 )(𝐗𝐢 ) = 𝟑𝟐. 𝟎𝟎
Ʃ(Wi )(Xi )
x̅ =
ƩWi
32
x̅ =
26
x̅ = 1.23
The Grade Point Average of Timmy for the first semester SY 2018-2019 is 1.23.
Mean for Grouped Data

Grouped data are the data or scores that are arranged in a frequency distribution.
Frequency distribution is the arrangement of scores according to category of classes including
the frequency. Frequency is the number of observations falling in a 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:
Ʃ𝐟𝐗 𝐦
𝐱̅ =
𝐧
where,
x̅ = mean value ƩfXm = summation of the product of f𝑋𝑚
f = frequency in each class or category Xm = midpoint of each class or category
Steps in Solving Mean for Grouped Data
1. Find the midpoint or class mark (Xm ) of each class or category using the formula
LL+UL
Xm = .
2
2. Multiply the frequency and the corresponding class mark fXm .

3. Find the sum of the results in step 2.
ƩfXm
̅=
4. Solve the mean using the formula x .
n
Example 3: Scores of 40 students in a Science class consist of 60 items and they are
tabulated below.
X f 𝐗𝐦 𝐟𝐗 𝐦
10 - 14 5 12 60
15 – 19 2 17 34
20 – 24 3 22 66
25 – 29 5 27 135
30 – 34 2 32 64
35 – 39 9 37 333
40 – 44 6 42 252
45 – 49 3 47 141
50 – 54 5 52 260
n = 40 Ʃ𝐟𝐗 𝐦 = 𝟏 𝟑𝟒𝟓
ƩfXm
x̅ = n
1 345
x̅ = 40
x̅ = 33.63
Analysis:
The mean performance of 40 students in Science quiz is 33.63. Those students who got
scores below 33.63 did not perform well in the said examination while those students who got
scores above 33.63 performed well.
Properties of the Mean
• It measures stability. Mean is the most stable among other measures of central tendency
because every score contributes to the value of the mean.
• The sum of each score’s distance from the mean is zero.
• It is easily affected by the extreme scores.
• It may not be an actual score in the distribution.
• It can be applied to interval level of measurement.
• It is very easy to compute.
When to use the Mean
• Sampling stability is desired.

• Other measures are to be computed such as standard deviation, coefficient of variation
and skewness.
2. Median
Median is the second type of measures of central tendency. It refers to the centermost
score when the scores in the distribution are arranged according to magnitude (from highest score
to lowest score or from lowest score to highest score).
Median of Ungrouped Data
1. Arrange the scores (from lowest to highest or highest to lowest).

2. Determine the middle most score in a distribution if n is an odd number and get the
average of the two middle most scores if n is an even number.
Example 1: Find the median score of 7 students in an English class.
x (score)
19
17
16
15
10
5
Analysis:
The median score is 15. Fifty percent (50%) or three of the scores are above 15 (19, 17,
16) and 50% or three scores are below 15 (10, 5, 2).
Example 2: Find the median score of 8 students in an English class.
x (score)
30
19
17
16
15
10
5
2
16 + 15
x̃ =
2
x̃ = 15.5
Analysis:
The median score is 15.5 which means that 50% of the scores are lower than 15.5, those
are 15, 10, 5 and 2; and 50% are greater than 15.5, those are 30, 19, 17, 16 which mean (4)
scores are below 15.5 and four (4) scores are above 15.5.
Median of Grouped Data

Formula:
𝐧
−𝐜𝐟𝐩
𝐱̃ = 𝐋𝐁 + (𝟐 𝐟𝐦 ) 𝐜. 𝐢
x̃ = median value
n
MC = median class is a category containing the 2
LB = lower boundary of the median class (MC)

cfp = cumulative frequency before the median class if the scores are arranged from
lowest to highest value
fm = frequency of the median class
c.i = size of the class interval
Steps in Solving Median for Grouped Data
1. Complete the table for cf<.

n
2. Get of the scores in the distribution so that you can identify MC.
2
3. Determine the LB , cfp, fm, and c.i.

4. Solve the median using the formula.
tabulated below. The highest score is 54 and the lowest score is 10.
X f cf <
10 - 14 5 5
15 – 19 2 7
20 – 24 3 10
25 – 29 5 15
30 – 34 2 17 (cfp)
35 – 39 9 (fm) 26
40 – 44 6 32
45 – 49 3 35
50 – 54 5 40
n = 40
Solution:
𝐧 40
= = 20
𝟐 2
𝐧
The category containing 𝟐 is 35 - 39.
MC = 35 – 39
LL of the MC = 35
LB = 34.5
cfp = 17
fm = 9
c.i = 5
n
−cfp
2
x̃ = LB + ( ) c. i
fm
20−17
= 34.5 + ( ) 5
9
3
= 34.5 + (9) 5
15
= 34.5 + ( 9 )
= 34.5 + 1.67
x̃ = 36.17
Analysis:
The median value is 36.17, which means that 50% or 20 scores are less than 36.17.
Properties of the Median
• It may not be an actual observation in the data set.

• It can be applied in ordinal level.
• It is not affected by extreme values because median is a positional measure.
When to Use the Median
• The exact midpoint of the score distribution is desired.

• There are extreme scores in the distribution.
3. Mode
Mode is the third measure of central tendency. It refers to the score/s that occurs most
frequently in the score distribution.
Types of Mode
1. Unimodal is a score distribution that consists of one mode.

2. Bimodal is a score distribution that consists of two modes.
3. Trimodal is a score distribution that consists of three modes. It is also considered as
multimodal – a score distribution that consist of more than two modes.
Example 1: Scores of 10 students in Section A, Section B, and Section C

Scores of Section A Scores of Section B Scores of Section C
25 25 25
24 24 25
24 24 25
20 20 22
20 18 21
20 18 21
16 17 21
12 10 18
10 9 18
7 7 18
Analysis:
The score that appeared most in section A is 20, hence the mode of section A is 20. There
is only one mode, therefore, score distribution is called unimodal. The modes of section B are 18
and 24, since both 18 and 24 appeared twice. There are two modes in section B, hence, the
distribution is a bimodal distribution. The modes for section C are 18, 21 and 25. There are three
modes for section C, therefore, it is called a trimodal or multimodal distribution.
Mode for Grouped Data
In solving the mode value using grouped data, use the formula:
𝐝𝟏
𝐱̂ = 𝐋𝐁 + (𝐝 ) 𝐜. 𝐢
𝟏+𝐝𝟐
LB = lower boundaryof the modal class
Modal Class (MC) = is a category containing the highest frequency
d1 = difference between the frequency of the modal class and the frequency
above it, when the scores are arranged from lowest to highest.
d2 = difference between the frequency of the modal class and the frequency
below it, when the scores are arranged from the lowest to highest.
c.i = size of the class interval
tabulated below.
X f
10 - 14 5
15 – 19 2
20 – 24 3
25 – 29 5
30 – 34 2
35 – 39 9
40 – 44 6
45 – 49 3
50 – 54 5
n = 40
Modal Class = 35 – 39
LL of MC = 35
LB = 34.5
d1 = 9 – 2 = 7
d2 = 9 – 6 = 3
c.i = 5
d1
x̂ = LB + (d ) c. i
1+d2
7
= 34.5 + (7+3) 5
35
= 34.5 + 10
x̂ = 34.5 + 3.5
x̂ = 38
The mode of the score distribution that consists of 40 students is 38, because 38 occurred
several times.
Properties of the Mode
• It can be used when the data are qualitative as well as quantitative.

• It may not be unique.
• It is not affected by extreme values.
• It may not exist.
When to use the Mode
• When the “typical” value is desired.

• When the data set is measured on a nominal scale.
*For more information, watch thisvideo: https://www.youtube.com/watch?v=6DYtC7lrVuY

Practice!
You will need paper and pen to complete the following exercises. Finding the Mean,
Median and Mode. Just click the link: https://www.riosalado.edu/web/oer/wrkdev100-
20011_inter_0000_v1/m5/pdf/m5_l1_mean_median_mode_practice_probs.pdf.
Quantiles
Quantile is 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 (4) equal parts. Decile is a score point that divides the scores in the
distribution into ten (10) equal parts. Percentile is a score point that divides the scores in the
distribution into hundred (100) equal parts.
Quantiles for Ungrouped Data
a. Quartile for Ungrouped Data
k k nth score
Qk = [4 n + (1 − 4)]
1 1 nth score
Q1 = [ n + (1 − )]
4 4
2 2 nth score
Q2 = [ n + (1 − )]
4 4
3 3 nth score
Q3 = [4 n + (1 − 4)]
where,
Qk = is the indicated quartile
k = 1,2,3
n = number of cases
b. Decile for Ungrouped Data
k k nth score
Dk = [10 n + (1 − )]
10
1 1 nth score
D1 = [10 n + (1 − )]
10
9 9 nth score
D9 = [10 n + (1 − )]
10
where,
Dk = is the indicated decile
k = 1, 2, 3, 4, 5, 6, 7, 8, 9
n = number of cases
c. Percentile for Ungrouped Data
k k nth score
Pk = [100 n + (1 − )]
100
1 1 nth score
𝑃1 = [100 n + (1 − )]
100
99 99 nth score
𝑃99 = [100 n + (1 − )]
100
where,
Pk = is the indicated percentile
k = 1, 2, 3, 4, 5,………..97, 98, 99
Deepen!
What are the Types of Absolute Measures of Variation?

Measures of Variation or Dispersion
Measure of Variation is a single value that is used to describe the spread of the scores in
a distribution. The term variation is also known as variability or dispersion. There are several ways
of describing the variation of scores: absolute measures of variation and relative measures of
variation.
1. Range
Range (R) is the difference between the highest score and the lowest score in a
distribution. Range is the simplest and the crudest measure of variation, simplest because we shall
only consider the highest score and the lowest score.
a. Range for Ungrouped Data
R = HS – LS
where,
R = range value
HS = highest score
LS = lowest score
Example 1: Find the range of the two groups of score distribution.
Group A Group B
10 (LS) 15 (LS)
12 16
15 16
17 17
25 17
26 23
28 25
30 26
35 (HS) 30 (HS)
𝐑 𝐀 = 𝐇𝐒 − 𝐋𝐒 𝐑 𝐁 = 𝐇𝐒 − 𝐋𝐒
R A = 35 − 10 R B = 30 − 15
R A = 25 R B = 15
Analysis:
The range of Group A = 25 is greater than the range of Group B = 15. The implication of
this is that the scores in group A are more spread out than the scores in group B or the scores in
group B are less scattered than the scores in group A.
b. Range for Grouped Data
R = 𝐇𝐒𝐔𝐁 − 𝐋𝐒𝐋𝐁
where,
R = range value
HSUB = upper boundary of the highest score
LSLB = lower boundary of the lowest score
Example 2: Find the value of range of the scores of 50 students in Mathematics

achievement test.
X f
25 - 32 3
33 - 40 7
41 - 48 5
49 - 56 4
57 - 64 12
65 - 72 6
73 – 80 8
81 - 88 3
89 - 97 2
n = 50
LL of the LS = 25
LSLB = 24.5
UL of the HS = 97
HSUB = 97.5
R = HSUB − LSLB
R = 97.5 – 24.5
R = 73
Interpretation of Range Value:

If the range is large, the scores are more dispersed, widespread or heterogeneous. On the
other hand, if the range is small, the scores are less dispersed, less scattered or homogeneous.
Properties of Range:
• It is quick and easy to understand.

• It is rough estimation of variation.
• It is easily affected by the extreme scores.
2. Inter-quartile Range (IQR) and Quartile Deviation
Inter-quartile range is the difference between the third quartile and the first quartile.
𝐈𝐐𝐑 = 𝐐𝟑 − 𝐐𝟏
Properties of Inter-quartile Range
• Reduces the influence of extreme values.

• Not as easy to calculate as the range.
• Only considers the middle 50% of the scores in the distribution.
• The point of dispersion is the median value.
Quartile Deviation indicates the distance we need to go above and below the median to
include the middle 50% of the score. It is based on the range of the middle 50% of the scores,
instead of the range of the entire set.
𝐐 𝐐
The formula in computing the value of the quartile deviation is 𝐐𝐃 = 𝟑−𝟐 𝟏 , where 𝐐𝐃 is
the quartile deviation value, 𝐐𝟏 is the value of the first quartile and 𝐐𝟑 is the value of the third
quartile.
Steps in Solving Quartile Deviation
1. Solve for the value of Q1 .

2. Solve for the value of Q3 .
𝐐 𝐐
3. Solve for the value of QD using the formula 𝐐𝐃 = 𝟑− 𝟏 .
𝟐
Quartile Deviation of Ungrouped Data
Example: Using the given data 6, 8, 10, 12, 12, 14, 15, 16, 20, find the quartile deviation.
x (score)
6
8
10
12
12
14
15
16
20
Solve for 𝐐𝟏
n=9
k k nth score
Qk = [4 n + (1 − 4)]
1 1 nth score
Q1 = [ n + (1 − )]
4 4
1 1 nth score
= [4 (9) + (1 − 4)]
9 3 nth score
= [4 + 4]
12 nth score
= [4 ]
𝑄1 = 3rd score or
𝑸𝟏 = 10
Solve for 𝑸𝟑
3 3 nth score
Q3 = [ n + (1 − )]
4 4
3 3 nth score
Q3 = [ (9) + (1 − )]
4 4
27 1 nth score
= [ 4 + 4]
28 nth score
= [4 ]
𝑄3 = 7th score
𝑸𝟑 = 15
𝐈𝐐𝐑 = 𝐐𝟑 − 𝐐𝟏
= 15 - 10
IQR = 5
𝐐𝟑 − 𝐐𝟏
𝐐𝐃 = .
𝟐
15−10
= 2
5
= 2
QD = 2.5
Analysis:
The amount that deviates from the mean value is 2.5.
Interpretation of IQR and QD
The larger the value of the IQR or QD, the more dispersed the scores at the middle 50% of
the distribution. On the other hand, if the IQR or QD is small, the scores are less dispersed at the
middle 50% of the distribution. The point of dispersion is the median value.
Analysis for Inter-quartile Range and Quartile Deviation
When the value of IQR and QD is small, the scores are clustered within the middle 50% of
the score distribution. On the other hand, the scores are dispersed in the middle 50% of the
distribution when the value of IQR and QD. To determine which group of distribution is more
clustered or dispersed you should compare it with another group of distribution since there is no
standard value of a small or large value of IQR and QD.
3. Variance and Standard Deviation
Standard deviation is the most important measure of variation or dispersion. It is the

average distance of all the scores that deviates from the mean value. It shows variation about the
mean. It is also known as the square root of the variance.
Variance is one of the most important measures of variation. It shows variation about the
mean.
Population Variance
Ʃ(𝐗− µ)𝐧
ơ𝟐 = 𝐍
Sample Variance
Ʃ(𝐱− 𝐱̅)𝐧
𝐬𝟐 = 𝐧−𝟏
Steps in Solving Variance of Ungrouped Data

1. Solve for the mean value.

2. Subtract the mean value from each score.
3. Square the difference between the mean and each score.
4. Find the sum of step 4.
5. Solve for the population variance or sample variance using the formula of ungrouped
data.
Population Standard Deviation Sample Standard Deviation
Ʃ(𝐗− µ)𝐧 Ʃ(𝐱− 𝐱̅)𝐧

ơ=√ s=√
𝐍 𝐧−𝟏
Steps in Solving Standard Deviation of Ungrouped Data
1. Solve for the mean value.

2. Subtract the mean value from each score.
3. Square the difference between the mean and each score.
4. Find the sum of step 4
5. Solve for the population standard deviation or sample standard deviation using the
formula of ungrouped data
Note: If the variance is already solved, take the square root of the variance to get the value of the
standard deviation.
Relative Measures of Variation
Coefficient of variation shows a variation relative to the mean. It is used to compare two
or more groups of distribution of scores. Usually expressed in percent, the smaller the value of the
coefficient of variation, the more homogeneous the scores are. On the other hand, the higher the
value of the coefficient of variation, the more dispersed the scores are in that particular distribution.
The formula in computing the coefficient of variation is,

s
CV = x 100%
x̅
where,
s = standard deviation
x̅ = mean value
Deepen!
What are the Classifications of Skewness?
Measures of Skewness
Measure of skewness describes the degree of departure of the scores from symmetry.
The skewness coefficient SK can be solved using the formula:
𝟑 (𝐱̅ − 𝐱̃ )
Sk = where x̅ = mean value s = standard deviation
𝐬
x̃ = median value
Skewness can be classified according to the skewness coefficient. If Sk > 0, it is called

positively skewed distribution. When Sk < 0, it is negatively skewed distribution. However, if Sk
= 0, the scores are normally distributed. The skewness of a score distribution indicates only the
performance of the students but not the reasons about their performance.
Positively skewed or skewed to the right is a distribution where the thin end tail of the
graph goes to the right part of the curve. This happens when most of the scores of the students are
below the mean.
Negatively skewed or skewed to the left is a distribution where the thin end tail of the graph
goes to the left part of the curve. This happens when most scores got by the students are above
the mean.
x̂ x̃ x̅
Graphical Representation of Positively Skewed Distribution (Sk > 0)
Positively Skewed Distribution means that the students who took the examination did
very poor. Most of the scores are low; hence most of the students got scores below the mean value.
Mean value is greater than the median and the mode values. Example: Mean = 50, Median = 47,
and Mode = 43.
x̅ x̃ x̂
Graphical Representation of Negatively Skewed Distribution (Sk < 0)
Negatively Skewed Distribution means that the students who took the examination
performed well. Most of the scores are high; hence, most of the students got scores above the
mean value. Mean value is less than the median and the mode values. Example: Mean = 43,
Median = 47, and Mode =50.
x̅ = x̃ = x̂
Graphical Representation of Scores That Are Normally Distributed
Normal Distribution is a special kind of symmetric distribution and it represents some

properties in mathematics. The scores are normally distributed. It is symmetrical to the mean; the
end tails of the curve can be extended indefinitely in both side and asymptotic to the horizontal line.
The value of the mean, median and mode are equal.
Example: Find the coefficient of skewness of the scores of 30 Grade IV pupils in a 45-
item test in Science, if the mean is 38.50 and the median is 35.25 with standard deviation of 2.50.
Given:
x̅ = 38.50
x̃ = 35.25
s = 2.50
𝟑 (𝐱̅ − 𝐱̃ )
Sk =
𝐬
3 (38.50−35.25
=
2.50
3 (3.25)
= 2.50
9.75
= 2.50
Sk = 3.9
Interpretation:
Sk = 3.90, so the value is positive. The score distribution is positively skewed. Most of the
score are low; thus the students performed poorly in the said examination.
DESCRIBING INDIVIDUAL PERFORMANCE
Standard Scores
In this section, we shall discuss the different kinds of converted scores. There are four (4)
types of standard score: z-scores, t-scores, standard nine (stanines) and percentile ranks.
Scores directly obtained from the test are known as actual scores or raw scores. Such
scores cannot be interpreted as whether the score is low, average or high. Scores must be
converted or transformed so that they become meaningful and allow some kind of interpretations
and direct comparisons of two scores.
1. z-scores
The z-score is used to convert a raw score to standard score to determine how far a raw
score lies from the mean in standard deviation units. From this we can also determine whether an
individual student performs well in the examination compared to the performance of the whole
class.
The z-score value indicates the distance between the given raw score and the mean value
in units of the standard deviation. The z-value is positive when the raw score is above the mean
while the z is negative when the raw score is below the mean. The formula of z-score is:
𝐱− 𝛍 𝐱− 𝐱̅
𝐳= or 𝐳 =
𝛔 𝐬
where z = z-value
x = raw score
s = sample standard deviation
x̅ = sample mean
σ = population standard deviation
μ = population mean
The z-score formula is very essential when we compare the performance of the student in
his subjects or the performance of two students that belongs to different groups. It can determine
the exact location of the scores whether above or below the mean and how many standard
deviation units it is from the mean.
2. T-scores
There are two possible values of z-score, positive z if the raw score is above the mean and
negative z if the raw score is below the mean. To avoid confusion between negative and positive
value, use T-score to covert raw scores. T-score is another type of standard score where the mean
is 50 and the standard deviation is 10. In z-score the mean is 0 and the standard deviation is one
(1). To convert raw score to T-score, find first the z-score equivalent of the raw score and use the
formula T-score = 10z + 50.
3. Standard Nine
The third type of standard score is the Standard Nine point scale which is also known as
stanine, the origin word is sta (ndard) + nine. A stanine is a nine-point grading scale ranging from 1
to 9, 1 being the lowest and 9 the highest. Stanine grading is easier to understand than the other
standard score model. The descriptive interpretation of stanine 1,2,3 is below average, the stanine
4,5,6, is interpreted as average and the descriptive interpretation of stanine 7,8,9 is above average.
Stanine is used to compare two or more distributions of data, particularly test scores.
Estimate or compute probabilities of events involving normal distributions. Facilitate using words
rather than numbers in presenting statistical data.
The given figure below indicates the percentage of scores in each stanine and the
corresponding descriptions.
Stanine Percentage of Scores Description

1 Below -1.75 or 4% Very Poor
2 -1.75 to -1.25 or 7% Poor
3 -1.25 to -0.75 or 12% Below Average
4 -0.75 to -0.25 or 17% Slightly Below Average
5 -0.25 to 0.25 or 20% Average
6 0.25 to 0.75 or 17% Slightly Above Average
7 0.75 to 1.25 or 12% Considerably Above Average
8 1.25 to 1.75 or 7% Superior
9 Above 1.75 or 4% Very Superior
4. Percentile Rank
Another way of converting a raw score to standard score is the percentile rank. A
percentile rank indicates the percentage of scores that lies below a given score. Example, a test
score which is greater than 95% of the scores of the examinees is said to be 95th percentile. If the
scores are normally distributed, percentile rank can be inferred from the standard score. In solving
percentile rank use the formula:
CFb +0.5Fg
PR = ( ) x 100
n
where,
PR = percentile rank
CFb = cumulative frequency below the given score
Fg = frequency of the given score
N = number of scores in the distribution
Solving the percentile rank is tedious or needs a very long process, we can shortcut the
solution using the SPSS program or EXCEL program which is more easier to use and more
cheaper than other software.
Steps in Solving Percentile Rank
1. Arrange the test scores (TS) from highest to lowest.

2. Make a frequency distribution of each score and the number of students obtaining
each score. (F)
3. Find the cumulative frequency (CF) by adding the frequency in each score from the
bottom upward.
4. Find the percentile rank (PR) in each score using the formula and the result as
indicated in column 4.
DESCRIBING RELATIONSHIPS
Correlation refers to the extent to which the distributions are linearly related or associated
between the two variables. The extent of correlation is indicated numerically by the coefficient of
correlation (rxy ). The correlation coefficient (rxy ) also known as Pearson Product Moment
Correlation Coefficient in honor to Karl Pearson who developed the said formula. The correlation
coefficient ranges from -1 to +1. There are three kinds of correlation based from the correlation
coefficients: (1) positive correlation; (2) negative correlation and (3) zero correlation. There are two
ways of identifying the correlation between the two variables: (1) using the formula and (2) using
scatter point or scattergram.
Kinds of Correlation
1. Positive Correlation
High scores in distribution x are associated with high scores in distribution y. Low scores in
distribution x are associated with low scores in distribution y. This means that as the value of x
increases the value of y increases too or as the value of x decreases, the y values will also
decrease.
2. Negative Correlation
High scores in distribution x are associated with low scores in distribution y. Low scores in
distribution x are associated with high scores in distribution y. This means that as the values of x
increase, the values of y decrease or when the values of x decrease, the values of y increase.
3. Zero Correlation
No association between scores in distribution x and scores in distribution y. No single line

can be drawn that best fits to all points or no discernible pattern can be formed.
The formula in computing the correlation coefficient using the Pearson Product Moment
Correlation is:
r𝑥𝑦 =
(𝑛) (Ʃ𝑥𝑦)−(Ʃ𝑥)(Ʃ𝑦)
2 2
√[(𝑛)(Ʃ𝑥2)−(Ʃ𝑥) ][(𝑛)(Ʃ𝑦2)−(Ʃ𝑦) ]
The given figure below indicates the interpretation of the size of a correlation coefficient
Size of Correlation Interpretation

.90 to 1.00 ( -.90 to -1.00) Very high positive (negative) correlation
.70 to .90 (-.70 to -.90) High positive (negative) correlation
.50 to .70 (-.50 to -.70) Moderate positive (negative) correlation
.30 to .50 (-.30 to -.50) Low positive (negative) correlation
.00 to .30 (.00 to -.30) Negligible correlation

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Assessment of Learning 2 | 1

Topic Learning Outcomes:

What are Mean, Median and Mode?

Measures of Central Tendency

Computation of Population Mean

Computation of Sample Mean

Computation of the Mean for Ungrouped Data

Example 1: Scores of 10 students in Mathematics I quiz consist of 25 items. The highest

The average performance of 10 students who participated in a Mathematics quiz

Mean for Grouped Data

x̅ = mean value ƩfXm = summation of the product of f𝑋𝑚

f = frequency in each class or category Xm = midpoint of each class or category

Steps in Solving Mean for Grouped Data

2. Multiply the frequency and the corresponding class mark fXm .

Properties of the Mean

When to use the Mean

• Sampling stability is desired.

Median of Ungrouped Data

1. Arrange the scores (from lowest to highest or highest to lowest).

Example 1: Find the median score of 7 students in an English class.

Example 2: Find the median score of 8 students in an English class.

Median of Grouped Data

LB = lower boundary of the median class (MC)

c.i = size of the class interval

Steps in Solving Median for Grouped Data

1. Complete the table for cf<.

3. Determine the LB , cfp, fm, and c.i.

Properties of the Median

• It may not be an actual observation in the data set.

When to Use the Median

• The exact midpoint of the score distribution is desired.

1. Unimodal is a score distribution that consists of one mode.

Example 1: Scores of 10 students in Section A, Section B, and Section C

Mode for Grouped Data

LB = lower boundaryof the modal class

Modal Class (MC) = is a category containing the highest frequency

c.i = size of the class interval

Properties of the Mode

• It can be used when the data are qualitative as well as quantitative.

When to use the Mode

• When the “typical” value is desired.

*For more information, watch thisvideo: https://www.youtube.com/watch?v=6DYtC7lrVuY

Quantiles for Ungrouped Data

a. Quartile for Ungrouped Data

b. Decile for Ungrouped Data

Dk = is the indicated decile

c. Percentile for Ungrouped Data

Pk = is the indicated percentile

What are the Types of Absolute Measures of Variation?

Measures of Variation or Dispersion

a. Range for Ungrouped Data

Example 1: Find the range of the two groups of score distribution.

b. Range for Grouped Data

HSUB = upper boundary of the highest score

LSLB = lower boundary of the lowest score

Example 2: Find the value of range of the scores of 50 students in Mathematics

Interpretation of Range Value:

• It is quick and easy to understand.

2. Inter-quartile Range (IQR) and Quartile Deviation

Properties of Inter-quartile Range

• Reduces the influence of extreme values.

Steps in Solving Quartile Deviation

1. Solve for the value of Q1 .

Quartile Deviation of Ungrouped Data