Lesson 8

Analysis, Interpretation &

Use of Test Data
What is it and how is it useful?

Reporters:
Aina Jermaine Flores
Ericsson Geronda
Lennie Inao
Learning Outcomes
Today, you'll be able to:

Calculate the mean, median, and make de of test scores from the given set
of test scores.
Write a general statement of interpretation from computer mean, median,
and mode of test data, and the relationship of the three measures and
shape the skewness of the test distribution of scores.
Identify the level of measurement for a given variable.
Determine the different measures of position.
Convert raw scores in standard scores.
Determine the measures of co- variability between two tests.
 The discussion in this lesson, will build upon the concepts and
examples, which focused on the tabular and graphical
presentation and interpretation of test results. In this lesson,
other ways of summarizing test data using descriptive
statistics, which provides a more precise means of describing
a set of scores will be discussed. The word "measures" is
commonly associated with numerical and quantitative data.
Hence, the prerequisite to understanding the concepts
contained in this lesson is your basic knowledge of
mathematics, e.g., summation of values, simple operations on
integers, squaring and finding the square roots, and etc. At the
end of the lesson, you are expected to analyze test scores
using the measures of central tendency, variability, position
and co- variability. Understanding of these measures is
helpful to know how to improve teaching and learning. Your
success in this performance will be determined if you have
done the following
 What are
measures Means the central location or point of
convergence of a set of values.
of central Test scores have a tendency to converge
at a central value. This value is the average
tendency? of the set of scores.
Three commonly-used measures of central
tendency of measures of central location
are the MEAN, MEDIAN, and the MODE.
 What are
measures
of central
tendency?
 The symbol of mean is usually given by
the symbol ‘x̄ ’. The bar above the letter
Mean x, represents the mean of x number of
values.
X̄ = (Sum of values ÷ Number of values)
X̄ = (x1 + x2 + x3 +….+xn)/n
 Mean for Ungrouped Data
The example given below will help you in understanding
how to find the mean of ungrouped data.
Example:
In a class there are 20 students and they have

Mean secured a percentage of 88, 82, 88, 85, 84, 80, 81, 82,
83, 85, 84, 74, 75, 76, 89, 90, 89, 80, 82, and 83.
Solution:
Mean = Total of percentage obtained by 20 students
in class/Total number of students
= [88 + 82 + 88 + 85 + 84 + 80 + 81 + 82 + 83 + 85 + 84
+ 74 + 75 + 76 + 89 + 90 + 89 + 80 + 82 + 83]/20
= 1660/20
= 83
Mean
Mean
 What are
measures
of central
tendency?
 Median, in statistics, is the middle value of the given
list of data when arranged in an order. The
arrangement of data or observations can be made
either in ascending order or descending order.

Median
 Example 1: During the first marking period, Nicole's math quiz
scores were 90, 92, 93, 88, 95, 88, 97, 87, and 98. What was the
median quiz score?
Solution: Ordering the data from least to greatest, we get:
87, 88, 88, 90, 92, 93, 95, 96, 98
Answer: The median quiz score was 92. (Four quiz scores were
higher than 92 and four were lower.)
Median Example 2: A marathon race was completed by 4 participants.
What was the median race time?
2.7 hr, 8.3 hr, 3.5 hr, 5.1 hr
Solution: Ordering the data from least to greatest, we get:
2.7, 3.5, 5.1, 8.3
Since there is an even number of items in the data set, we
compute the median by taking the mean of the two
middlemost numbers.
3.5 + 5.1 = 8.6/2
Answer: The median race time was 4.3 hr.
 What are
measures
of central
tendency?
 Mode Formula in Statistics (Ungrouped Data)
The value occurring most frequently in a set of observations is its
mode. In other words, the mode of data is the observation having the
highest frequency in a set of data.

Mode Formula For Grouped Data

In the case of grouped frequency distribution, calculation of mode

Mode just by looking into the frequency is not possible. To determine the
mode of data in such cases we calculate the modal class. Mode lies
inside the modal class. The mode of data is given by the formula:
Where,
l = lower limit of the modal class
h = size of the class interval
f1 = frequency of the modal
class
f0 = frequency of the class
preceding the modal class
f2 = frequency of the class
succeeding the modal class
 Example: In a class of 30 students marks obtained by students in
mathematics out of 50 is tabulated as below. Calculate the mode of
data given.

Mode Solution:
The maximum class frequency is 12 and the class interval corresponding to
this frequency is 20 – 30. Thus, the modal class is 20 – 30.
Lower limit of the modal class (l) = 20
Size of the class interval (h) = 10
Frequency of the modal class (f1) = 12
Frequency of the class preceding the modal class (f0) = 5
Frequency of the class succeeding the modal class (f2)= 8
 What are It is to measures difference in the scores.
Which indicates variability “Spread or
measures of Scatter”
Which contributes to the “ flatness” or
dispersion? “peakedness” of the distribution.
Commonly used measures of dispersion.
RANGE, VARIANCE and STANDARD
DEVIATION.
 Indices
of
variability
 Indices
of
variability
Variance
&
Standard
Deviation
Variance
&
Standard
Deviation
What are the While measures of central tendency and
measures of measures of dispersion are used often in
assessment, there are other methods of
position? describing data distributions such as using
measures of position or location.
What are these measures? QUARTILE,
DECILE, and PERCENTILE.
 The quartiles are the three values that divide
a set scores into four equal parts, with one-
fourth of the data values in each part.
Quartiles are also used as a measure of the
Quartile spread of data in the interquartile range
(IQR), which is simply the difference between
the third and first quartiles (Q3-Q1). Half of
this gives the semi-interquartile range or
quartile deviation (Q).
 Quartile Deviation Formula
Suppose Q1 is the lower quartile, Q2 is the
median, and Q3 is the upper quartile for the
given data set, then its quartile deviation can
Quartile be calculated using the following formula.
QD = (Q3 – Q1)/2
In the next section, you will learn how to
calculate these quartiles for both ungrouped
and grouped data separately.
 Quartile Deviation for Grouped Data
For a grouped data, we can find the quartiles using the
formula,

Quartile Here,
Qr = the rth quartile
l1 = the lower limit of the quartile class
l2 = the upper limit of the quartile class
f = the frequency of the quartile class
c = the cumulative frequency of the class preceding the
quartile class
N = Number of observations in the given data set
 Example:
Given data:
17, 2, 7, 27, 15, 5, 14, 8, 10, 24, 48, 10, 8, 7, 18, 28
Ascending order of the given data is:
2, 5, 7, 7, 8, 8, 10, 10, 14, 15, 17, 18, 24, 27, 28, 48
Number of data values = n = 16
Q2 = Median of the given data set
Quartile n is even, median = (1/2) [(n/2)th observation and (n/2 +
1)th observation]
= (1/2)[8th observation + 9th observation]
= (10 + 14)/2
= 24/2
= 12
Q2 = 12
 Now, lower half of the data is:
2, 5, 7, 7, 8, 8, 10, 10 (even number of observations)
Q1 = Median of lower half of the data
= (1/2)[4th observation + 5th observation]
= (7 + 8)/2
= 15/2
= 7.5
Quartile Also, the upper half of the data is:
14, 15, 17, 18, 24, 27, 28, 48 (even number of observations)
Q3= Median of upper half of the data
= (1/2)[4th observation + 5th observation]
= (18 + 24)/2
= 42/2
= 21
 Quartile deviation = (Q3 – Q1)/2
= (21 – 7.5)/2
= 13.5/2
Quartile = 6.75
Therefore, the quartile deviation for the given data set
is 6.75.
 Class Frequency Cumulative Frequency

0 – 10 5 5

10 – 20 3 5+3=8

20 – 30 4 8 + 4 = 12

30 – 40 3 12 + 3 = 15
Here, N = 53
Finding Q1: 40 – 50 3 15 + 3 = 18
r=1
N/4 = 53/4 = 13.25 50 – 60 4 18 + 4 = 22
Thus, Q1 lies in the interval 30 – 40.
In this case, quartile class = 30 – 40 60 – 70 7 22 + 7 = 29
l1 = the lower limit of the quartile class = 30
l2 = the upper limit of the quartile class = 40 70 – 80 9 29 + 9 = 38

f = the frequency of the quartile class = 3

80 – 90 7 38 + 7 = 45
c = the cumulative frequency of the class preceding the quartile class = 12
Now, by substituting these values in the formula we get:
90 – 100 8 45 + 8 = 53
Q1 = 30 + [(13.25 – 12)/3] × (40 – 30)
= 30 + (1.25/3) × 10
= 30 + (12.5/3)
= 30 + 4.167
= 34.167
 Class Frequency Cumulative Frequency

0 – 10 5 5

10 – 20 3 5+3=8

20 – 30 4 8 + 4 = 12

30 – 40 3 12 + 3 = 15
Finding Q3:
r=3 40 – 50 3 15 + 3 = 18
3N/4 = 3 × 13.25 = 39.75
Thus, Q3 lies in the interval 80 – 90. 50 – 60 4 18 + 4 = 22
In this case, quartile class = 80 – 90
l1 = the lower limit of the quartile class = 80 60 – 70 7 22 + 7 = 29
l2 = the upper limit of the quartile class = 90
f = the frequency of the quartile class = 7 70 – 80 9 29 + 9 = 38

c = the cumulative frequency of the class preceding the quartile class

80 – 90 7 38 + 7 = 45
= 38
Now, by substituting these values in the formula we get:
90 – 100 8 45 + 8 = 53
Q3 = 80 + [(39.75 – 38)/7] × (90 – 80)
= 80 + (1.75/7) × 10
= 80 + (17.5/7)
= 80 + 2.5
= 82.5
 Class Frequency Cumulative Frequency

0 – 10 5 5

10 – 20 3 5+3=8

20 – 30 4 8 + 4 = 12

30 – 40 3 12 + 3 = 15

40 – 50 3 15 + 3 = 18
Finally, the quartile deviation = (Q3 – Q1)/2
QD = (82.5 – 34.167)/2 50 – 60 4 18 + 4 = 22

= 48.333/2 60 – 70 7 22 + 7 = 29
= 24.1665
Hence, the quartile deviation of the given distribution is 70 – 80 9 29 + 9 = 38

24.167 (approximately).
80 – 90 7 38 + 7 = 45

90 – 100 8 45 + 8 = 53
 It divides the distribution into 10 equal parts. There
are 9 deciles such that 10% of the distribution are
equal or less than decile 1,(D1), 20% of the scores
are equal or less than decile 2 (D2); and so on.

Decile Decile Formula

 Example
Find the D6 for the following data
11, 25, 20, 15, 24, 28, 19, 21
Solution:
Arrange in an ascending order
11,15,19,20,21,24,25,28
Example: Calculate D5 for the frequency distribution of monthly income of
workers in a factory
 It divides the distribution into one hundred equal
parts. In the same manner, for percentiles, there are
99 percentiles such that 1% of the scores are less
than the first percentile, 2% of the scores are less
than the second percentile, and so on. For very large

Percentile
data set, percentile is appropriate to use for
accuracy. This is one reason why percentiles are
commonly used in national assessments or university
entrance examinations with large dataset or scores
in thousands.
Percentile
 Example:
Imagine you have the marks of 20 students. Now, try
to calculate the 90th percentile.

Percentile
 Percentile

P90 = 94
means that 90%
of students got
less than 94 and
10% of students
got more than
94

Step 1: Arrange the score in Step 2: Plug the values in the

ascending order. formula to find n.
 In statistics, the standard score is the number of

What are
standard deviations by which the value of a raw score
(i.e., an observed value or data point) is above or below
the mean value of what is being observed or measured.
standard Raw scores above the mean have positive standard
scores, while those below the mean have negative
scores? standard scores.
It is calculated by subtracting the population mean from
an individual raw score and then dividing the difference
by the population standard deviation. This process of
converting a raw score into a standard score is called
standardizing or normalizing
Standard scores are most commonly called z-scores;
the two terms may be used interchangeably,
 If the population mean and population standard deviation are known, a raw
score x is converted into a standard score by

where:
μ is the mean of the population,
σ is the standard deviation of the population.

The absolute value of z represents the distance between that raw score x

Calculation and the population mean in units of the standard deviation. z is negative
when the raw score is below the mean, positive when above.
Calculating z using this formula requires use of the population mean and the
population standard deviation, not the sample mean or sample deviation.
However, knowing the true mean and standard deviation of a population is
often an unrealistic expectation, except in cases such as standardized
testing, where the entire population is measured.
When the population mean and the population standard deviation are
unknown, the standard score may be estimated by using the sample mean
and sample standard deviation as estimates of the population values.
In these cases, the z-score is given by
 where:
is the mean of the sample,
S is the standard deviation of the sample.
Though it should always be stated, the distinction between use of the
population and sample statistics often is not made. In either case, the
numerator and denominator of the equations have the same units of
measure so that the units cancel out through division and z is left as a
dimensionless quantity

Calculation