UNIT 4

LESSON 2 (QUANTITATIVE ANALYSIS AND

INTERPRETATION)

Ed 7 (Assessment in Learning 1)
Prof. Ruby R. Briones
Prof. Arnel A. Lorenzana
 utilize assessment results to make informed-decisions to improve
instruction

OBJECTIVE
 Levels of Measurement
 Measures of Central Tendency
 Symmetrical Distributions
 Measures of Variability
 Measures of Position
 Interpretation of Test Results

OUTLINE
 Nominal
 Ordinal
 Interval
 Ratio

LEVELS OF MEASUREMENT
 The nominal scale classifies variables according to qualitative labels (or names).
 Used in qualitative data.
 The labels and groupings don’t have any order or hierarchy and do not represent
numerical value.
 Example: “hair color” (blonde hair, brown hair, gray hair, etc.)
colors, names, labels. favorite foods, ‘yes or no’ responses

NOMINAL SCALE
 The ordinal scale classifies variables into labeled groups.
 The categories have an order or hierarchy to them.
 Use qualitative labels.
 Example: “income” (low income, medium income, high income)
level of education (high school, master’s degree,
doctorate)

ORDINAL SCALE
 The interval scale is a numerical scale which labels and orders variables, with a known,
evenly spaced interval between each of the values.
 Example: temperature in Fahrenheit, where the difference between 10 and 20 degrees
Fahrenheit is exactly the same as the difference between, say, 50 and 60 degrees
Fahrenheit.
 The term “interval” refers to the interval (or distance) between two variables.
 It is a scale where the data between two variables can be added or subtracted

INTERVAL SCALE
 Example: Temperature scales like Celsius (C) and Fahrenheit (F) are measured
by using the interval scale. In both temperature measurements, 40° is equal to
100° minus 60°. Differences make sense. But 0 degrees does not because, in
both scales, 0 is not the absolute lowest temperature. Temperatures like -10° F
and -15° C exist and are colder than 0.
 Interval level data can be used in calculations, but comparison cannot be done.
80° C is not four times as hot as 20° C (nor is 80° F four times as hot as 20°
F). There is no meaning to the ratio of 80 to 20 (or four to one). This is the
reason why interval scale cannot be multiplied or divided.

INTERVAL SCALE
 The ratio scale is exactly the same as the interval scale, with one key
difference: The ratio scale has what’s known as a “true zero.”
 Example: weight in kilograms. If something weighs zero kilograms, it
truly weighs nothing. While in temperature (interval data), where a value
of zero degrees doesn’t mean there is “no temperature,” it simply means
it’s extremely cold!

RATIO SCALE
 Ratio scale data is like interval scale data, but it has a 0 point and ratios can
be calculated. You will not have a negative value in ratio scale data.
 Example: Scores in final exam are 80, 68, 20 and 92 (out of a 100 points).
The data can be arranged from lowest to highest: 20, 68, 80, 92. There is no
negative point in the scores but the lowest score is 0 point.
 The differences between the data have meaning. The score 92 is more than
the score 68 by 24 points.
 Ratios can be calculated. The smallest score is 0. So 80 is four times 20. If
one student scores 80 points and another student scores 20 points, the student
who scores higher is 4 times better than the student who scores lower.

RATIO SCALE
COMPARISON OF THE 4 LEVELS OF MEASUREMENT
 A measure of central tendency is a single value that describes a set of data by
identifying the central position within that set of data.
 Kinds of measures of central tendency:
a) Mean
b) Median
c) Mode

MEASURES OF CENTRAL TENDENCY

 The mean is the sum of the value of each observation in a dataset divided by the
number of observations. This is also known as the arithmetic average.
 The mean can be used for both continuous and discrete numeric data.
 The mean cannot be calculated for categorical data, as the values cannot be
summed.
 As the mean includes every value in the distribution the mean is influenced by
outliers and skewed distributions.

MEAN
 Example: Consider this dataset showing the retirement age of 11 people, in
whole years:
54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60
 Solution: 54+54+54+55+56+57+57+58+58+60+60 = 623
623 11 (number of scores) = 56.6 years.

MEAN
 The median is the middle value in distribution when the values are arranged in
ascending or descending order.

 The median divides the distribution in half (there are 50% of observations on
either side of the median value). In a distribution with an odd number of
observations, the median value is the middle value.

MEDIAN
 The mode is the most commonly occurring value in a distribution.
 On a histogram it represents the highest bar.
 It is used for categorical data where the most common category is emphasized.
 Example: Consider this dataset showing the retirement age of 11 people, in
whole years:
54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60
 The mode is 54 since it is the most commonly occurring value.

MODE
 The mode has an advantage over the median and the mean as it can be found for both
numerical and categorical (non-numerical) data.
 The are some limitations to using the mode. In some distributions, the mode may not reflect
the center of the distribution very well. When the distribution of retirement age is ordered
from lowest to highest value, it is easy to see that the center of the distribution is 57 years, but
the mode is lower, at 54 years.
 The mode is very rarely used with continuous data (such weight and height because it is
rarely to have 2 or more 67.4 kg among 30 respondents or a height of 162. 5 cm).

MODE
 Normal distribution (not skewed)
 Positively or right skewed
 Negatively or left skewed

SYMMETRICAL DISTRIBUTIONS
 Not skewed means the data
set are evenly distributed (few
are high and low scores and
most of the scores are
gathered closer to the Mean of
the data set.)

NORMAL DISTRIBUTION (NOT SKEWED)

 Right skewed distribution
means the data set are not
evenly distributed. There
are more low scores. The
low scores are less than the
value of the Mean.

POSITIVELY SKEWED OR RIGHT

SKEWED
 Left skewed distribution
means the data set are not
evenly distributed. There
are more high scores. The
high scores are more than
the value of the Mean.

NEGATIVELY SKEWED OR LEFT

SKEWED
SUGGESTED MCT FOR SPECIFIC SCALE
 A measure of variability (MOV) is a value that represents the amount of dispersion in a
dataset. It describes how spread the scores are in a set of data.
 It defines how far away the data points tend to fall from the center.
 A low value of MOV indicates that the data points closer around the center. A high value
of MOV indicates that they tend to fall further away from the center.
 Kinds of MOV:
1) range
2) standard deviation
3) variance

MEASURES OF VARIABILITY
 The range is the difference in the maximum and minimum values of a data set.
 The maximum is the largest value in the dataset and the minimum is the smallest
value.
 The range is easy to calculate but it is very much affected by extreme values.

RANGE
 The variance is the average squared distance from the mean.
 The standard deviation is the square root of the variance.
 The standard deviation is approximately the average distance of the values of a
data set from the mean

VARIANCE AND STANDARD DEVIATION

 1) When the value of the standard
deviation (SD) is low, the scores in
the data set are closer to each other.
The data set is described to be
homogeneous.
2) When the value of the SD is high,
the scores in the data set are far from
each other. The data set is described
to be heterogeneous.
3) The same interpretations are true for
other MOVs.

COMPARISON OF LOW AND HIGH SD

 The measures of positions give a range where a certain percentage of the data
fall (whether below, middle, or above of the whole distribution).
 Kinds of MOP:
1) Median
2) Quartile
3) Decile
4) Percentile

MEASURES OF POSITIONS
 1) The pth percentile of the data set is a measurement
such that after the data are ordered from smallest to
largest, at most, p% of the data are at or below this
value and at most, (100 - p)% at or above it.
2) The median is the value where fifty percent or the
data values fall at or below it.
3) Therefore, the median is the 50th percentile.
4) A common application of percentiles is their use in
determining passing or failure cutoffs for
standardized exams such as the NCAE, NAT, and
NEAT. If you have a 95th percentile score then you
are at or above 95% of all test takers.

MEDIAN AND PERCENTILE

 1) The 25th percentile is also the
denoted by Q1 (Quartile 1).
2) The 75th percentile is also denoted
by Q3 (Quartile 3).
3) Q1 is called the lower quartile.
4) Q3 is called the upper quartile.

QUARTILE AND PERCENTILE

 The minimum
 The lower quartile (Q1 or 25th Percentile)
 The median (Q2 or 50th Percentile)
 The upper quartile (Q3 or 75th Percentile)
 The maximum

THE FIVE NUMBER SUMMARY FOR MOP

  The final exam scores of 18 students are:
24, 58, 61, 67, 71, 73, 76, 79, 82, 83, 85, 87, 88, 88, 92, 93, 94, 97
 Min = 24; Q1= 70; Median = 82.5; Q3 = 89; Max = 97
 Interpretation:
a) Min: The lowest score on the final exam was 24.
b) Max: The highest score on the exam was 97.
c) Q1: 25% of the students scored a 70 or below.
d) Median: 50% of the students scored above an 82.5.
e) Q3: 75% of the students scored 89 or below. We can also say that 25% of the students
scored at least an 89.

EXAMPLE OF MOP & ITS INTERPRETATION

 Criterion-referenced
 Norm-referenced

INTERPRETATION OF TEST RESULTS

 Criterion-referenced tests compare a person’s knowledge or skills against a
predetermined standard, learning goal, performance level, or other criterion.
 Each person’s performance is compared directly to the standard, without
considering how other students perform on the test.
 It can use “cut scores” to place students into categories such as “basic,”
“proficient,” and “advanced.”

CRITERION-REFERENCED TESTS
 Norm-referenced measures compare a person’s knowledge or skills to the
knowledge or skills of the norm group.
 The composition of the norm group depends on the assessment.
 For student assessments, the norm group is often a nationally representative
sample of several thousand students in the same grade (and sometimes, at the
same point in the school year).
 Norm groups may also be further narrowed by age, English Language Learner
(ELL) status, socioeconomic level, race/ethnicity, or many other characteristics.

NORM-REFERENCED TESTS
 By knowing the MCT, MOV, and MOP the teacher can differentiate instruction
along strategy, interventions, and assessments.
 It is important to know these measures to determine whether our learners are
going towards the standards. If not, then as teachers, we can make some
interventions for those students who are lagging behind (outliers) and give
enhancement to those who excel (outliers).

IMPLICATIONS TO TEACHING
“Although no one can go back and make a brand
new start, anyone can start from now and make a
brand new ending.”

– Carl Bard
 https://careerfoundry.com/en/blog/data-analytics/data-levels-of-measurement/
 https://courses.lumenlearning.com/odessa-introstats1-1/chapter/frequency-freq
uency-tables-and-levels-of-measurement/
 https://www.renaissance.com/2018/07/11/blog-criterion-referenced-tests-norm
-referenced-tests/
 https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-
mode-median.php
 https://tinyurl.com/ykjcb69x
 https://online.stat.psu.edu/stat500/lesson/1/1.5/1.5.3

REFERENCES