Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY-SAN JUAN

San Juan, Southern Leyte

WORKBOOK

IN

PROF. ED. 326

(ASSESSMENT OF STUDENT LEARNING II)

_____________________________________________
Name of Student

Second Semester
A.Y.: 2019-2020
 PREFACE
This workbook in Professional Education 326(Assessment in Student Learning II) is
designed to help students, research workers and others who are interested in the
application of different statistical tools in parametric statistics. This will answer the questions
what, when, why and how in the analysis of research problems. Every research problem
has its appropriate statistical test, hence the use of this workbook.

This workbook contains four chapters. Chapter 1 presents the Process-Oriented

Performance-Based Assessment, Chapter 2 is Product-oriented Performance-Based
Assessment, Chapter 3 is Educational Evaluation, Chapter 4 is the Introduction to Statistics,
Chapter 5 is the Measures of Central Tendency, Chapter 6 has the Measures of Variability
and Chapter 7 is the Simple Tests of Hypothesis.

The writer welcomes suggestions and will deeply appreciate comments from
Instructional Materials Committee and other research workers for further revisions of this
workbook.
 TABLE OF CONTENTS

CHAPTER DESCRIPTIVE TITLE PAGE

I PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
1. Process-Oriented Learning Competencies 2
2. Task Designing 2
3. Scoring Rubrics 2
II PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
1. Process-Oriented Learning Competencies 10
2. Task Designing 10
3. Scoring Rubrics 10
III EDUCATIONAL EVALUATION
1. Educational Evaluation 18
2. Evaluation Approaches 18
3. Evaluation Methods and Techniques 19
4. CIPP Evaluation Model 20
5. Summary of Keywords and Phrases 20
IV INTRODUCTION TO STATISTICS
1. Statistics 26
2. Major Areas of Statistics 26
3. Groups of Inferential Statistics 26
4. Scales of Measurement 26
5. Steps of Hypothesis Testing 27
6. Definition of Terms 27
V MEASURES OF CENTRAL TENDENCY
A. Ungrouped Data (Mean, Median, Mode) 28
B. Grouped Data 33
1. Frequency Distribution 33
2. Mean, Median, Mode 34
VI MEASURES OF VARIABILITY
1. Standard Deviation (Grouped & Ungrouped Data) 51
VII SIMPLE TEST OF HYPOTHESIS
1. Steps of Hypothesis Testing 61
2. Z-test (Sample Mean Compared with Population Mean) 61
3. Z-test (Comparing Two Sample Means) 63
4. Z-test (Comparing Two Sample Proportions) 64
5. T-test (Sample Mean Compared with Population Mean0 70
6. T-test (Comparing Two Sample Means) 71
7. Spearman Rank Coefficient of Correlation 78
8. Person Product Moment Correlation Coefficient 82
9. Point-Biserial Coefficient of Correlation 86

BIBLIOGRAPHY 91
 Chapter 1

A.
Process-
Oriented
Learning

B.
Competencie
s

C.
Process-Oriented Performance-Based Assessment

Task
D. Scoring
Designing Rubrics

1
 PROCESS-ORIENTED PERFORMANCE-BASED ASSESSMENT
*Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated, and revealed in performance over time.

*Learning is a complex process. It entails not only what students know but what they can do
with what they know; it involves not only knowledge and abilities but values, attitudes, and
habits of mind that affect both academic success and performance beyond classroom.

*Assessment should reflect theses understandings by employing a diverse array of

methods, including those that call for actual performance, using them over time so as to
reveal change, growth, and increasing degrees of integration.

*Process-Oriented Learning Competencies

*Process-oriented performance-based assessments are stated in directly observable
behaviors of the students.
*Competencies are groups or clusters of skills and abilities for needed for a particular
task.
* A competency is said to be more complex when it consists of two or more skills.

*Examples:
A. Simple competencies
1. Speak with a well-modulated voice.
2. Draw a straight line from one point to another point.
3. Color a leaf with a green crayon.

B. Complex competencies
1. Recite a poem with feeling using appropriate voice quality, facial expressions
and hand gestures.
2. Construct an equilateral triangle given three non-collinear points.
3. Draw and color a leaf with green crayon.

9.2Task Designing
*Standards for Designing a Task:
1. Identifying an activity that would highlight the competencies to be evaluated.
2. Identifying an activity that would entail more or less the same sets of competencies.
3. Finding a task would be interesting and enjoyable for the students.

*Science laboratory classes are particularly suitable for a process-oriented performance-

based assessment technique.

9.3Scoring Rubrics

*Rubric is a scoring scale used to assess student performance along a task-specific set
of criteria.

*Authentic assessments are criterion-referenced measures, that is a student’s aptitude

on a task is determined by matching the students’ performance against a set of criteria to
determine the degree to which the students’ performance meets the criteria for the task.
2
 * Recitation Rubric
Criteria Weight 1 2 3
Number of
appropriate Hand
Gestures X1 1–4 5–9 10–12
Appropriate Facial Lots of Few inappropriate No apparent
Expression X1 inappropriate facial expression inappropriate
facial expression facial
expression
Voice Inflection X2 Monotone voice Can vary voice Can easily vary
used inflection with voice inflection
difficulty
Incorporate proper Recitation Recitation has Recitation fully
ambiance through contains very some feelings captures
feelings in the voice X3 little feelings ambiance
through feelings
in the voice

*Descriptors spell out what is expected of students at each level of performance for each
criterion.

*A descriptor tells students more precisely what performance looks like at each level and
how their work may be distinguished from the work of others for each criterion.

*It is very useful for the students and the teacher if the criteria are identified and
communicated prior to completion of the task. Students know what is expected of them and
teachers know what to look for in student performance.

*Types of Rubric
1. Analytic Rubric-articulates levels of performance for each criterion so the teacher can
assess student performance on each criterion.(Example is the Recitation rubric above).
*It is more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a larger number of criteria.

2.Holistic Rubric- does not list separate levels of performance for each criterion.
*It tends to be used when a quick or gross judgment needs to be made.
Example below:

3 – Excellent Speaker
 Include 10-12 changes in hand gestures
 No apparent inappropriate facial expressions
 Utilizes proper voice inflection can create proper ambiance for the poem
2 – Good Speaker
 Included 5-9 changes in hand gestures
 Few inappropriate facial expressions
 Have some inappropriate voice inflection changes
 Almost creating proper ambiance

3
 Activity No. 1
Name:____________________________________ Date:_______ Score:___________

A. For each of the following tasks, identify at least three process-oriented learning
competencies:

1. Constructing an angle bisector using a straight edge and a compass.

2. Constructing three-dimensional models of solids from cardboards.

3. Writing an essay about EDSA III.

4. Performing a skit on the importance of a national language.

5. Role playing to illustrate the concept of Filipino family values.

B. Choose any five activities below and then construct your own scoring rubrics.

1. Use evidence to solve a mystery.

2. Devise a game.

3. Participate in a debate.

4. Infer the main idea of a written piece.

5. Draw a picture that illustrates what’s described in a story or article. Explain what you have
drawn, using details from the story or article.

6. Write a research paper.

7. Apply a scoring rubric to a real or simulated piece of student work.

8. Write an outline of a text or oral report.

9. Propose and justify a way to resolve a problem.

10. Design as museum exhibit.

4
 Enrichment Activity No. 1
Name:________________________________ Date:____________ Score:___________
I. MULTIPLE CHOICE: Encircle the letter with the correct answer.

1. Given: 5, 25, 35, 45, 55, 65, 95, 34, 26, 49, 54. Which is TRUE of the score
distribution?
A. The range is quite high.
B. Standard deviation is zero.
C. It is bimodal.
D. It is trimodal.
2. If the criterion of success is a score of 75, what can you say of the given
score distribution?
A. Only one met the criterion of success.
B. One is below the criterion of success.
C. Not one met the criterion of success.
D. Only eight met the criterion of success.
3. The figure below shows a comparison of the tutorial group sizes you had for
the 1st and 2nd semester. Study them then answer the questions.

8 8
7 Semester 1 7 Semester 2
6 6
5 5
4 4
Number of groups 3 3
2 2
1 1
0 0
3 4 5 6 7 3 4 5 6 7
Size of the tutorial group

Can it be said that the size of the tutorial group is more varied or dispersed in
the 2nd semester?
A. Yes. C. No, as the Figures show.
B. No. D. Need more data to be able to answer 5
 4. Can it be said that the size of the tutorial group is less varied or dispersed in
the 1st semester?
A. Yes. C. No, as the Figures show.
B. No. D. Need more data to be able to answer
5. What is the range of the size of the tutorial group for the 1st semester?
A. 3 C. 4
B. 5 D. 2
6. What is the range of the size of the tutorial group for the 2nd semester?
A. 3 C. 4
B. 5 D. 2
7. Which statement is TRUE of range?
A. It tells how spread a set of data is.
B. It tells how concentrated a set of data is.
C. It is computed by deducting the highest number from the lowest.
D. It is the most sophisticated way of computing for the variability of
data.

Study the Table below then answer the ff. questions:

Table 1: Comparison of coursework and examination marks for 14 students

Student A B C D E F G H I J K L M N
Coursework mark 27 44 39 20 41 40 37 34 40 40 38 40 29 27
Examination mark 12 47 23 25 38 45 35 35 41 39 32 25 18 30

8. You are interested to compute the variability of the students’ marks in both
coursework and examination. What are you interested in?
A. How the scores converge around the mean
B. How spread the scores are
C. How close the coursework marks are to the examination marks
D. How far the coursework marks are to the examination marks

6
9. What is/are TRUE of the score distribution?
I. The highest coursework mark is 48 and lowest is 27 giving a range of 21.
II. In the examination, the highest mark is 47 and the lowest is 12 producing
a range of 35.
III.There is a wider variation in the students’ performance in the
examination than in the coursework for this module.
A. I only B. II only C. II and III D. I, II, and III
10. Suppose you add zero as score in both coursework and examination
marks, will the
range be still typical of the marks?
A. No more C. Very much
B. Can’t be determined D. Yes only for coursework mark

Study the Table of data below then answer the questions.

Lower quartile Median Upper quartile

Student A B C D E F G H I J K L M N O P Q R S T
Mark 43 48 50 50 52 53 56 58 59 60 62 65 66 68 70 71 74 76 78 80

11. Which is/are TRUE of the median?

I. Lies at the mid-point between the two central values (10 th and 11th)
II. Half-way between 60 and 62 = 61
III. A measure of variability in this Table of data
A. I and II C. I, II and III
B. I only D. II only
12. What are TRUE of the data?
I. The lower quartile lies at the mid-point between the 5 th and 6th
values = half-way between 52 and 53 = 52.5
II. The upper quartile lies at the mid-point between the 15 th and 16th
values = half- way between 70 and 71 = 70.5
III. The inter-quartile range for this dataset is 70.5 – 52.5 = 18.
IV. The range is: 80 – 43 = 37.
A. I and II C. II, III and IV
B. I, III, IV D. I, II, III and IV 7
Study the Figure below then answer the ff. questions:

99.72%

95.44%

63.26%

I
I
I
I I
I I

-3SD -2SD -1SD +150 +250 +350

MEAN

13. If the mean of a dataset is 25 and its standard deviation is 1.6, then
I. 68% of the values in the dataset will lie between MEAN-1SD (25-
1.6=23.4)
II. MEAN+1SD (25+1.6=26.6)
III. 99% of the values will lie between MEAN-3SD (25-4.8=20.2)
IV. MEAN+3SD (25+4.8=29.8)
A. I, II, III and IV C. I, II and III
B. III and IV D. I and II
14. In a 100 – item test, the score of Student C is ½ SD above the mean. Mean
is 50 and SD is 4.8. What is her score?
A. 52.4 C. 54.8
B. 47.6 D. 50

8
 Chapter 2

Product-Oriented Task Designing

Learning Competencies
Product-Oriented Performance-Based
Assessment

Scoring Rubrics

9
 PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT
* Performance-based assessment has been used interchangeably with “authentic
assessment” and “alternative assessment”.

*Performance-based assessment has led to the use of a variety of alternative ways of

evaluating student progress(journals, checklists, portfolios, projects, rubrics, etc.) as
compared to more traditional methods of measurement(paper-and-pencil testing).

10.1Product-Oriented Learning Competencies

* Student performances can be defined as targeted tasks that lead to a product or overall
learning outcome.

*Product can include a wide range of student works that target specific skills.

*Some examples include communication skills such as those demonstrated in reading,

writing, speaking, and listening, or psychomotor skills requiring physical abilities to perform
a given task.

*Target tasks can also include behavior expectations targeting complex tasks that students
are expected to achieve.

*Product-oriented learning competencies target three levels:

1. Novice or Beginner’s Level
2. Skilled Level
3. Expert Level

10.2Task Designing

* Concepts that may be associated with task designing:

1. Complexity. The level of complexity of the project needs to be within the range of
ability of the students.
2. Appeal. The project or activity must be appealing/interesting to the students.
3. Creativity. The project needs to encourage students to exercise creativity and
divergent thinking.
4.Goal-Based. The teacher must bear in mind that the project is produced in order to
attain a learning objective.

1.3 Scoring Rubrics

* Scoring rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’
efforts(Brookhart,1999).

*It is employed when a judgment of quality is required and may be used to evaluate a broad
range of subjects and activities.
10
*Major Criteria for product assessment :
1. Quality 3. Comprehensiveness 5. Aesthetics
2. Creativity 4. Accuracy

*Grading essays is just one example of performances that may be evaluated using scoring
rubrics.

*There are many other instances in which scoring rubrics may be used successfully:
1. Evaluate group activities
2. Extended projects
3. Oral presentations

*Scoring rubric is used does not depend on the grade level or subject, but rather on the
purpose of the assessment.

*Benefits from scoring Rubrics in the Evaluation Process:

1. They support the examination of the extent to which the specified criteria have been
reached.
2. They provide feedback to students concerning how to improve their performances.

*Steps in the Process of developing Scoring Rubrics:

1. Process entails the identification of the qualities and attributes that the teacher wishes to
observe in the student’s outputs that would demonstrate their level of proficiency.
2. Defining criteria for the top level of performance.
3. Identification and definition of the criteria for lowest level performance.

*General scoring rubrics may be developed and used to evaluate each of an oral
presentations given by the students.

*Specific scoring rubrics is necessary if the evaluators would know the knowledge of each
participant in the oral presentations.

11
 Activity No. 2
Name:____________________________ Date:________________ Score:___________

A. Differentiate between a process-oriented and a product-oriented performance –based

assessment.

B. Differentiate between general and specific task oriented scoring rubrics.

C. What factors determine the use of scoring rubrics over other authentic assessment
procedures? Discuss.

D. Identify and describe the process of developing scoring rubrics for product-oriented
performance-based assessment.

E. For each of the following, develop a scoring rubrics:

1. Essay on” Why Jose Rizal should be the national hero?”

2. Essay on “Should the power industry be deregulated?”

3. Oral presentation of the piece ”Land of Bondage, Land of the Free”.

4. Scrapbook on “EDSA I Revolution”.

5. Group activity on “Geometric Shapes through Paper Folding”.

6. Specimen preservation on a biological diversity class.

7. Evaluating an output of a typing class.

8. Laboratory output in ”Frog dissection”.

12
 Enrichment Activity No. 2
Name:_______________________________ Date:_____________ score:__________
I. MULTIPLE CHOICE: Encircle the letter with the correct answer.

1. Study the Figures then answer the questions:

What is TRUE of the positively distribution?

A. Most scores are high.
B. Most scores are low.
C. Test may be easy.
D. Students learned very much.
2. Which is TRUE of the negatively skewed distribution?
A. Most scores are high.
B. Most scores are low.
C. Test may be difficult.
D. Students learned very little.

3. If the score distribution follows a normal curve, which apply?

I. Unimodal (one mode)
II. Symmetrical – just as many people above the mean as below the
mean
III. Bell shaped
IV. Mean, Mode, and Median are all located in the center
A. I, II, III and IV C. I and II
B. I and III D. I, II
13
4. When should you not use the mean to determine central tendency?
When_____.
I. there are values that are unusual compared to rest of the data set by
being especially small or large in numerical value
II. there are few scores.
III. when score distribution is skewed
A. I only C. I and III
B. II only D. I, II and III

5. You got a 76 (of 100) and your friend got 82 (also of 100). Did your friend
do better than you?
I. Not necessarily
II. Yes
III. Other factors such as SD, Level of difficulty need to be considered.
A. I and III C. II only
B. I only D. III only
6. Suppose that in a 100-item test, your score is 76 and in another 100-item
test your friend got a score of 82? Did your friend do better if the mean mark
in your class was 54 and the standard deviation was 20 and the mean mark in
your friend’s class is 72 and the standard deviation was 15. Your Z score is
(76-54)/20 = 1.1 Your friends Z’ score is (82-72)/15 = 0.67.
A. You did better than your friend because your mark was more
standard deviation above the class mean.
B. Your friend did better because his raw score (82) is higher than
yours (76).
C. It cannot be told.
D. More data like IQ are needed on which to base answer.

7. Who performed better – Student A who graduated 37 th out of a class of 250

or Student B who graduated 12th in a class of 60?
A. Student A C. Student B
B. Cannot be determined D. The two performed equally

14
 8. What does 85th percentile mean of an examinee?
A. S/he belongs to the upper 15% of the examinees.
B. S/he belongs to the upper 85% of the examinees.
C. S/he got a raw score of 15 out of an 85-item test.
D. S/he got a raw score of 85 out of a 100-item test.

9. Study the Table then answer the questions that follow.

Item 10 of 125. The correct option is 5.
Item Response Pattern
1 2 3 4 5 Omit Error Total
Upper 27% 2 8 0 1 19 0 0 30
7% 27% 0% 3% 63% 0% 0% 100%
Middle 46% 3 20 3 3 23 0 0 52
6% 38% 6% 6% 44% 0% 0% 100%
Lower 27% 6 5 2 2 9 0 0 30
20% 17% 7% 7% 30% 0% 0% 101%
Total 11 33 6 6 51 0 0 112
10% 29% 5% 5% 46% 0% 0% 100%

Which are TRUE of the data?

I. About two-thirds of the upper group but only one-third of the
lower group answered the item correctly.
II. The examinees who answered the item incorrectly did not
select the incorrect response in equal proportions.
III. The examinees concentrated on a single incorrect option
IV. Option two seems to be the most attractive incorrect option,
especially to the upper and middle groups.
A. I, II and III C. I, II, and IV
B. I and II D. II and III

10. Which option needs to be more attractive?

A. Option 4 C. Option 1
B. Option 2 D. Option 3

15
 11. Which is/are TRUE of discrimination index? The index of discrimination….
I. is useful in a test to produce a spread scores
II. is not useful in mastery model tests.
III. is useful in criterion-referenced tests.
A. I and II C. I only
B. II only D. I, II and III
12. Study the tabular data answer the questions: Questions #1 and #2.
Question A B C D
#1 0 3 24* 3
#2 12* 13 3 2

Which are TRUE of the data?

I. Option A of Question #1 was not a very good distracter.
II. The difficulty index of item 1 is .80.
III. The difficulty index of item 2 is .40.
IV. Distractor B of item 2 should be carefully studied by the item
write.
A. I and II C. II and III
B. I and III D. I,II, III and IV
13. A rough “rule-of-thumb” is that if the item difficulty is more than .75, it is
an easy item; if the difficulty is below .25, it is a difficulty item. How do you
regard item 1?
A. Moderately easy C. Extremely easy
B. Easy D. Cannot be classified

14. Study the tabular data then answer the following questions.
Item # Correct(Upper group) # Correct(Lower group) Difficulty(p) Discrimination
Question 1 4 4 .80 0
Question 2 0 3 .30 -0.6
Question 3 5 1 .60 0.8

Which is the best question?

A. Question #3 C. Question #1
B. Question #2 D. None

16
 Chapter 3
Educational
Evaluation

Evaluation Approaches

Evaluation Methods and Techniques

CIPP Evaluation Model

Summary of Keywords and Phrases

17
 EDUCATIONAL EVALUATION
*Evaluation viewed from micro or classroom level as systematic, continuous and
comprehensive process of determining the growth and progress of the pupil towards
objectives or values of the curriculum.

*Evaluation may be characterized as the systematic determination of merit, worth, and

significance of something or someone.

11.1 Educational Evaluation

*Guiding Principles for Evaluators:

1. Systematic Inquiry: Evaluators conduct systematic, data based inquiries about
whatever is being evaluated. Inquiry cannot be based on pure
hearsay or perceptions but must be based on concrete evidence
and data support the inquiry process.
2.Competence:Evaluators provide competent performance to stakeholders. The
evaluators must be people or persons of known competence and
generally acknowledged in the educational field.
3.Integriy/Honesty: Evaluators ensure the honesty and integrity of the entire evaluation
process. As such, the integrity of authorities who conduct the
evaluation process must be beyond reproach.
4.Respect for People: Evaluators respect the security, dignity and self-worth of the
respondents, program participants, clients, and other
stakeholders with whom they interact. They cannot act as if they
know everything but must listen patiently to the accounts of those
whom they are evaluating.
5.Responsibilities for General and Public Welfare: Evaluators articulate and take into
account the diversity of interests and values that may be related to
the general and public welfare.

*
11.2Evaluation Approaches

*Examples of methods, techniques and approaches for conducting evaluations:

1. Self-assessment 15. Experiment
2.Action research 16. Experimental techniques
3.School accreditation 17. Factor analysis
4.Alternative assessment 18.Strategic planning
5.Quantitative research 19.Feasibility study
6.Assessment 20.Field experiment
7.Questionnaire 21.Rubrics
8.Benchmarking 22.Focus group
9.Case study 23.Sampling
10.Change management 24. Statistics
11.Clinical trial 25.Grading
12.Policy analysis 26. Historical method inquiry
13.Competitor analysis 27.Interview
14.Consensus decision-making 28.Marketing research, etc.
18
 A. Pseudo-evaluation:
1.Politically controlled and public relations studies are based on an objectivist
Epistemology from elite perspective.
2.Public relations information is used to paint a positive image of an object regardless of
the actual situation.

B. Objectivist, elite, quasi-evaluation:

1.Experimental research is the best approach for determining causal relationships
between variables.
2.Management information system can give detailed information about the dynamic
operations of complex programs.
3.Testing programs are familiar to anyone who has attended school, served in the
military, or worked for a large company.
4.Objectives-based approaches relate outcomes to pre-specified objectives, allowing
judgments to be made about their level of attainment.
5.Content analysis is a quasi-evaluation approach because content analysis judgments
Need not be based on value statements.

C.Objectivist, mass, quasi-evaluation:

1.Accountability is popular with constituents because it is intended to provide an accurate
accounting of results that can improve the quality of products and services.

D.Objectivist, elite, true evaluation

1.Decision-oriented studies are designed to provide a knowledge base for making and
defending decisions.
2.Policy studies provide general guidance and direction on broad issues by identifying
and assessing potential costs and benefits of competing policies.

E. Objectivist, mass, true evaluation

1.Consumer-oriented studies are used to judge the relative merits of goods and services
based on generalized needs and values, along with a comprehensive range of effects.

F. Subjectivist, elite, true evaluation

1.Accreditation/certification programs are based on self-study and peer review of
organizations, programs, and personnel.
2.Connoisseur studies use the highly refined skills of individuals intimately familiar with
the subject of the evaluation to critically characterize and appraise it.

G. Subjectivist, mass, true evaluation

1.Adversary approach focuses on drawing out the pros and cons of controversial issues
through quasi-legal proceedings.
2.Client-centered studies address specific concerns and issues of practitioners and other
clients of the study in a particular setting.

11.3Evaluation Methods and Techniques

*Evaluation is methodically diverse using both qualitative and quantitative methods
including case studies, survey research, statistical analysis, and model building among
others.

19
11.4The CIPP Evaluation Models

*Stuffebeam(1983) developed a very useful approach in educational evaluation known as

the CIPP or Context, Input, Process, Product Approach.

*The approach essentially systematizes the way we evaluate the different dimensions and
aspects of curriculum development and the sum/total of student experiences in the
educative process.

The ‘CIPP’ model of evaluation

PROCESS
INPUTSPRODUCT

CONTEXT

11.5Summary of Keywords and Phrases

1. Assessment is the process of gathering and analyzing specific information as part of

an evaluation.
2.Competency evaluation is a means for teachers t determine the ability of their students
in other ways besides the standardized test.

3.Course evaluation is the process of evaluating the instruction of a given course.

4.Educational evaluation is evaluation that is conducted specifically in an educational

setting.

5. Immanent evaluation opposed by Gilles Deleuze to value judgment.

6.Performance evaluation is a term from the field of language testing.

7.Program evaluation is essentially a set of philosophies and techniques to determine if a

program works.

20
 Activity No. 3
Name:______________________________ Date:_____________ Score:___________

A. Discuss the following evaluation philosophies:

1. Subjectivist ethics

2. Objectivist ethics

3. Subjectivist epistemology

4. Objectivist epistemology

5. Utilitarianism

B. State and discuss the basic principles in educational assessment and evaluation.

C. Consider Stuffebeam’s CIPP evaluation model. What are the essential components of:

1. Context?

2. Input?

3. Process?

4. Product?

D. Using Stuffebeam’s CIPP model, conduct a self-assessment to evaluate your own

Mathematics program in your school.

E. What are the political dimensions involved in educational evaluation? Discuss these
dimensions thoroughly.
 21
Enrichment Activity No. 3
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. The range of a score distribution where 50 is the highest possible score is
50. What does this imply?
A. The lowest score is 10. C. The highest score is 50.
B. The lowest score is 20. D. The midpoint is above 50.
2. Below are sound advice on how teachers should utilize assessment results,
EXCEPT:
A. feedback to the pupil should be about particular qualities of his work
B. give specific advice on what the pupil can do improve
C. compare pupil’s score with those of the other pupils
D. compare scores to the mean score
3. Which is/are way/s by which a school may use assessment results?
I. Facilitate curricular at faculty meetings, curriculum committee
meetings, and faculty retreats.
II. Guide changes in the development of.
III.Justify past curricular changes and show program improvement
resulting from those changes
A. I only C. II and III
B. II only D. I, II and III

4. Which is/are way/s by which a school may use assessment results?

I. Further refine assessment methods or implement new assessment
methods
II. Develop academic services for students
III. Share assessment information with alumni and School Governing
Council
A. I, II and III C. II and III
B. I and II D. I and III

22
5. You want to teach your pupils how to send e-mail. You discover that 5%
already know how to send e-mail while the remaining 5% are zero
knowledge. What is a collaborative way of ensuring than those who do not
know how to email will learn how?
A. Mastery teaching
B. Peer tutoring
C. Differentiated instruction
D. Reflective teaching
6. You discover that your students did the opposite when you asked them to
refute a given statement. What should you do next time?
A. Never use “refute” again.
B. Allow them to answer based on their own understanding.
C. Use words within the level of your pupils.
D. Disregard the test item.

7. Based on your diagnostic test, you find out that your students can use
EXCEL very well. What should you do?
A. Let students decide what to do during the computer period.
B. Let students display their skill on EXCEL.
C. Teach them EXCEL to further hone their skills.
D. Proceed to the next lesson objective.
8. Eighty percent (80%) of your students got scores 2SDs above the mean.
What will you do?
I. Find out how the remaining 20% performed.
II. Focus on the 80% who performed well since they are the majority.
III. Help the 20 % for better performance.
A. I and II C. I only
B. I and II D. I, II and III

23
9. After studying multiple assessment results, you discover that student B
performed very poorly on all tests – written and unwritten. What should
you do?
I. Determine the cause of poor performance.
II. Talk to her parents.
III. Determine if she is a child with special needs.
A. I, II and III C. I and III
B. I and II D. II and III
10. Teacher D asks her students to write a summary of their most intimate
thoughts about a film has changed their thoughts about racial
discrimination. Which assessment tool does she employ?
A. Journal entry C. Reflection worksheet
B. Observation sheet D. Theme writing
11. Which is the best way to determine if students have imbibed punctuality
after a lesson on punctuality?
A. Reflection worksheet C. Observation
B. Journal entry D. Debate on use of time

12. Teacher F wants to know how heath conscious her students have become
after a lesson on Health Tips. Which assessment tools is/are most
appropriate?

I. Checklist on health habits III. Observation

II. Quiz on health tips IV. Role plays
A. I and II C. II and III
B. I and III D. I and IV
13. Which is the best assessment activity to test students’ stand on same sex
marriage?
A. Debate C. Observation
B. Journal entry D. Activity sheet
14. Which one may Teacher G use if she wants to measure students’ opinions,
attitudes and values on a psychometrically controlled scale.
A. Semantic differential C. Bipolar adjectives
B. Journal entry D. Interview 24
15. Which measures students’ reactions to stimulus words and concepts in
terms of ratings on bipolar scales defined with contrasting adjectives at
each end?
A. Semantic differential C. Likert scale
B. Bipolar scale D. Journal

25
 CHAPTER 4 : INTRODUCTION TO STATISTICS

STATISTICS – is a science that deals with the collection, tabulation, or presentation, analysis, and
interpretation of numerical or quantitative data.

*Two Major Areas of Statistics:

1. Descriptive Statistics – is concerned with the gathering, classification and presentation of data and
the collection of summarizing values to describe group characteristics of the data.

Examples:
 Measure of Central Tendency
 Measures of Variability
 Skewness – refers to the tail extending to the right or left.
 Kurtosis – refers to the peakness of the normal curve ( leptokurtic, mesokurtic, platykurtic).

2. Inferential Statistics – demands a higher order of critical judgment and mathematical methods.

Examples:
 z-test  chi-square test
 t-test  regression analysis
 simple linear correlation  analysis of variance (Pagoso, et.al.,
1992)

*Two Groups of Inferential Statistics

1. Parametric Tests – are tests that require normal distribution, the levels of measurements of which
are expressed in an interval or ratio data.

2. Nonparametric Tests – are tests that do not require a normal distribution. It utilizes both nominal
and ordinal data (Broto, 2007).

*Four Scales of Measurement

1. Nominal or Categorical Scales – are used as measures of identity.

Examples:
Religious Preference: (1) Roman Catholic (3) Protestant
(2) Jewish (4) Others

2. Ordinal or Ranking Scale – is used in measurement, numbers reflect the rank order of the
individuals or objects.
Examples:
Instructor 1, Instructor 2, Instructor 3, etc.
3. Interval Scale – it provides numbers that reflect difference s among items. 26
Examples:
Fahrenheit and Celsius thermometer, scores, etc.
 4. Ratio Scale – is the final and highest type of scale with an absolute zero.
Examples:
Fahrenheit and Celsius, length, width, etc. (Downie & Heath, 1984)

*Six Steps of Hypothesis Testing (Stepwise Method)

I. Formulation of Hypothesis
II. Level of Significance
III. Statistics
IV. Critical Region
V. Decision Rule
VI. Conclusion (Broto, 2007)

Definition of Terms

1. Null Hypothesis (Ho) – is a hypothesis of “no effect” and formulated for the express purpose of
being reflected.

2. Alternative Hypothesis (Ha) – is the operational statement of the experimental research hypothesis.

3. Level of Significance (L) - gives the probability of mistakenly or falsely rejecting the null hypothesis.

4. Critical Region – is also known as the “region of rejection”. It consists of possible values which are
so extreme that when Ho is true, the probability is very small.

5. Parameter – is any numerical value describing characteristics of a population.

6. Population – refers to any whole set of items or persons having common characteristics (Pagoso,
et.al., 1992).

7. Sample – is the representative part of population (Pagoso, et.al., 1992).

8. Statistics – the values that refers to samples (Downie & Heath, 1984).

9. Statistical Hypothesis – it refers to a preconceived idea about the value of population parameter
which can be verified through statistical tests.

27

A. Measures of central Tendency(Ungrouped Data)

1. Mean – is the sum of all items or terms divided by the total number of items or terms.

∑X
x=
N

where: x = mean
∑ = summation of X or raw scores
N = total number of cases
Example:1. The prices of certain books are set at Php10 , Php15 , Php18 , Php20 , Php24.
Find the arithmetic mean of theses five figures.

Solution: Php10 + Php15 + Php18 +Php20 + Php24 =Php17.40

5

2. Median – is the value of the middle item after arranging the data in an ascending or
descending order.
Example: The following are the scores in Statistics, 5 , 7 ,8 , 16 , 18 , 19, 23. Find the
median.

Solution: The median is 16.

3. Mode – is the value of the term that appears most frequently.

Example: Find the mean, median and mode of the following scores in Statistics: 15, 15, 16, 18,
21.

Answers: Mean = 17
Median = 16
Mode = 15 (Pagoso, et.al., 1992)

28
EXERCISE NO.4
Measures of Central Tendency (Ungrouped Data)
 I. Problem Solving:

1. The grades of a student on 8 examinations were 85, 90, 88, 75, 69, 92, 78, 84. Find the arithmetic
mean.
2. Find the mode of each of the following sets of numbers:
a) 4 , 6, 7, 3, 5, 7, 6 , 8, 9, 6
b) 90, 50, 45, 30, 26 , 37, 28 , 86 , 59, 75
c) 14 , 10 , 11, 14 , 12 , 19, 11, 20, 25, 18
3. Find the mean median and mode of the following numbers:
40 , 35 , 50, 65, 28, 31, 55, 61, 49, 34, 55, 46, 38, 42.
4. Find the mean, and median of the following numbers: 5.5 , 3.4, 7.6, 9.4, 4.4 , 3.9, 8.6 , 5.7, 6.3,
4.7 , 5.2 , 6.3.
5. The following are the salaries of 12 players of one of the top PBA basketball teams: three of them
earn Php3,000 per month, two earn Php8,000 per month, four earn Php4,500 per month and the
rest earn Php2,500 per month. What is the mean and median salary of the players?
6. The following grades were received by 20 accounting students in a short quiz: 10 , 9, 15 , 20, 13,
15, 8, 11, 7, 12, 15, 13, 18, 19, 12, 8, 10, 13, 17, 15. Find the mean of these grades.
7. The Ministry of Tourism reported the total dollar earnings through tourism for the year 1984-1989.
These are shown below. Fine the mean dollar earnings.

Dollar Earnings Through Tourism

In Million US Dollars

Calendar Year Total Tourist Receipts

1984 US $ 366
1985 506
1986 647
1987 458
1988 405
1989 469

8. A company pays its 45 employees a mean monthly salary of P450; a second company pays its 50
employees an average monthly salary of P640; and a third company pays its 84 employees an
average monthly salary of P580.
Find the sum of the salaries in the three companies. What is the average salary per
employee in the three companies (Pagoso, et.al., 1992).

29
Enrichment Activity No. 4
Name:_______________________________ Date:________________ Score:__________
I. Multiple Choice: Encircle the letter with the correct answer.

1. In a normal distribution, which of the following is true?

A. Median = mode = mean C. median = mode = mean
B. Median = mode = mean D. mean = median = mode

2. Which of the following situations may lower the validity of a test?

A. Mrs. Josea increases the number of items measuring each specific
skill from three to five.
B. Mr. Santosa simplifies the language in the directions for the test.
C. Liss Lopeza removes the items in the achievement test that everyone
would be able to answer correctly.
D. None of the above.

3. In a negatively skewed distribution which of the following statements is

true?
A. Mode is lower than the mean. C. Median is Higher than mode.
B. Mean is lower than the mode. D. Mode is lower than the median.

4. In a negatively skewed distribution the following statements are true

EXCEPT
A. Mean is not higher than the median.
B. Median is lower than the mode.
C. Mean is lower than the mode.
D. Mode is less than the median.

5. Miss Cortez administered a test to her class and the result is positively
skewed. What kind of test do you think Miss Cortez gave to her pupils?
A. Posttest C. Mastery Test
B. B. Pretest D. Criterion-referenced Test

6. The result of the test given by teacher A showed a negatively skewed

distribution. What kind of test did teacher A give?
A. The test is difficult C. It is moderately difficult
B. It is not too easy not too difficult D. It is easy

30
7. When the distribution is skewed to the right, what kind of test was
administered?
 A. Difficult C. Average/moderately difficult
B. Easy D. Partly easy-partly difficult

8. In a negatively skewed distribution, what kind of students does Teacher

B have?
A. Very good C. Average
B. Very poor D. Heterogeneous

9. In a positively skewed distribution the student are

A. Very good C. Average
B. Very poor D. Normally distributed

10. In a positively skewed distribution, which of the following

statements is true?
A. Mode=67 while Median=54 C. Mean=73 while Mode=49
B. Median=53 while Mean=41 D. Median=34 while Mode=42

11. Which is implied by a positively skewed scores distribution?

A. The mean, the median, and the mode are equal.
B. Most of the scores are high.
C. Most of the scores are low.
D. The mode is high.

12. In a normal distribution curve, what does a T-score of 60 mean?

A. Two SDs below the mean C. One SD below the mean
B. Two SDs above the mean D. One SD above the mean

For items 13 to 18, what does each figure/distribution on the right indicate?
13. A. mean>median>mode
B. mean<mode>median
C. mean>mode<median
D. mean<median<mode

14. A. mode<mean<median
B. mode>mean>median
C. median<mode>mean
D. none of the above 31

15. A. equal means, unequal standard deviations

 B. equal means, equal standard deviations
C. unequal means, equal standard deviations
D. unequal means unequal standard deviations

16. A. unequal means, equal standard deviations

B. unequal means, equal standard deviations
C. equal means, equal standard deviations
D. equal means, unequal standard deviations

17. A. unequal variability, equal means, different shapes

B. unequal means, equal variability, different shapes
C. equal variability, equal means, different shapes
D. unequal variability, unequal means, different shapes

18. A. unequal means, equal standard deviations

B. equal means, unequal standard deviations
C. equal means, equal standard deviations
D. unequal means, unequal standard deviations

19. In conducting a parent-teacher conference, which of the following is NOT

true?
A. Be friendly and informal C. Be willing to accept suggestions
B. Be a know-it all person D. Be careful in giving advice

20. In a frequency distribution, what is the midpoint of the class interval

whose lower and upper limits are 99.5 and 109.5?
A. 107.0 B. 105.0 C. 104.5 D. 102.5

32

CHAPTER 5: MEASURES OF CENTRAL TENDENCY(GROUPED DATA)

*Frequency Distribution

 Frequency distribution refers to the tabular arrangement of data by classes or categories

together with their corresponding class frequencies.
 Class frequency refers to the number of observations belonging to a class interval, or the
number of items within a category.
 Class interval is a grouping or category defined by a lower limit and an upper limit.

*Steps in Constructing a Frequency Distribution

1. Determine the range by getting the difference between the highest and lowest values in the set of
data.
2. Determine the number of class interval or categories desired. The ideal number of class intervals is
somewhere between 5 and 15.
3. Determine the approximate size of the class interval by dividing the range by the desired number of
class intervals.
4. Write the class intervals starting with the lowest lower limit as determined by the researcher’s
choice.
5. Determine the class frequencies for each class interval by referring to the tally column.
6. Compute the class mark by adding the lower and upper limits of the class interval, then dividing the
sum by 2 (Pagoso, et. al., 1992).

Example: 1. The following data are the score in statistics. Construct a frequency distribution
using 8 as the desired number of classes.
6 13 26 38 49 58 69 75 86 93
107 90 84 73 62 51 45 36 24 19
26 38 48 59 67 74 83 78 65 59
46 39 8 36 45 55 67 72 60 56
47 35 48 54 67 63 56 45 39 48

33
1. Computation of the mean from the grouped data
Formula: X =
∑ fX
N

Where: f – represents the frequency

X – the class mark;
N – the total frequency

Example:

Class intervals f X fX
118 – 126 3 122 366
127 – 135 5 131 655
135 – 144 9 140 1260
145 – 153 12 149 1788
154 – 162 5 158 790
163 – 171 4 167 668
172 – 180 2 176 352
40 5879

Solution:
5879
X= =147.98
40

34
EXERCISE NO.6
 Mean from the Grouped Data

I. Given: Raw scores in Statistics

1.

118 138 148 158

120 139 148 159
124 140 149 161
128 142 149 161
129 142 150 165
130 142 150 167
130 143 151 168
133 146 152 170

Find the following;

1.1 Construct a frequency distribution using nine as the desired number of classes.
1.2 Compute for the mean.

2. Intelligence quotients of runaway boys (from Clairette P. Amstrong 660 Runaway Boys, Richard
C. Badger, Gorham Press, Boston. 1932 p.31). Find the mean.

I.Q Frequency
30 – 39 2
40 – 49 6
50 – 59 60
60 – 69 140
70 – 79 184
80 – 89 139
90 – 99 78
100 – 109 37
110 - 119 14

http://www.ck12.org/concept/Ungrouped-Data-to-Find-the-Mean/?ref=%2Fconcept%2FUngrouped-Data-to-
Find-the-Mean%2F#artifact_title (10/30/12)

35
 3.The weights in milligrams of the dry contents of a certain type of ampule:

Weights Frequency
80 – 84 2
85 – 89 7
90 – 94 18
95 – 99 32
100 – 104 14
105 – 109 10
110 – 114 3
115 – 119 1
120 – 124 1

Find the mean.

4.A mathematics achievement test contained 40 questions for which the answers were marked either
right or wrong. The distribution below summarizes the results. Find the mean.

No. of Answers Correct Frequency

0–2 0
3–5 1
6–8 3
9 – 11 10
12 – 14 11
15 – 17 17
18 – 20 24
21 – 23 25
24 – 26 22
27 – 29 16
30 – 32 7
33 – 35 3
36 - 40 0

http://www.ck12.org/concept/Ungrouped-Data-to-Find-the-Mean/?ref=%2Fconcept%2FUngrouped-Data-to-
Find-the-Mean%2F#artifact_title (10/30/12)

36
 Enrichment Activity No. 6
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. Which statement represent criterion – referenced interpretation?

A. Lucresia did better n solving the linear equation than 80% of representative
Algebra students.
B. Lucresia’s score indicates that she is able to solve about two third of all one –
variable linear equations of such complexity.
C. Students who have reached Lucresia’s level on linear equations usually succeed
in the subsequent unit on simultaneous equations with special help or extra
time; i.e., Lucresia is ready to move ahead.
D. All of the above.

2. Bernard obtained a 97 percentile rank in an aptitude test. This means

A. He answered 97% of the items correctly.
B. He belongs to the 97% of the group who took the test.
C. 79% of the examinees did better than her on the test.
D. He surpassed 97% of those who took the test.

3. Which set of scores has the least variability?

Set 1 0, 5, 10, 15, 20
Set 2 25, 35, 45, 55
Set 3 0, 2, 8, 15, 20
Set 4 505, 501, 503
A. Set 1 B. Set 2 C. Set 3 D. Set 4

4. Standard deviation is to variability as mode to _______.

A. Correlation C. Central tendency
B. Discrimination D. Level of difficulty

5. Goring performed better than 65% of the total number of examinees in the district
achievement test. What is his percentile rank?
A. P35 B. P65 C. P66 D. P75

6. Which is a guidance function of a test?

A. Identifying pupils who need corrective teaching
B. Predicting success in future academic and vocational education
C. Assigning marks for courses taken
D. Grouping pupils for instruction within a class

37
7. Mr. Labalanga, an elementary school teacher in Science found out that many of his
pupils got very high scores in the test. What measure of central tendency should he
use to describe their average performance in the subject?
A. Mean B. Median C. Mode D. Range

8. Which of the following indicates how compressed or expanded the distribution of

source is?
A. Measures of position C. Measures of correction
B. Measures of central tendency D. Measures of variability

9. The proportion passing the upper and lower group is .80 and .35, respectively. What
is the index of difficulty?
A. .38 B. .40 C. .58 D. 1.02

10. Mr. Gringo tried to correlate the scores of his pupils in the Social Studies test with
their grades in the same subject last 3 rd quarter. What test validity is he trying to
establish?
A. Content validity C. Concurrent validity
B. Construct validity D. Criterion – related validity

11. In a frequency distribution, what is the interval size of the class whose lower and
upper limits are 9.5 and 19.5?
A. 11.0 B. 10.0 C. 9.0 D. 5.0

12. Given a mean of 55 and a standard deviation of 8, what two score include one
standard deviation below and above the mean?
A. 46 and 63 B. 47 and 64 C. 47 and 63 D. 46 and 64

13. Given the same mean of 55 and standard deviation of 8, what score corresponds to
two standard deviations above the mean?
A. 70 B. 71 C. 72 D. 73

14. What principle of test construction is violated when one places very difficult items
at the beginning; thus creating frustration among students particularly those of
average ability and below average?
A. All the items of particular type should be placed together in the test.
B. The items should be phrased so that the content rather than the form of the
statements will determine the answer.
C. All items should be approximately 50 percent difficulty.
D. The items of any particular type should be arranged in an ascending order of
difficulty.

15. Mrs. Del Salvatier would like to find out how well her students know each other,
what assessment instrument would best suit her objective?
A. Self-report instrument C. Guess-who technique
B. Sociometric technique D. All of the above 38
16. Mr. Lapromeso asked his pupils to indicate on a piece of paper the names of their
classmates whom they would like to be with for some group activity, what
assessment technique did Mr. Lapromeso use?
A. Self-report technique C. Sociometric technique
B. Guess-who technique D. Anecdotal technique

17. Which of the following assessment procedures/tools is useful in assessment social

relation skills?
A. Anecdotal record C. Peer appraisal
B. Attitude scale D. Any of the above

18. If the proportion passing for the upper and lower group is .90 and .30 respectively,
what is the discrimination index?
A. .40 B. .50 C. .60 D. .70

19. Which is an example of affective learning outcome?

A. Interpret stimuli form various modalities to provide data needed in making
adjustments to the environment
B. Judge problems and issues in terms of situations involved than in terms of fixed
dogmatic thinking
C. Appreciate the quality and worth of the story read
D. None of the above

20. Mr. Mirasol who is a high school teacher in English conducted an item analysis of
her test. She found out that four of the items of the test obtained the following
difficulty and discrimination indices and as follows:
Item Number Difficulty Index Discrimination Index
1 .58 .49
2 .92 .72
3 .09 .32
4 .93 .15

Which of the above items should she discard in her item pool?

A. Item 1 B. Item 2 C. Item 3 D. Item 4

39
2. Computation of the Median from Grouped Data

( )
N
−∑ f m−1
Median = 2
Lm + i
fm

where Lm is the lower limit of the median class;

∑ f m−1 is the sum of all frequencies before the median class

frequency or the cumulative frequency before that of the median class

fm – is the frequency of the median class.

I – is the size of the class interval (Pagoso, et. al.,1992).

Example:

Class Interval f ¿ cum f

118 – 126 3 3
127 – 135 5 8
136 – 144 9 17
145 – 153 12 29
154 – 162 5 34
163 – 171 4 38
172 – 180 2 40

Solution:

( )
40
Median 2
¿ 145+ 9
12
¿ 145+ (20−17
12
9 )
¿ 145+ ( )
3
12
9
¿ 145+2.25
¿ 147.25
 40

EXERCISE NO. 7
Median from Grouped Data

I. Given: Raw scores in Statistics

118 138 148 158 128

120 139 148 159 156
124 140 149 161 163
128 142 149 161 189
129 142 150 165 176
130 142 150 167 149

Find the following;

1. Construct a frequency distribution using ten as the desired number of classes.
2. Find the median.

II. Problem Solving.

1. A machine measures the length of a part in a tractor engine. The measurements (in
millimeters) are to the nearest 01 mm.

111, 113, 107, 112, 116, 109, 106, 113, 112, 105,
104, 112, 111, 116, 106, 113, 109, 112, 110, 114.

(a) Make a table for classes 101-105, 106-110 etc.

(b) What is the median class?

http://www.themathszone.com (10/30/12)
 41

3.The data show the marks given to a class of mathematics students in a test.

34, 12, 45, 23, 12, 18, 26, 41, 48, 23,
47, 11, 7, 15, 31, 28, 6, 43, 27, 38,
32, 21, 29, 45, 15, 9, 20, 37, 43, 27,

Copy the tally chart below. Complete the tally. Cross off each number in the list as you use it.

Mark 1-10 11-20 21-30 31-40 41-50

Tally

Total

1.Check that the totals add up to 30 students. Write down the median class.
2. Find the median.

http://www.futureschool.com/lesson/10410/Calculating+mean,+mode+and+median+from+grouped+data
(10/30/12)
 42
Enrichment Activity No. 7
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. Here is an essay test for the finals given by a teacher to his class: Write
everything that you learned from this course.
1.1 What’s wrong with the test item?
I. It is too broad.
II. It does not show how scoring will be done.
III. It is very open-ended.

A. I, II and III C. I and II

B. II and III D. I only

2. Here is an essay test for the finals given by a teacher to his class: Write
everything that you learned from this course on school-based
management. Which is an improved version of the essay test?
A. Write 5 main principles on school-based management that you
learned from the course. You will be given 2 points each for stating a
correct principle and 8 points each for correctly and adequately
examining each principle.
B. State and explain 5 main principles of school-based management.
C. Clearly state and fully explain 5 main principles of school-based
management.
D. State and explain 5 main principles of school-based management.
Five point for stating and 25 points for correctly explaining.

3. Here are 4 elements with their corresponding percentages that the K to

12 curriculum include in its assessment process:

Knowledge- Processes and Understanding- Product and

15% skill-25% 30% performance-
30%
 43

Which conclusion can be derived from the K to 12 assessment practice?

A. Assessment puts emphasis on knowledge and processes and skills.

B. Assessment practice makes use of multi sources.
C. Assessment emphasizes most on comprehension.
D. Assessment requires critical thinking and disregards recall.

4. Here are 4 elements with their corresponding percentages that the K to

12 Curriculum include in its assessment process:

Knowledge- Processes and Understanding- Product and

15% skill-25% 30% performance-
30%

What generalization assessment can be derived from the table?

A. Assessment considers recall of information insignificant.
B. Assessment in the level of understanding excludes learning in the
knowledge level.
C. Assessment considers demonstration of a skill learned as the
strongest proof of learning.
D. Assessment puts more emphasis on knowledge and processes and
skills.

5. Why is it considered unfair to learners for teachers to use only the

traditional tools for assessment?
A. Learners learn and demonstrate learning in multiple ways other than
in written form.
B. Traditional tools cannot measure higher order thinking skills.
C. Most teachers are not ready to use alternative assessment tools.
D. Traditional assessment is threatening.
 44
6. Which best explains assessment as learning?
I. The use of scoring rubric makes specific to the learner the ideal
expected output.
II. The use of a scoring rubric gives the learners an opportunity to
for self-assessment.
III. A teacher who periodically assesses learner’s understanding
ensures learning.
A. I and II C. I only
B. II only D. I, II and III

7. Which is referred to as assessment of learning?

A. Formative assessment C. Traditional assessment
B. Summative assessment D. Authentic assessment

8. Which applies to authentic assessment?

A. Indirect assessment C. Performing real-world task
B. Teaching to the test D. Paper-and-pencil test

9. Which applies to authentic assessment?

A. Product assessment C. Traditional test
B. Indirect assessment D. Teaching to the test

10. Which applies to authentic assessment?

A. Application of knowledge and skills learned
B. Teaching to the test
C. Indirect assessment
D. Traditional test
 45
3. Computation of the Mode from Grouped Data

Mode=Lmo + ( △ 1+△ 1△ 2 ) i
where Lmo is the lower limit of the modal class (this is the class interval
with the highest frequency);

△ 1 is the difference between the highest frequency and the

frequency just above it;

△ 2 is the difference between the highest frequency and the

frequency just below it.

I is the size of the class interval (Pagoso, et. al.,1992)

Example:

Class Interval f ¿ cum f

118 – 126 3 3
127 – 135 5 8
136 – 144 9 17
145 – 153 12 29
154 – 162 5 34
163 – 171 4 38
172 – 180 2 40

Solution:

Mode=145+ [ ( 12−9 )
( 12−9 ) + ( 12−5 )
9]
¿ 145+( 3+73 ) 9
¿ 145+( ) 9
3
10
¿ 145+2.7
¿ 147.7
 46
EXERCISE NO. 8
Mode from Grouped Data

I. Problem Solving:
1.Given: Raw scores in Statistics

118 138 148 158 124

120 139 148 159 156
124 140 149 161 183
128 142 149 161 168
129 142 150 165 183
130 142 150 167 168

Find the following;

1. Construct a frequency distribution using eight as the desired number of classes.
2. Solve for the mode.

2.A scientist measures the weights of 20 tomatoes (in grams) in an experiment. These are the
results:

121, 187, 143, 219, 191, 146, 203, 142, 172, 234,
194, 241, 150, 125, 219, 162, 210, 120, 236, 163

(a) Make a table for this data using classes from 120-149, 150-179, 180-209, 210-239 and 240-
269.
(b) Find the modal class.

http://www.themathszone.com (10/30/12)

47
 3.The weights in milligrams of the dry contents of a certain type of ampule:

Weights Frequency
80 – 84 2
85 – 89 7
90 – 94 18
95 – 99 32
100 – 104 14
105 – 109 10
110 – 114 3
115 – 119 1
120 – 124 1

Find the mode.

4.A mathematics achievement test contained 40 questions for which the answers were marked
either right or wrong. The distribution below summarizes the results. Find the mode.

No. of Answers Correct Frequency

0–2 0
3–5 1
6–8 3
9 – 11 10
12 – 14 11
15 – 17 17
18 – 20 24
21 – 23 25
24 – 26 22
27 – 29 16
30 – 32 7
33 – 35 3
36 - 40 0

http://www.ck12.org/concept/Ungrouped-Data-to-Find-the-Mean/?ref=%2Fconcept%2FUngrouped-Data-to-
Find-the-Mean%2F#artifact_title (10/30/12)
 48
Enrichment Activity No. 8
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. You are assessing FOR learning. Which of these will you likely do?
A. Giving grades to students
B. Reporting to parents the performance of their child.
C. Recommending new policies in grading students.
D. Assessing the strengths and weaknesses of students.

2. Ms. Saplan is planning to do an assessment OF learning. Which of these

should she include in her plan considering her purpose for assessment?
A. How to give immediate feedback to student’s strengths and
weaknesses
B. How to determine the area of interest of learners
C. How to certify student’s achievement
D. How to design one’s instruction

3. You targeted that after instruction, your students should be able to

show their ability to solve problems with speed and accuracy. You then
designed a tool to measure this ability. What principle of assessment did
you consider in this situation?
A. Assessment should be based on clear and appropriate learning
targets or objectives.
B. Assessment should have a positive consequence on student’s
learning
C. Assessment should be reliable.
D. Assessment should be fair.

4. Ms. Ortega tasked her student to show how to play basketball. What
learning target is she assessing?
A. Knowledge C. Skills
B. Reasoning D. Products

5. Mr. Ravelas made an essay test for the objective “Identify the planets in
the solar system”. Was the assessment method used the most
appropriate for the given objective? Why?
A. Yes, because essay test is easier to construct than objective test.
 49
B. Yes, because essay can measure any type of objective.
C. No, he should have conducted oral questioning.
D. No, he should have prepared an objective test.

6. Ms. Delos Angeles advocates assessment FOR learning. Which will she
NOT likely do?
A. Formative Assessment C. Placement Assessment
B. Diagnostic Assessment D. Summative Assessment

7. At the beginning of the school year, the 6-year old pupils were tested to
find out who among them can already read. The result was used to
determine their sections. What kind of test was given to them?
A. Diagnostic C. Placement
B. Formative D. Summative

8. The grade six pupils were given a diagnostic test in addition and
subtraction of whole numbers to find out if they can proceed to the next
unit. However the results of the test were very low. What should the
teacher do?
A. Proceed to the next lesson to be able to finish all the topics in the
course.
B. Construct another test parallel to the given test to determine the
consistency of the scores.
C. Count the frequency of errors to find out the lessons that very poor
performance of their child in mathematics.
D. Record the scores then inform the parents about the very poor
performance of their child in mathematics.

9. Mrs. Nogueras is doing an assessment OF learning. At what stage of

instruction should she do it?
A. before instruction C. prior to instruction
B. after instruction D. during the instructional process

10. Mr. Cartilla developed an Achievement test in Math for her grade
three pupils. Before she finalized the test, she examined carefully if the
test items were constructed based on the competencies that have to be
tested. What test validity was she trying to establish?
A. content-validity C. predictive validity
 B. concurrent validity D. construct validity 50
CHAPTER 6 : MEASURES OF VARIABILITY

A. Standard Deviation

Standard Deviation is a special form of average deviation from the mean. It is important as a
measure of heterogeneity or unevenness within a set of observations. If the standard deviation is
small, there is homogeneity in their intelligence (Pagoso, et. al.,1992).

1. Ungrouped data.

√
2
1.1 s= ∑ ( X −X )
N
Where: X is the value of each item ;
X is the computed mean

N is the number of cases

Example:

X ( X −X ) ( X −X )2
15 -2 4
15 -2 4
17 0 0
18 1 1
20 3 9
Solution: 18
s=
√
18
5
s= √3.6
¿ 1.9
 51

√ ( )
2 2
∑x ∑X
1.2 s= −
N N

Example:

X X
2

15 225
15 225
17 289
18 324
20 400
85 1463

Solution:4

√ ( )
2
1463 85
s= −
5 5
s= √292.6−172
s= √292.6−289
s= √3.6
s=1.9
 52
EXERCISE NO. 9
Standard Deviation from Ungrouped Data

I. Problem Solving.

1. The diameters in millimeters of one dozen pieces of tubing are: 6.11, 5.94, 5.90, 6.12,
6.21, 5.85, 6.25, 5.98, 6.33, 6.05, 6.31, 6.18. Compute the mean diameter,
range, and standard deviation.

2. The weights in kilos of ten students are: 50, 55, 48, 60, 54, 48, 57, 45, 52, 63. Find the range and
standard deviation of these weights.

3. The grades of 10 students in Statistics are: 85, 70, 89, 84, 90, 92, 75, 81, 78, 87. Find the range,
mean, and the standard deviation.

4. Find the standard deviation of the numbers:

a. 5, 7, 3, 9, 8, 2, 10, 11, 9, 6
b. 12.3, 9.7, 11.6, 13.3, 14.0, 10.7

5. By adding 4 each of the numbers in the set 5, 7, 3, 9, 8, 2,, we obtain the set 9, 11, 7, 13, 12.6.
Show how the two sets have the same standard deviations, but different means.

6. The ages of the presidents of 6 universities are:

50, 39, 40, 65, 60, 47
Compute for the range and the standard deviation.

(Pagoso, et.al., 1992).

 53

Enrichment Activity No. 9

Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. John tells his mother he got a score of 35 in a national achievement test.

What other information is needed for that the score to have meaning?
I. The highest possible score
II. How the rest of the examiners compare with John in terms of score
III. No additional information needed
A. III only C. I only
B. II only D. I and II

2. The range of a score distribution where 50 is the highest possible score

is 50. What does this imply?
A. The lowest is zero. C. The highest score is 100.
B. The score is ten. D. The midpoint is 50.

3. The range of a score distribution where 50 is the highest possible score

is 50. What does this imply?
A. The lowest score is 10. C. the highest score is 50.
B. The lowest score is 20. D. The midpoint is above 50.

4. Below are sound advice on how teachers should utilize assessment

results, EXCEPT:
A. Feedback to the pupil should be about particular qualities of his
work
B. Give specific advice on what the pupil can do to improve
C. Compare pupil’s score with those of the other pupils
D. Compare score to the mean score

5. Which is/are way/s by which a school may use assessment results?

I. Facilitate curricular discussions at faculty meetings, curriculum
committee meetings, and faculty retreats
II. Guide changes in the development of
III. Justify past curricular changes and show program improvement
resulting from those changes
 A. I only C. II and III
B. II only D. I, II and III 54
6. Which is/are way/s by which a school may use assessment results?
I. Further refine assessment methods or implement new assessment
methods
II. Develop academic services for students
III. Share assessment information with alumni and School Governing
Council
A. I, II and III C. II and III
B. I and II D. I and III

7. You want to teach your pupil how send e-mail. You discover that 5%
already know how to send e-mail while the remaining 5% are zero
knowledge.
What is a collaborative way of ensuring that those who do not know
how to email will learn how?
A. Mastery teaching C. Differentiated instruction
B. Peer tutoring D. Reflective teaching

8. You discover that your students did the opposite when you asked them
to refute a given statement. What should you do next time?
A. Never use “refute” again.
B. Allow them to answer based on their own understanding
C. Use words within the level of your pupils.
D. Disregarded the test item.

9. Based on your diagnostic test, you find out that your students can use
EXCEL very well. What should you do?
A. Let students decide what to do during the computer period.
B. Allow them to answer based on their skill on EXCEL.
C. Teach them EXCEL to further hone their skills.
D. Proceed to the next lesson objective.

10. Eighty percent (80%) of your students got scores 2SDs above the
mean. What will you do?
I. Find out the remaining 20% performed.
II. Focus on the 80% who performed well since they are the majority.
III. Help the 20% for better performance.
A. I and III C. I only
 B. I and II D. I, II and III
55
2. Standard Deviation from the Grouped Data

a. Long Method A. This method makes use of the formula:

s= √∑ ¿¿ ¿ ¿

Before we can compute for the standard deviation, we have to construct a table containing f(X-X) 2, as
shown below.

Class Interval f X fX (X- X ) (X- X )2 f(X- X )2

118 - 126 3 122 366 -25 625 1875
127 – 135 5 131 655 -16 256 1280
136 – 144 9 140 1260 -7 49 441
145 – 153 12 149 1788 2 4 48
154 – 162 5 158 790 11 121 605
163 – 171 4 167 668 20 400 1600
172 - 180 2 176 352 29 841 1682
40 5879 7531

s= √7531/ 40
s= √188.27
s=13.7

b. Long Method B.
The formula is:

s=
√ ∑ f ( X 2 ) −¿ ¿ ¿
N−1

Using the same table as that of Long Method A, we have the following:
f X fX X2 fX2
3 122 366 14884 44652
5 131 655 17161 85805
9 140 1260 19600 176400
12 149 1788 22201 266412
5 158 790 24964 124802
4 167 668 27889 111556
2 176 352 30976 61952
5879 871597

56
Substituting the formula, we have:

√
2
871597 (58 79 )
s= −
39 40 (39)

√
s= 22348.64−
34562641
1560
s= √22348.64−22155.54
s= √193.1
s=13.8

c. The Coded Deviation Method.

The formulas are:

1) s=i √ ∑ f ¿ ¿ ¿ ¿
s=1 √ ∑ f ¿ ¿ ¿ ¿

Our previous table shall be completed as follows:

f d’ fd’ (d’)2 f(d’)2

3 -3 -9 9 27
5 -2 -10 4 20
9 -1 -9 1 9
12 0 0 0 0
5 1 5 1 5
4 2 8 4 16
2 3 6 9 18
40 -9 95

Substituting these results for the formula, we have:

s=9
√ 95
39
−¿ ¿ ¿

s=9 √2.44−0.05

s=9 √ 2.39

s=9(1.55)

s=13.9 57
EXERCISE NO. 10
Standard Deviation from the Grouped Data
I. Problem Solving:
1. The data shows the ages of 20 workers in an office.
 23, 35, 21, 20, 28, 32, 19, 39, 20, 18,
37, 29, 19, 25, 34, 26, 24, 31, 22, 30.

(a) Make a tally chart with classes for 16-20, 21-25, 26-30, 31-35 and 36-40.
(b) Find the standard deviation.

2. A scientist measures the weights of 20 tomatoes (in grams) in an experiment. These are the
results:
121, 187, 143, 219, 191, 146, 203, 142, 172, 234, 163, 194, 241, 150, 125, 219, 162, 210, 120,
236.

(a) Make a table for this data using classes from 120-149, 150-179, 180-209, 210-229 and 230-
259.
(b) Find the standard deviation.

3.Find the standard deviation of the grouped data in the given frequency distribution table.

Frequency Distribution of 26 Test Scores

Class Interval Midpoint Tally Class Frequency
45 – 49 47 / 1
50 – 54 52 / 1
55 – 59 57 // 2
60 – 64 62 / 1
65 – 69 67 / 1
70 – 74 72 // 2
75 – 79 77 /// 3
80 – 84 82 /// 3
85 – 89 87 /// 3
90 – 94 92 //// / 6
95 - 99 97 /// 3

4.Find the mean of the grouped data in the given frequency distribution.
Frequency Distribution of 33 Test Scores
Class Interval Midpoint Tally Class Frequency
45 – 49 47 //// //// 9
50 – 54 52 //// // 7
55 – 59 57 //// 5
60 – 64 62 //// 4
65 – 69 67 //// / 6
70 – 74 72 // 2

58
Enrichment Activity No. 10
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. Mr. Cidro wants to test students’ knowledge of the different places in the
Philippines, their capital and their products and so he gave his students an essay
test. If you were the teacher, will you do the same?
A. No, the give of an objective test is more appropriate than the use of essay.
B. No, such method of assessment is inappropriate because essay is difficult.
C. Yes, essay test could measure more than what other test of knowledge.
D. Yes, essay test is the best in measuring any type of knowledge.

2. What type of validity does the Pre-board Examination possess if its results can
explain how the students will likely perform in their licensure examination?
A. concurrent B. predictive C. construct D. content

3. Ms. Alviz wants to determine if the students’ scores in their Final Test is reliable.
However, she has only one set and her students are already on vacation. What test
of reliability can she employ?
A. Test-Retest C. Equivalent Forms
B. Kuder Richardson Method D. Test-Retest with Equivalent Forms

Refer to this case in answering items 14-15

Two teachers of the same grade level have set the following objectives for the day’s lesson: At the end of
the period, the students should be able to:
A. Construct bar graph; and
B. Interpret bar graphs;

To assess the attainment of the objectives, Teacher A required the students to

construct a bar graph for he given set of data then she asked them to interpret this
using a set of questions as guide. Teacher B presented a bar graph then to interpret
this using also a set of guide questions.

4. Whose practice is acceptable based on the principles of assessment?

A. Teacher A C. Both Teacher A and B
B. Teacher B D. Neither Teacher A nor Teacher B

5. Which is true about the given case?

A. Objective A matched with performance-based assessment while B can be
assessed using the traditional pen-and –paper objective test.
B. Objective A matched with traditional assessment while B can be assessed using a
performance-based method.
C. Both objective A and B matched with performance-based assessment.
D. Both objective A and B matched with traditional assessment. 59
6. Mrs. Robles wants to establish the reliability of her achievement test in English.
Which of the following activities will help achieve her purpose?
A. Administer two parallel tests to different groups of students.
B. Administer two equivalent tests to the same group of students.
 C. Administer a single test but to two different groups of students.
D. Administer two different tests but to the same groups of students.

Refer to the situation below in answering items 7 and 8

A teacher set the following objectives for the day’s lesson:
At the end of the period, the students should be able to:
A. Identify the parts of a friendly letter;
B. Construct a friendly letter using the MS Word; and
C. Show interest towards the day’s lesson
To assess the attainment of the objectives, Ms. Cidro required the students to construct a friendly letter and
have it encoded at their Computer Laboratory using the MS Word. The letter should inform one’s friend about
what has learned in the day’s lesson and how one felt about it.
7. Which is not true about the given case?
A. Ms. Cidro Practices a Balanced assessment.
B. Ms. Cidro assessment method is performance-based.
C. Ms. Cidro needs a rubric in scoring the work of the students.
D. Ms. Cidro’s assessment targets are all in the cognitive domain.

8. If Mr. Paraiso will have to make a scoring rubric for his student’s output, what format is
better to construct considering that the teacher has limited time to evaluate their work?
A. Analytic Rubric C. Either A or B
B. Holistic Rubric D. Neither A nor B

9. The school principal has 3 teacher applicants all of whom graduated from the same
institution and are all licensed teachers. She only needs to hire one. What should she do to
choose the best teacher from the three?
I. Give them a placement test.
II. Interview them on why they want to apply in the school.
III. Let them demonstrate how to teach a particular lesson.
IV. Study their portfolios to examine the qualities of the students’ outputs
when they were in College.
A. I and II B. II and III C. I and III, IV D. II, III, and IV

10. What should be done first when planning for a performance-based assessment?
A. Determine the “table of specifications” of the tasks.
B. Set the criteria in scoring the task.
C. Set the criteria in scoring the task.
D. Prepare a scoring rubric.

60
CHAPTER 7 : SIMPLE TEST OF HYPOTHESIS
*Steps in Hypothesis Testing
Step 1. Formulate the null hypothesis (H o) that there is no significant difference between items being
compared. State the alternative hypothesis (H 2) which is used un case Ho is rejected.
Step 2. Set the level of significance.
Step 3. Determine the test to be used. Use z-test if population standard deviation is given, and t-test if
the standard deviation given is from the samples.
Step 4. Determine the tabular value for the test. For a z-test, use the table of the critical values of z-
based on the area of the normal curve (Table C). For a t-test, one must first compute for the
degrees of freedom*; then look for the tabular value from the table of t-distribution (Table D).
For a single sample. df = number of items – 1 = n – 1.
For two samples, df = n1 + n2 – 2
Where n1 refers to the number of items in the first sample; and the n 2 refers to the
number of items in the second sample.
Step 5. Compute for the z of t as needed, using any of the following formulas (Pagoso, et. al.’ 1992).

A. z-test

1. Sample Mean Compared with Population Mean

X−u ( X −u ) √ n
Z= ∨Z=
6 6
√n
Where X = sample mean
u = population mean
6 = population standard deviation
n = number of items within the sample

Example:
Data from a school census show that the mean weight of college students was 45 kilos,
with a standard deviation of 3 kilos. A sample of 100 college students were found to have a mean
weight of 47 kilos. Are the 100 college students really heavier that the rest, using .05 significance
level?

Step 1 Ho: The 100 college students are not really heavier than the rest ( X =45 kilos )
Ha: The 100 college students are really heavier than the rest. (X > 45 kilos)
Step 2 Set .05 level of significance
Step 3. The standard deviation given is based on the population. Therefore the z-test is to be used.
Step 4. The tabular value for a z-test at .05 level of significance is found in the following table. Critical
values of z for the other levels of significance are found in the table of normal curve areas. (see
Appendix)

61
Table 8.2 Critical Values of Z at Varying Significance Level
 Significance
Level .10 .05 .025 .01
Test type
One-tailed test +¿ ¿ 1.28 +¿ ¿ 1.645 +¿ ¿ 1.96 +¿ ¿ 2.33
Two-tailed test +¿ ¿ 1.645 +¿ ¿ 1.96 +¿ ¿ 2.33 +¿ ¿ 2.58

Step 5. The given values in the problem are:

X = 47 kilos
u= 45 kilos
6 = 3 kilos
n = 100

The formula to be used is

X−u
Z=
6/ √ n

Solution:
X−u
Z=
6/ √ n

47−45
¿
3/ √ 100
2
¿
3/10
2
¿
.3
¿ 6.67

Step 6. The computed value 6.67 is greater than the tabular value 1.645. Therefore, the null hypothesis is
rejected.
The 100 college students are really heavier than the rest.
Sometimes, a researcher will want to determine in terms of probability whether or not the
observed difference between two sample means are significant or simply due to change or
sampling variations. Let us now have a problem comparing one sample with another sample

(Pagoso, et. al.,1992).

62

2. Comparing Two Sample Means

 X 1−X 2
Z=
6
√ 1 1
+
n1 n 2

Where X 1 = mean of the first sample

X 2 = mean of the second sample
n1 = number of items in the first sample
6 = population standard deviation (Pagoso, et.al.,1992)
n 2= number of items in the second sample

Example:

A researcher wishes to find out whether or not there is significant difference between the
monthly allowances of morning and afternoon students in this school. By random sampling, he took
a sample of 239 students in the morning session. These students were found to have a mean
monthly allowance of P142.00. The researcher also took a sample of 209 students in the afternoon
session. They were found to have a mean monthly allowance of P148.00. The total population of
students in that school has a standard deviation of P40. Is there a significant difference between
the two samples at .01 level of significance?

Step 1. Ho: There is no significant difference between the samples ( X 1 =X 2 ¿

Ha: There is significant difference between the samples ( X 1 ≠ X 2 ¿
This type of alternative hypothesis calls for a two-tailed test.

Step 2. Set∝= .01

Step 3. Since the population standard deviation is given, the z-test is to be used.
Step 4: Tabular value of z for a two-tailed test at .01 level of significance is +2.58.
Step 5. The given values in the sample problem are:

X 1 = P142
X 2 = P148
6 = 40
n1 = 239
n2 = 209

The formula to be used is:

X 1−X 2
Z=
6
√ 1 1
+
n1 n 2
63
Solution:
X 1−X 2
Z=
6
√ 1 1
+
n1 n 2

142−148
¿
40
√
1
+
239 209
−6
1

¿
40 √ .0042+.0048
−6
¿
40 √ .0090
−6
¿
40(.095)
¿−6
3.80
¿−¿1.579 or -1.58

Step 6. The absolute computed value | -1.596 | is less than the absolute tabular value 2.58. Accept the null
hypothesis.
There is no significant difference between the two samples.
The z-test is also used when we want to decide whether an observed difference between
the two sample proportions is significant or can just be attributed to chance. Let us illustrate by
means of a problem how these proportions are compared.

3. Comparing Two Sample Proportions

P1−P 2
Z=

√ P 1 q 1 P 2 q2
n1
+
n2

Where P1 = proportion of first sample

q 1 = 1 - P1
P2= proportion of second sample
q 2 = 1 - P2
n1 = number of items in the first sample
n2 = number of items in the second sample (Pagoso, et. al.,1992).

Example:

A sample survey of a television program in Metro Manila shows that 80 of 200 men dislike
the same program. We want to describe whether the difference between the two sample
80 .40∧75
proportions, = =.30 , is significant or not, at .05 level of significance.
200 250
64
Step 1. Ho: There is no significant difference between the two samples proportions. (P 1 = P2)
Ha: There is significant difference between the two samples proportions. (P 1 ≠ P2)

Step 2. Set .05 level of significance.

Step 3. Use z-test to compare two sample proportions.
Step 4. The tabular value at .05 level of significance for a two-tailed test +¿ ¿ 1.96.
Step 5: The given values in the problem are:

P1 = .40 q1 = 1 – P1 = 1 - .40 =.60

P2 = .30 q2 = 1 – P2 = 1 - .30 = .70
n1 = 200 n2 = 250

The formula to be used is:

P1−P 2
Z=

√ P 1 q 1 P 2 q2
n1
+
n2

Solution:
P1−P 2
Z=

√ P 1 q 1 P 2 q2
n1
+
n2

.40−.30
Z=

√ ( .40 ) (.60 ) ( .30 ) (.70 )

200
.10
+
250
¿

¿
√√.24 .21
+
200 250
.10
√.00204
.10
¿
.045
¿ 2.22

Step 6. Since the computed z-value falls on the rejection region (because it is greater than the tabular
value 1.96) the null hypothesis is rejected.
There is a significant difference between men and women viewership.
65
 EXERCISE NO. 11
Simple Test of Hypothesis (z-test)

I. Problem Solving: (Use the 6 steps of hypothesis testing).

1. A school principal in a Laboratory School claimed that the reading comprehension test of grade six
pupils should have an average of 72.3, with a standard deviation of 7.8. If 50 randomly selected
grade six pupils have an average of 76.7 use the Z-test to test the null hypothesis that µ = 72.3
against the alternative hypothesis of µ ≠ 72.3 at .05 level of significance.

2. A law student who wants to verify the claim of the RTC Judge that convicted illegal gamblers spend
on the average 10.8 months in jail. A random sample of 40 cases from court files, showed that X =
11.8 months and the SD = 3.5 months. Use the Z-test to test the null hypothesis that X = 10.8
months against the alternative hypothesis of X =10.8 months at 0.5 level of significance.

3. Is there a significant difference between the average height of males born in the two different
countries. Random samples yielded the following results:

n1 = 100 X = 63.8 SD1 = 2.58

n2 = 120 X = 63.1 SD2 = 2.62

Use the Z-test at .05 level of significance to test the null hypothesis that the corresponding
population means are equal against the alternative hypothesis that they are not equal.

4. In the United States Senate, there were 11 members of the scholastic honorary society, Phi Beta
Kappa.Nine of these were Democrats and and 2 were Republicans. There were 49 Democrats and
47 Republicans in the Senste. Is the difference between the proportions of Phi Beta Kappa
statistically significant? Use L=5%.

(Broto, 2007)

66
Enrichment Activity No. 11
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. In the context of the Theory of Multiple Intelligence, which is a

weakness of the paper-pencil test?
A. In puts non-linguistically intelligent at a disadvantage.
B. It is not easy to administer.
C. It utilizes so much time.
D. It lacks reliability.

2. Mr. Umayam is doing a performance-based assessment for the for the

day’s lesson. Which of the following will most likely happen?
A. Students are evaluated in one setting.
B. Students do an actual demonstration of their skill.
C. Students are evaluated in the most objective manner.
D. Students are evaluated based on varied evidence of learning.

3. Ms. Del Rosario rated her students in terms of appropriate and effective
use of some laboratory equipment and measurement tools and the
students’ ability to follow the specified procedures. What mode of
assessment should Miss del Rosario use?
A. Portfolio Assessment C. Traditional Assessment
B. Journal Assessment D. Performance-Based Assessment

4. Mrs. Hilario presented the lesson on baking through a group activity so

that the students will not just learn how to bake but also develop their
interpersonal skills. How should this lesson be assessed?
I. She should give the students an essay test explaining how they
baked the cake.
II. The student should be graded on the quality of their baked cake
using a rubric.
III. The students in a group should rate the members based on their
ability to cooperate in their group activity.
IV. She should observe how the pupils perform their task.
A. I, II, III C. I, II, IV
B. II, III, IV D. I, II, III, IV
67
5. If a teacher has set objectives in all domains or learning targets and
which could be assessed using a single performance task, what criterion
in selecting a task should she consider?
A. Generalizability C. Multiple Foci
B. Fairness D. Teachability

6. To maximize the amount of time spent for instruction and assessment at

the same one should be done?
A. Plan a task that can be time spent for performance and assessment at
the same time.
B. Assess one objective for one performance task.
C. Set objective only for cognitive domains.
D. Limit the task to one meeting only.

7. Who among the teachers below gave the most authentic assessment
task for the objective “Solve word problems involving the four basic
operations?
A. Mrs. Jullano who presented a word problem involving the four
fundamental operations and then asked the pupils to solve it.
B. Mrs. Mandia who asked her pupils to construct a word problem for a
given number sentence that involves four fundamental operations
and then asked them to solve the word problem they constructed.
C. Mrs. Malang who asked her pupils to construct any word problem
that involves the four fundamental operations and then to show how
to solve it.
D. Mrs. Pontipedra who asked her pupils to construct any word
problem that involves the four fundamental operations then formed
them by two so that each pair exchanged problems and helped solve
each other’s problem.

8. Which is WRONG to assume about traditional assessment?

A. It can assess individuals objectively.
B. It can assess individuals at the same time.
C. It can easier to administer than performance test.
D. It can assess fairly all the domains of intelligence of an individual.

68
9. Which statement about performance-based assessment is FALSE?
A. It emphasizes merely process
B. It also stresses doing, not only knowing.
C. It accentuates on process as well as product.
D. Essay tests are an example of performance-based assessments.

10. Under which assumption is portfolio assessment based?

A. Portfolio assessment is a dynamic assessment.
B. Assessment should stress the reproduction of knowledge.
C. An individual learner is adequately characterized by a test score.
D. An individual learner is inadequately characterized by a test score.

69
B. t-test
 1. Sample Mean Compared with Population Mean

X−u ( X−u ) √ n−1

t= ∨t =
s / √ n−1 s

Where X = sample mean

u= population mean
s= sample standard deviation
n = number of items in the sample
Example:

A researcher knows that the average height of Filipino women is 1.525 meters. A random
sample of 26 women was taken and was found to have a mean height of 1.56 meters, with
standard deviation of 0.10 meter. Is there reason to believe that the 26 women in the sample are
significantly taller than the others at .05 significance level?

Step 1. Ho: The sample is not significantly taller than the other Filipino women (X =1.525)
Ha: The sample is significantly taller than the others (X > 1.525)

Step 2. Set∝= .05

Step 3. The standard deviation given is based on the sample. Therefore, the t-test must be used.
Step 4. First we must look for the degree of freedom. Since only one sample is given, df = n-1.
df = 26 – 1
= 25

The tabular value for a one-tailed test at 25 df and .05 significance level is 1.708. (See Appendix D)

∝
df .10 .05

24 1.318 1.711
25 1.316 1.708

Step 5. The given values in the problem are:

X = 1.56 meters
u =1.525 meters
n =26
s =0.10 meter

The formula to be used is:

X−u
t= 70
s / √ n−1
Solution
 X−u
t=
s / √ n−1

1.56−1.525
¿
.10/ √ 26−1
.035
¿
.10/ √ 25
¿ ( )( )
.035 5
1 .10
¿ 1.75

Step 6. The absolute computed value is greater than the absolute tabular value. The H o is rejected.
The sample is significantly taller than the others.

2. Comparing Two Sample Means

X 1−X 2
t=

√ √
2 2
( n 1−1 )( s 1 ) + ( n2 ) ( s 2 ) 1 1
+
n1 +n 2−2 n1 n2

Where X 1 = mean of the first sample

X 2 = mean of the second sample

s1= standard deviation of the first sample

s2 = standard deviation of the second sample

n1 = number of items in the first sample

n2 = number of items in the second sample (Pagoso,et. al.,1992).

71
Example:

A teacher wishes to test whether or not the Case Method of teaching is more effective than
the Traditional Method. She picks two classes of approximately equal intelligence (verified through
an administered IQ test). She gathers a sample of 18 students to whom she uses the Case Method
and another sample of 14 students to whom she used the Traditional Method. After the experiment,
an objective test revealed that the first sample got a mean score of 28.6 with a standard deviation
of 5.9, while the second group got a mean score of 21.7 with a standard deviation of 4.6. Based on
the result of the administered test, can we say that the Case Method is more effective than the
Traditional Method?

Step 1. Ho: The Case Method is as effective as the Traditional Method

Ha: The Case Method is more effective than the Traditional Method (one-tailed)

Step 2. Set∝ = .05

Step 3. Since the standard deviation for the samples are given, the t-test is used.

Step 4. First we must look for the degrees of freedom. For two sample,
df = n1 + n2 - 2
df = 18 + 14 - 2
= 30

The tabular value where ∝ = .05 and 30 df intersect for a one-tailed test is 1.697.
30 df .05

1.697

Step 5. The given values in the problem are:

X 1 = 28.6 S2= 4.6

X 2 = 21.7 N 1 = 18
S1 = 5.9 N 2 = 14
 72
We now place the above values into the formula:

X 1= X 2
t=

√ √
2 2
( n 1−1 )( s 1 ) + ( n2−1 ) ( s2 ) 1 1
+
n1 +n2−2 n1 n 2
Solution:
X 1= X 2
t=

√ √
2 2
( n 1−1 )( s 1 ) + ( n2−1 ) ( s2 ) 1 1
+
n1 +n2−2 n1 n 2
28.6−21.7
t=

√ √
2 2
( 18−1 )( 5.9 ) + ( 14−1 )( 4.6 ) 1 1
+
18+ 14−2 18 14
6.9
¿

√ 17 ( 34.81 )+ 13 ( 21.16 )
30
6.9
√ .06+.07
¿

√ 591.77+275.08

6.9
30
√.13
¿
√28.895 √ .13
6.9
¿
√3.756
6.9
¿
1.94
t=3.56

Step 6. The computed t-value is in the rejection region. It is greater than the tabular value 1.697. The null
hypothesis is therefore rejected.
The Case Method is more effective than the Traditional Method.
 73
EXERCISE NO. 12
Simple Test of Hypothesis (t-test)

I. Problem Solving :(Use the 6 steps of hypothesis testing).

1. The data below represent the number of hours of pain relief provided by two brands of headache
tablets administered to 24 subjects. These subjects were randomly divided into two groups and
each group was treated with a different brand.

Brand X1 Brand X2
5 3
8 2
7 1
3 4
4 5
8 6
7 7
5 3
6 5
7 4
5 2
5 3

Use the t-test at .05 level of significance to test the null hypothesis that there is no significant
difference between the average number of hours of pain relief provided by the two brands of
headache tablets.

2. The data show the weight losses (in milligrams) of certain machine parts due to friction when used
with two different lubricants:

Lubricant X1 Lubricant X2
10 6
13 7
12 5
12 6
13 7
14 9
8 10
10 11
7 4
10 6
12
 13
Test at .01 level of significance whether the differences between the two samples means are
significant.
(Broto,2007) 74
NAME: SCORE:
COURSE & YEAR: DATE:

MASTERY TEST NO. 1

Simple Test of Hypothesis

I. Problem Solving:(Use the six steps of hypothesis testing).

1. Incoming freshmen are given entrance examinations in a number of fields, including English. Over
a period of years, it has been found that the average score in the English examination is 80 with a
standard deviation of 7.8. An English instructor examines the scores for his class of 29 and finds
that their average is 85. Can the instructor claim that the average score has increased?

2. A fisherman decides that he needs a line that will weigh 5 kilos if he is to catch the size of fish he
desires. He tests 14 pieces of Brand P line and finds a sample mean of 5.6 kilos. If it is known that
6 = .4 kilos, what can he conclude about brand P?

3. A company which sells biscuits claims “Contents 880 grams” on the package. A sample of 28
packages yield s an average of 800 grams. From past experience, the population standard
deviation has been 50 grams. Using a .05 significance level, what conclusions would be drawn
concerning the standard which the company is trying to achieve?

4. Two methods of teaching statistics are being tried by a professor. A class of 15 students is taught
by method A and a class of 14 is taught by method B. The two classes are given the same final
examination. The scores are: X 1 = 78, X 2 = 74. Using a .01 significance level, can we conclude
that the average final examination scores produced by the two methods are different if the
population SD is 5 and SD2 = 6?

5. A manufacturer packs sugar into plastic bags. Each bag is to hold 5 kilos of sugar. When the
production process is under control, each bag contains on the average 5 kilos. At one period, a
sample of 17 bags was taken to check the process and was found to weight 5.6 kilos with standard
deviation of .75 kilos. Is the manufacturing process under control? (N.B. If the sample mean
deviates significantly from 5 kilos, the process is not under control)
 (Pagoso, et. al.,1992)

75
Enrichment Activity No. 12
Name:_______________________________ Date:________________ Score:__________

I. Multiple Choice: Encircle the letter with the correct answer.

1. Which term refers to the collection of students’ products and
accomplishments in a given period for evaluation purpose?
A. Diary C. Anecdotal record
B. Portfolio D. Observation report

2. Mrs. Catalan allowed the students to develop their own portfolio in their
own style as long as they show all the non-evidences of learning. What
principle in portfolio assessment explains this practice?
A. Content Principle C. Equity Principle
B. Learning Principle D. Product Principle

3. How should the following steps in portfolio assessment be arranged

logically?
I. Set targets
II. Select evidences
III. Collect evidences
IV. Rate Collection
V. Reflect on Evidenced
A. I,II,III,IV,V C. I, II, III, V, IV
B. I,III, II, V, IV D. I, III, V, II and IV

4. Which could be seen in a rubric?

I. Objective in a high level of cognitive behavior
II. Multiple criteria in assessing learning
III. Quantitative descriptions of the quality of work
IV. Quantitative descriptions of the quality of work.
A. I, and II only C. I, II, and III
B. II, III, and IV only D. I, II, III, and IV

5. The pupils are to be judge individually on their mastery of the singing of

the national anthem and so their teacher let them sing individually.
What should the teachers use in rating the performance of the pupils
 considering the fact that the teacher has only one period to spend in
evaluating her 20 pupils?
A. Analytic C. Either holistic or analysis
B. Holistic D. Both holistic and analysis 76

6. Which is a good portfolio evidence of a student’s acquired knowledge

and writing skills?
A. Project C. Reflective Journal
B. Test Results D. Critiqued Outputs

7. When planning for portfolio assessment which should you do first?

A. Set the Targets for portfolio assessment.
B. Exhibit one’s work and proud of one’s collection.
C. Select evidences that could be captured in one’s portfolio.
D. Reflect on one’s collection and identify strengths and weakness.

8. Which kind of rubric is BEST to use in rating students’ project done for
several days?
A. Analytic C. Either holistic or analytic
B. Holistic D. Both holistic and analytic

9. Which is NOT TRUE of an analytic rubric?

A. It is time consuming.
B. It is easier to conduct than the holistic rubric.
C. It gives one’s level of performance per criterion.
D. It allows one to pinpoint the strengths and weaknesses of one’s work.

10. Mrs. Bacani prepared a rubric with 5 levels of performance

describe as 5-exellent, 4-very satisfactory, 3-satisfactory, 2-needs
improvement, 1-poor. After using this rubric with these descriptions,
she found out that most of her students have a rating of 3. Even those
who are evidently poor in their performance had a rating of satisfactory.
Could there be a possible error in the use of the rubric?
A. Yes, the teacher could have committed the generosity error.
B. Yes, the teacher could have committed the central tendency source of
error.
C. No, it is just common to see more of the students having a grade of 3
in a 5-point scale.
 D. No, such result is acceptable as long as it has a positive consequence
to the students.

77
Spearman Rank Correlation Coefficient ( Spearman rho)

Formula: df =n−1
6∑ D
2

√
r s=1− 3 n−2
N −N t =r
1−r 2

Where: r s = Spearman rho

∑ D 2 = sum of the squared differences between ranks

N=¿ total number of cases (Calmorin,1994).

Step 1. Rank the scores of students from the highest to the lowest in the first set of variable (X) and mark
these rank as Rx. The highest score receives the rank of 1, the second highest, 2 and the third highest, 3
and so on.

Step 2. Rank the second set of scores (Y) in the same manner as in Step 1 and mark them as R y.

Step 3. Determine the difference in ranks for every pair of ranks.

Step 4. Square each difference to get D2.

Step 5. Sum the squared difference to find ∑ d 2.

Step 6. Compute Spearman rho (r) by applying the formula .

*Interpretation of Correlation Value

0.00 - ±0.20 - negligible correlation
±0.21 - ±0.40 - low correlation
±0.41 - ±0.70 - moderate correlation
±0.71 - ±0.90 - high correlation
±0.91 - ±0.99 - very high correlation
±1.00 - perfect correlation
 78
Example:
1. The following table presents the Spearman rank coefficient of correlation or Spearman rho
between scores in Statistics (X) and Research and Evaluation (Y) subjects taken by 14 college
students in a certain state college.

Table 1:Spearman Rank Correlation Coefficients Between Scores in Statistics and Research and
Evaluation

Students X Y Rx Ry D D2
1 90 70 2.0 7.5 -5.5 30.25
2 43 31 13.0 12.5 0.5 0.25
3 84 79 6.5 3.0 3.5 12.25
4 86 70 4.5 7.5 -3.0 9.00
5 55 43 11.0 10.5 0.5 0.25
6 77 70 8.5 7.5 1.0 1.00
7 84 75 6.5 4.5 2.0 4.00
8 91 88 1.0 1.0 0.0 0.00
9 40 31 14.0 12.5 1.2 2.25
10 75 70 10.0 7.5 2.5 6.25
11 86 80 4.5 2.0 2.5 6.25
12 89 75 3.0 4.5 -1.5 2.25
13 48 30 12.0 14.0 -2.0 4.00
14 77 43 8.5 10.5 -2.0 4.00
Total ∑ D 2=82.00

6 ∑ D2
r s=1−
N 3 −N

6 ( 82 )
¿ 1− 3
14 −14

492
¿ 1−
2744−14

492
¿ 1−
2730

¿ 1−0.1802
r s=0.82 Highrelationship

79
EXERCISE NO. 13
Simple Test of Hypothesis (Spearman Rho)

I. Problem Solving: (Use the six steps of hypothesis testing)

1. What is the rank correlation of Physics(X) and Chemistry(Y) taken by ten students? Interpret the
findings.
X Y X Y
90- 85 75-70
85- 80 55-45
77-70 90-86
68-57 50-45
80-80 77-57

2. What is the rank relationship of Chemistry(x) and Fish Canning(Y) taken by 10 students in a certain
fishery school? Interpret the result.
X: 25 21 40 18 37 34 28 33 25 10
Y: 31 35 50 28 41 40 43 40 30 21

(Calmorin, 1994)

3. Two judges of a town fiesta parade in Catarman ranked 10 floats in the following order:

Judge X Judge Y
5 7
8 5
9 10
10 9
4 4
3 2
6 8
2 1
7 6
1 3

Use r, at .05 level of significance to test if there is a significant correlation in the ranking of the two judges.

(Broto, 1992)
 80
NAME: SCORE:
COURSE & YEAR: DATE:

MASTERY TEST NO. 2

Simple Test of Hypothesis (Spearman Rho)

1. Given the following 6 observations and 2 ranking scales, what is the correlation between these two
ordinal scale variables? Is the correlation statistically significant at 5% alpha level?

Rank 1 Rank 2
1.00 5.00
2.00 6.00
3.00 4.00
4.00 3.00
5.00 2.00
6.00 1.00

2. The following are the ranking of the 2 judges of the 9 contestants in oration. Test, if there is a
significant relationship of the ranks of the judges at 1% level of significance?
Rank 1 Rank 2
1.00 1.00
http://www.brynmawr.edu/ 2.00 2.00 socialwork/GSSW/Vartanian/
Handouts/Kendspear.pdf 3.00 3.00 (11/05/12)
4.00 6.00
5.00 4.00
6.00 5.00
9.00 8.00
7.00 9.00
8.00 7.00

81
C. Pearson Product-Moment Correlation Coefficient
 The Pearson product-moment correlation coefficient (r) is a linear correlation necessary to find out
the degree of the association of two sets of variables, X and Y. This is the most commonly used measure of
correlation to determine the relationship of two sets of variables quantitatively. To obtain the value of r from
an ungrouped data, the formula is:

df =n−1
r xy =N ∑ XY −¿ ¿ ¿

Where: r xy - correlation between X and Y t=r

√ n−2
1−r 2

∑X- sum of the test X

∑Y – sum of the test Y

∑ XY – sum of the product X and Y

N – number of cases

∑ X2 - sum of squared X score

∑ Y 2 – sum of squared Y score

The steps in computing r xy (ungrouped data) are as follows:

Step 1: Find the sum of X and Y scores.

Step 2: Square all x and Y scores.

Step 3: Sum X 2 and Y 2 to get the ∑ X 2 and ∑ Y 2

Step 4: Multiply X and Y

Step 5: Sum XY product for every pair of scores.

Step 6: Apply formula .

82
Example:
 1.Consider the set of scores in Current Trends and Techniques of Teaching (X) and Measurement
and Evaluation (Y) taken by 10 BSE students in a certain state college as shown in the table .

Students X Y X2 Y2 XY
1 45 90 2025 8100 4050
2 32 82 1024 6724 2624
3 50 91 2500 8281 4550
4 22 73 484 5329 1606
5 20 60 400 3600 1200
6 21 59 441 3481 1239
7 48 90 2304 8100 4320
8 10 40 100 1600 400
9 35 80 1225 6400 2800
10 51 91 2601 8281 4641
Total 334 756 13104 59896 27430

r xy =N ∑ XY −¿ ¿ ¿

10 ( 27430 )−( 334 ) (756)

r xy =
√ ¿¿ ¿

274300−252504
¿
√[ 131040−111556 ] [598960−571536]
21796
¿
√ 534329216
21796
¿
23115.5622

r xy =0.94 Very high relationship

The r xy value obtained of these two subjects taken by 10 students is 0.94 which denotes vey high
relationship. This means that the students who got very high score in Current Trends and Techniques of
Teaching also got very high score in Measurement and Evaluation and those who got very low score in
Current Trends also got very low score in Measurement and Evaluation.

83
EXERCISE NO. 14
Simple Test of Hypothesis(Pearson r)

I. Problem Solving: (Use the six steps of hypothesis testing).

 1. Is there a significant relationship between Biology(X) and Mathematics(Y) taken by 18 students
in a certain state college at 1% alpha level?
X –Y X- Y X-Y
80-91 65-70 84-80
73-83 67-75 70-69
64-75 93-89 60-61
75-81 83-81 50-49
79-82 92-85 55-49
110-100 81-83 59-63

(Calmorin, 1994)

2. The following data show the percentage of the votes predicted by a poll survey X for 12
candidates for the senate in different provinces and the percentage of the votes which they
actually received Y:

Poll Survey X Actually Received Y

43 50
46 48
30 35
40 40
25 25
36 35
40 46
50 52
20 30
25 28
33 22
42 48

Use r at .05 level of significance to determine, if there is a significant relationship between

the poll survey and the actual votes received.

84
NAME: SCORE:
COURSE & YEAR: DATE:

MASTERY TEST NO. 3

 Simple Test of Hypothesis (Pearson r)

I. Problem Solving: (Use the six steps of hypothesis testing).

1. Below are the midterm(X) and final(Y) grades of the 10 students.

X Y
75 80
70 75
65 65
90 95
85 90
80 85
70 90
65 75
90 70
90 90

Is there a significant relationship between the midterm and final examination grades of the 10
students at 5% level of significance?

2. The following data, show the percentage of the votes predicted by a electoral survey (X) for 12
candidates for the senate in different provinces and the percentage of the votes which they
actually received Y:Test the significant relationship of the variables at 1% level of significance.

Electoral Survey (X) Actually Received

43 50
46 48
30 35
40 40
25 25
36 35
40 46
50 52
20 30
25 28
15 21
25 30

(Broto,2007) 85
D. POINT-BISERIAL COEFFICIENT OF CORRELATION

This measure of correlation is used when one variable is an interval or ratio scale and the other is
a nominal dichotomous scale. The nominal dichotomous scale is used to classify or categorize a certain
attribute into two mutually exclusive classifications based on the presence or absence of that attribute.
 The Point-Biserial coefficient many be used whether dichotomy is artificial or natural. The
computational formula is given by:

r pb=
X 1 −X 0
Sx √ n 1 n0
n(n−1)
df =n−1

s= √∑ ¿¿ ¿ ¿

Where: X 0 – mean on the interval or ratio-scale variable of one group

X 1 – mean on the interval or ratio-scale variable of the other group.
n 0 – number of cases in one group
n1 – number of cases in the other group
n – total number of cases n=n1 + n0
S x – standard deviation of all the measures in the interval ratio-scale variable.

The test for significance under the Point-Biserial Correlation Coefficient is very similar to the t-test
for Pearson’s Product Moment Correlation Coefficient.

Example:
1. A researcher was interested in finding out the relationship between sex and height of BS Statistics
graduating students. The data below give the sex and height of the students.

Table 1. Sex and Height of BS Statistics Students

Student SEX (Male = 1 Height

Female = 0) (inches)
A 1 70
B 1 68
C 1 60
D 0 62
E 0 58
F 0 59
G 0 61

86
Solution:

X 0=60 X 1=66 n0=4 n1=3 n=7 S x =3.46

Solving for r pb :
df =n−1

t =r
√ n−2
1−r 2
r pb=
X 1 −X 0
Sx √n 1 n2
n(n−1)

¿
66−60
√
3( 4)
3.46 7 ( 7−1 )

¿
6 12
3.46 42 √
¿ 0.92

A correlation coefficient of 0.70 indicated a substantial positive correlation between sex and height
of BS Statistics students.

87
EXERCISE NO. 15
Simple Test of Hypothesis (Point-Biserial)

I. Problem Solving: (Use the six steps of hypothesis testing).

1. Data on the final grade of 8 college students in Nursing and 8 college students in midwifery..

Nursing Midwifery
 (x) (y)
3.0 2.75
1.5 1.5
1.25 1.25
1.25 1.25
1.75 1.5
2.75 2.5
2.5 2.5
2.0 2.0

Test the significant relationship between the course and the grades of the nursing and midwifery
students at 5% alpha level.

2. The following data show the scores of 8 students of the 2 sections in fourth year in Statistics. Test
the significant relationship between the section and the scores of the 16 students at 1% level of
significance.

Section A Section B
200 193
250 204
180 213
160 192
230 204
300 315
250 293
300 284

88
NAME: SCORE:
COURSE & YEAR: DATE:

MASTERY TEST NO. 4

Simple Test of Hypothesis (Point-Biserial)
 1. The data below represent the number of hours of pain relief provided by two brands of headache
tablets administered to 24 subjects. These subjects were randomly divided into two groups and
each group was treated with a different brand.

Brand X1 Brand X2
5 3
8 2
7 1
3 4
4 5
8 6
7 7
5 3
6 5
7 4
5 2
5 3
Use the Rpb at .05 level of significance to test the null hypothesis that there is no significant
relationship between the average number of hours of pain relief and brand of headache tablets.

2. The data show the weight losses (in milligrams) of two machine parts due to friction when used
with two different lubricants:

Lubricant X1 Lubricant X2
10 6
13 7
12 5
12 6
13 7
14 9
8 10
10 11
7 4
10 6
12
13

Test at .01 level of significance whether the relationship between the lubricants and the weight loss
are significant.
89
BIBLIOGRAPHY
A. BOOKS

Calmorin, Laurentina P. Educational Research, Measurement and Evaluation.Valenzuela,

Manila,Phils.:National Book Store,Inc. 1994.
 Pagoso, Cristobal, et.al. Fundamental Statistics for College Students.Manila: Sinag-Tala
Publishers,Inc. 1992.

Calmorin, Laurentina, et.al. Methods of Research and Thesis Writing. Manila. Phils.: Rex Book
Store,2004

Broto, Antonio S. Inferential Statistics. Quezon City, Phils.:National Book Store.2007

Santos, Rosita,G.Assessment of Learning I. Quezon City, Phils.:Lorimar Publishing, Inc.,2007

B. INTERNET RESOURCES

http://www.slideshare.net/mschie/measures-of-central-tendency-11435231 (10/30/12)

http://www.scribd.com/doc/61343299/Exercises-in-Measure-of-Central-Tendency-Grouped-and
Ungrouped-Data (10/30/12)

http://www.bse.ph/download/EASE%20MODULES/MATHEMATICS/DLM%204/Module
%201%20-%20Statistics.pdf (10/30/12)

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91
Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY – SAN JUAN
San Juan, Southern Leyte

COURSE SYLLABUS IN PROF. ED. 326

(Assessment of Student learning II)
(2nd Semester, 2016-2017)

NATIONAL GOALS: 1. To achieve and maintain an accelerating rate of economic development and
social growth.
2. To assure the maximum participation of all people in their attainment.
3. To strengthen national consciousness and promote cultural values in a
changing world.

VISION: The Southern Leyte State University shall be a globally competitive and
values-motivated institution for social transformation.

MISSION: SLSU is dedicated to produce agents of change imbued with the core values
of competence, commitment and spirituality and uphold excellence in
institution, research, extension and production for sustainable socio-economic
growth and development.

I. Course Code:
II. Course Number: Prof. Ed 11
III. Course Title: Assessment of Student Learning II
IV. Course Credit: 3 units
V. Prerequisite Subjects: Math 1, Prof. Ed. 7
VI. Course Description: The subject deals on the descriptive and inferential statistics.
VII. General Objectives: At the end of the semester, the students are expected
to:
a. Acquire knowledge on descriptive and inferential statistics.
b. Solve problems on descriptive and inferential statistics.
VIII. Grading System: A. Term Examination – 40%
B. Class Standing – 60%
b.1 Quizzes – 30%
b.2 Recitation/Oral Report – 15%
 b.3 Homework/Assignment – 15%

IX. References:
Pagoso, C. et.al., Fundamental Statistics. Manila, Phils.:Sing-Tala Publisher, 1992.
Downie, N. et.al., Basic Statistics Methods. New York Harper and Row, Publisher, 1983.
Calmorin, Laurentia P., Educational Research Measurement and Evaluation. Mandaluyong:
National Book Store, 1994.
Hopkins, Kenneth P., Educational and Psychological Measurement and Evaluation. New Jersey:
Prentice Hall, Inc., 1983.
Oriondo, Leonora L., Evaluating Educational Outcomes. Manila, Phils. Rex Book Store, 1994.
Frany, Marie et. al.Fundamentals of probability and statistics for Engineering. Bulacan, Phils.
Trinitas Publishing, Inc. 2004.
Santos, Rosita G. Assessment of Student Learning I. Quezon City, Phils. Lorimar publishing, Inc.
2007.
Santos, Rosita G. Assessment of student learning II. Quezon City, Phils. Lorimar Publishing, Inc.
2007

X. Course Content

Specific No. of Materials Require-

Content (Topics) Strategies Evaluation
Objectives Hrs. Needed ments
At the end of the Chapter 1-
chapter the Introduction
students are
expected to:
Attendance
1. Define the 3 1.1 Types of 1.5hrs Lecture and Chalk Compilation
types of statistics. Statistics Discussion board, of Activities
chalk, Quizzes,
2. Explain and 1.2 Levels of 3hrs eraser, Homework
identify the levels measurement visual Recitation
of measurement. aids,
books
and
Chapter II notebook
3. Define mean, Measures of 3hrs Lecture and Attendance
median, mode. Central Tendency Discussion Compilation
2.1 Mean of Activities
(Grouped and
4. Solve problems Ungrouped) 3hrs
on measures of 2.2 Median
central tendency (Grouped and
from grouped and Ungrouped)
ungrouped data. 2.3 Mode 3hrs
(Grouped and
Ungrouped)
 Chapter 3-
Measures of
Variability

5. To define 3.1Standard 3hrs Lecture and Chalk Attendance Quizzes,

variability. Deviation Discussion board, Compilation Homework
(Grouped and chalk, of Activities Recitation
Ungrouped) eraser, And term
6. To solve 3.2 Long Method 3 hrs visual test
standard A aids,
deviation from 3.3 Long Method 3hrs books
grouped and B and
ungrouped data. 3.4 Coded notebook
Deviation method 5hrs
7. Solve the
quartile deviation 3.5Quartile
an d mean Deviation 1.5 hrs
absolute
deviation. 3.6Mean Attendance
Absolute Compilation
Deviation of Activities

MID-TERM

Chapter IV-
Inferential
Statistics

8. To state the six 3.1 Six Steps of 1hr Lecture and Chalk Attendance Quizzes,
steps of Hypothesis Discussion board, Compilation Homework
hypothesis testing. chalk, of Activities Recitation
testing. 3.2 Z-test 2hrs eraser,
9. To test the (sample mean visual
significant compared with aids,
difference population mean) 2hrs books
between two 3.3Z- and
variables using z- test( comparing notebook
test and t-test two sample 2hrs
means)
3.4 Z-test
(comparing two
sample 2hrs
proportions)
Quizzes,
3.5 T-test(sample Homework
mean compared Recitation
 with population 3hrs
mean)

3.6T-test
(comparing two 3hrs
sample
proportions)
10. To test the Chalk Attendance Quizzes,
significant 3.7Pearson board, Compilation Homework
relationship Product Moment 3hrs chalk, of Activities Recitation
between two Coefficient of eraser, And final
variables using Correlation 3hrs visual test
Pearson Product, aids,
Spearman Rho 3.8Spearman books
and Point- Rho and
Biserial. notebook
3.9Point-Biserial
Coefficient f
Correlation

Chapter IV Chalk
Chi- Square Lecture and board,
11. To test the 3 hrs Discussion chalk,
significant 4.1 Chi Square eraser,
difference visual
between two or aids,
more variables books
using the Chi- and
square test. notebook

Chapter V-
Analysis of
Variance 3.5hrs Lecture and
12. To test the Discussion
significant 5.1 One Way
difference between two
ANOVA
or
more variables using 1.5 hrs
ANOVA. FINAL

Prepared by: Checked & Verified: Recommending Approval: Approved:

ROMEO L PATUAL _______________ _______________ _________________

Date:_____________ Area Chairman Head Dean, Undergraduates
 Republic of the Philippines
SOUTHERN LEYTE STATE UNIVERSITY
College of Business & Management
San Juan, Southern Leyte

WORKBOOK
IN
PROF. ED. 326
(ASSESSMENT OF STUDENT LEARNING II)
____________________________________

____________________
Name of Student
SECOND SEMESTER
A.Y.: 2018-2019