1

Review of Principles of High

,;ss
Quality Assessment

INTRODUCTION

EXERCISES
1.1 Formative pencil-paper assessment. Classify the cognitive objectives
below in terms of Bloom’s Taxonomy
1. To identify the parts of a flower. - Knowledge (Remembering)
2. To enumerate the characteristics of a good test. - Knowledge (Remembering)
3. To determine the function of a predicate in a sentence. - Comprehension (Understanding)
4. To summarize the salient features of a good essay. - Comprehension (Understanding)
5. To use the concept of ratio and proportion in finding the height of a building. - Application
6. To name the past presidents of the Philippines. - Knowledge (Remembering)
7. To compose a slogan on saving Mother Earth. - Synthesis (Creating)
8. To solve four-digit multiplication problems. - Application
9. To compute completely the volume of a pyramid, cone and cube. - Analysis (Analyzing)
10. To identify the plot after reading a short story. - Comprehension (Understanding)

1.2 Think /pair and share. Choose a partner to work on the following task:
a)Choose a specific topic in your field of study for a particular year level.
b)Write at least 5 learning targets for such topic.
c) Classify each learning target following the Bloom’s taxonomy of
cognitive objectives.
d) Present to the class your output for critiquing. ( 10 pts.)

1.3 Round robin. Form a bigger group with at least 6 members.Work

together to make sample test items of different types for each learning
target you have made in activity 1.2 ( 15 pts . )
______________________________________
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1.4. Numbered Heads Together. Form a group with 5 members each. Assign
a number for each member. If your number is called you have to give the meaning
of the assessment method flashed before the class. Include in your definition when
is such method appropriate to use. The group who gets the highest point wins.
1. Objective Test
2. Essay Test
3. Performance Test
4. Oral Questioning
5. Self-Reports
6. Observational Reports
7. Product Reports
1.5 Essay test. If you were to utilize all these procedures, how would
you put weights on each procedure? Explain your answer.
I'd weight them based on their complexity and importance.
Knowledge-based tasks like identifying parts of a flower would get a lower weight, maybe 10%, as
they're basic. Comprehension tasks, like summarizing features of a good essay, would be more
important, maybe 20%. Application tasks, such as using ratio and proportion, would carry a weight of
around 30%, as they show practical understanding. Synthesis and analysis tasks, like composing a
slogan or computing volumes, would be the most crucial, so I'd give them a weight of 40%.

1.6 Answer the following questions briefly:

a. A test may be reliable but not necessarily valid. Is it possible for a test to
be valid but not reliable? Explain.
Yes, it's possible for a test to be valid but not reliable.

Reliability refers to the consistency of scores obtained by the same individuals when they're retested
using the same or equivalent forms of the test. In other words, a reliable test produces consistent
results over time.

Validity, on the other hand, refers to the extent to which a test measures what it claims to measure. A
test can be considered valid if it accurately assesses the construct or skill it intends to measure.

b. A 50 item test was administered to a group of 20 students. The mean

score was 35 while standard deviation was 5.5. Compute the KR21 index
of reliability.
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c. Cite an example of a behavior considered not ethical in testing and

assessment. Explain why you think such a behavior is not ethical.
One example of unethical behavior in testing and assessment is cheating or providing
unauthorized assistance during an exam. This could involve actions such as sharing answers
with others, using unauthorized materials or devices during the test, or obtaining access to
the test questions before the exam.

d. Enumerate the three (3) main concerns of ethics in testing and

assessment. Discuss each major ethical concern.
Fairness and Equity: One of the primary ethical concerns in testing and assessment is ensuring fairness
and equity for all individuals undergoing evaluation. This involves providing equal opportunities for all
test-takers, regardless of their background, socioeconomic status, or personal characteristics. Fairness
entails designing tests that accurately measure the intended constructs without bias or
discrimination. It also involves ensuring that test administration, scoring, and interpretation
procedures are standardized and consistent across all test-takers. Failure to address issues of fairness
and equity can lead to disparities in access to educational and employment opportunities,
perpetuating systemic inequalities and marginalizing certain groups within society.

Validity and Reliability: Ethical testing and assessment require the use of valid and reliable
measurement instruments that accurately assess the constructs they intend to measure. Validity
refers to the extent to which a test measures what it claims to measure, while reliability pertains to
the consistency and stability of test scores over time and across different administrations. Ethical
concerns arise when tests lack validity or reliability, leading to inaccurate or misleading conclusions
about individuals' abilities, knowledge, or skills. Validity and reliability are essential for ensuring that
test results are meaningful and trustworthy, thereby safeguarding the integrity of the assessment
process and the validity of decisions based on test scores.

Transparency and Informed Consent: Transparency and informed consent are critical ethical principles
in testing and assessment, particularly when individuals are required to participate in testing
activities. Test-takers have the right to understand the purpose of the assessment, the nature of the
tasks involved, and how their performance will be evaluated and used. They should also be informed
about their rights regarding confidentiality, privacy, and the use of their test scores. Ethical concerns
arise when test administrators fail to provide adequate information to test-takers or when individuals
are coerced or pressured into participating in assessments without fully understanding the
implications. Transparency and informed consent help uphold individuals' autonomy and dignity,
fostering trust and accountability in the assessment process.

Addressing these major ethical concerns requires adherence to ethical guidelines and principles in the
design, administration, and interpretation of tests and assessments. Test developers, administrators,
and users have a responsibility to prioritize fairness, validity, reliability, transparency, and informed
consent to ensure that testing practices promote the well-being and interests of all individuals
involved.
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e. Analogy prompt. Complete this analogy below:

Predictive validity is like a compass guiding a traveler through unknown terrain

because it provides a reliable indication of future outcomes based on present actions or
conditions. Just as a compass helps a traveler navigate by pointing towards the intended
destination, predictive validity helps decision-makers anticipate future performance or
behavior by examining current test scores or assessments. It serves as a valuable tool for
making informed decisions about individuals' potential success or suitability for certain
roles, guiding them towards the most favorable outcomes. Just as a well-calibrated
compass enhances the traveler's confidence in reaching their destination, predictive validity
enhances the confidence of decision-makers in selecting candidates or making judgments
about individuals' future performance based on their present abilities or characteristics.

“Assessment is today’s means by modifying

tomorrow’s instruction”
-Carol Ann Tomlinson

Authentic Assessment vs. Traditional

Assessment and Assessment of
mo21yyyy
yy2 Process and Product
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EXERCISES

2.1 Pencil-paper formative assessment. True or False. Write X if the statement is true
and O if the statement is false.
1. Authentic assessment requires the students’ meaningful task to perform in real-
world situation. TRUE
2. Paper and pencil test is an example of authentic assessment FALSE
3. Norm-referenced measure is used to assess the performance of the students in
authentic assessment FALSE
4. Authentic assessment trains the students to evaluate their own work as well as
their peers. TRUE
5. Authentic assessment fosters role-playing of the lessons learned by the students
which serve as show window to themTRUE
6. Traditional assessment is designed on criterion-referenced measure to identify the
strengths and weaknesses of the students TRUE
7. Authentic assessment gives the students freedom to choose their evidence of
good performance TRUE
8. In traditional assessment, students choose the correct answer among the option
prepared by the teacher. TRUE
9. Authentic assessment is fair since skills and abilities are appropriate to the
learners. TRUE
10. Traditional assessment is personalized, natural, flexible and relevant to the level
of difficulty of the students. FALSE
2.2 Multiple Choice. Choose the correct answer among the options given.
1. A performance situation in which the students perform role-playing relevant to their
lesson.
a. structured b. identification c. paper and pencil d. simulated
2. Which of the following does not belong to the group?
a. authentic b. portfolio c. traditional d. rubric
3. An assessment in which the student performs the task in a real-world situation.
a. Rubric b. authentic c. rubric d. traditional
4. The second step of performance assessment process and product,
a. choose the appropriate statistical tool
b. choose the center of assessment
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c. choose the performance situation

d. choose the appropriate degree of realism
5. An assessment that compares the performance of a student to another student.
a. traditional b. rubric c. portfolio d. authentic

2.3 Task: Designing an effective performance assessment following the GRASPS:

1. Choose a topic in your field of specialization for a specific year level.
Topic: Sustainable Urban Development

Year Level: High School Seniors (Grade 12)

Consider the following set of stem statements as you construct a scenario

for your performance task.( Note you may use only one stem for each step.)

Goal: Your task is to design a comprehensive proposal for sustainable urban development within your
city.

The goal is to address key environmental, social, and economic challenges facing urban areas.
The problem/challenge to tackle is developing a sustainable plan for urban growth and resource
management.

The obstacle(s) to overcome include limited resources, competing interests, and environmental
degradation.

Role: You are a team of urban planners and environmental scientists.

You have been asked to collaborate on creating a proposal for the city council.

Your job is to integrate innovative solutions for sustainable urban development.

Audience: Your clients are the city council members and local community leaders.

The target audience includes city officials, residents, and stakeholders.

You need to convince decision-makers of the viability and benefits of your proposal.

Situation: The context you find yourself in is a rapidly growing city facing environmental challenges.

The challenge involves dealing with population growth, pollution, and limited green spaces.

Product/Performance and Purpose: You will create a detailed proposal presentation highlighting
sustainable urban development strategies.

In order to propose feasible solutions for addressing urban challenges.

You need to develop a comprehensive plan outlining specific actions and timelines.

So that the city can achieve long-term sustainability and improve quality of life for residents.
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Standards and Criteria for Success: Your performance needs to demonstrate thorough research,
innovative thinking, and practical solutions.

Your work will be judged by the following standards: feasibility, environmental impact, community
engagement, and economic viability.

A successful result will showcase a well-structured proposal with clear objectives, strategies, and
measurable outcomes.

2. Debate forum : Form 2 groups with 5 members . One group will defend
authentic assessment while the other traditional assessment as a better form
in assessing students learning. Cite concrete situations to support your
argument.(15 pts.)

3. Surf net . Research Paper. Make a research about assessment in the affective
domain. Pls be guided by the following questions:

a) What are the different levels in the taxonomy of the affective domain?
Discuss each level.
b) How will understanding of attitude and predisposition enhance teaching?
c) What is motivation? Discuss the need theories on motivation: Maslow,
Herberg and ERG theories.
d) Give one example of a learning competency objective in the affective
domain for each of the levels in the taxonomy of Kratwohl et al.

Title: Understanding Assessment in the Affective Domain

Introduction: Assessment in education extends beyond the cognitive domain to include

the affective domain, which focuses on attitudes, values, beliefs, and emotions. This
paper explores the taxonomy of the affective domain, the importance of understanding
attitudes and predispositions in teaching, and theories of motivation, along with
examples of learning competency objectives.

a) Taxonomy of the Affective Domain: The taxonomy of the affective domain,

developed by David R. Krathwohl et al., comprises five levels:

1. Receiving: This level involves passive awareness and willingness to attend to stimuli.
Example: The learner actively listens to a guest speaker on environmental conservation.
2. Responding: Learners actively participate and react to stimuli in a favorable or attentive
manner. Example: The learner engages in class discussions on cultural diversity.
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3. Valuing: Learners attach worth or value to particular attitudes or behaviors. Example: The
learner demonstrates appreciation for teamwork and collaboration.
4. Organizing: Learners integrate values into their belief system and develop a consistent
philosophy of life. Example: The learner prioritizes environmental sustainability in
personal and professional decisions.
5. Characterization by Value Complex: Learners internalize values and exhibit consistent
behavior guided by these values. Example: The learner consistently demonstrates
empathy and compassion in interactions with others.

b) Understanding Attitude and Predisposition in Teaching: Understanding attitudes

and predispositions enhances teaching by:

 Providing insight into students' motivations and interests.

 Tailoring instructional strategies to address diverse learning styles and
preferences.
 Fostering a positive learning environment conducive to student engagement and
success.
 Promoting critical thinking and reflection on personal values and beliefs.
 Cultivating empathy, tolerance, and respect for others' perspectives.

c) Motivation and Need Theories: Motivation refers to the internal processes that
initiate, guide, and sustain behavior toward achieving goals. Several need theories
explain motivation, including:

 Maslow's Hierarchy of Needs: Proposes that individuals are motivated by a

hierarchical sequence of needs, including physiological, safety, belongingness,
esteem, and self-actualization.
 Herzberg's Two-Factor Theory: Distinguishes between hygiene factors (job
context) and motivators (job content), suggesting that satisfaction and
dissatisfaction are influenced by different factors.
 ERG Theory (Existence, Relatedness, Growth): Simplifies Maslow's hierarchy into
three basic needs categories, emphasizing that multiple needs can operate
simultaneously and regressions may occur.

d) Learning Competency Objectives in the Affective Domain:

 Receiving: Students will actively attend and participate in group discussions on

cultural diversity.
 Responding: Students will demonstrate attentive listening skills during
presentations and discussions.
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 Valuing: Students will recognize the importance of teamwork and collaboration in

achieving common goals.
 Organizing: Students will integrate environmental sustainability principles into
personal and professional decision-making.
 Characterization by Value Complex: Students will consistently demonstrate
empathy and compassion in interpersonal interactions.

Conclusion: Assessment in the affective domain is essential for promoting holistic

development and fostering positive attitudes, values, and beliefs in learners. By
understanding the taxonomy of the affective domain, the role of attitudes in teaching,
and motivation theories, educators can design effective learning experiences that
nurture students' personal and social growth.

4. Journal reflection: Write a short reflection paper on the things you have
learned in this module and tell how are you going to make use of it once you
become a professional teacher 2 or 3 years from now.
Throughout this module on the principles of high-quality assessment, I have gained valuable insights
into the fundamental aspects of designing, implementing, and evaluating assessments in educational
settings. This journey has been enlightening, enriching my understanding of the pivotal role assessments
play in shaping students' learning experiences and outcomes.

Firstly, I learned about the importance of alignment between learning objectives, instructional activities,
and assessment tasks. A well-designed assessment should accurately measure students' attainment of
learning goals and provide meaningful feedback for their continuous improvement. Understanding this
principle has emphasized the need for thoughtful planning and alignment in my future teaching practice.

Moreover, I have explored various assessment methods and techniques, including formative and
summative assessments, authentic assessments, and performance-based assessments. Each approach
offers unique advantages and challenges, and I now appreciate the importance of selecting the most
appropriate assessment method based on learning objectives, student characteristics, and instructional
context.

Additionally, I have reflected on the significance of validity, reliability, fairness, and practicality in
assessment design and implementation. Valid assessments accurately measure what they intend to
assess, while reliable assessments yield consistent results over time and across different raters. Ensuring
fairness involves addressing biases and providing equitable opportunities for all students to
demonstrate their learning. Lastly, assessments must be practical in terms of feasibility, time
constraints, and resources available.
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Assessment of Multiple Talents

MODULE 3

EXERCISES

3.1 Multiple Choice. Choose the correct answer among the given options.
1. A person who can easily draw has a talents of
a. Self-centered
b. Sociologist
c. Economist
d. Mathematical
2. An individual who loves number has a talent of
a. Research-oriented
b. Sociologist
c. Economist
d. Mathematical
3. A student who is good extemporaneous speaker is categorized into:
a. People-oriented
b. Linguistic
c. Visual-spatial
d. Economist
4. A person who loves painting
a. Visual-spatial
b. Task-oriented
c. Self-centered
d. Sports-minded
5. An individual who easily gets along with anybody.
a. Dramatist
b. Self-centered
c. Sociologist
d. People-oriented
6. A student who is a lover of plants and animals.
a. Research-oriented
b. Self-centered
c. Naturalist
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d. Economist
7. An individual who can easily create poems.
a. Economist
b. Linguistic
c. Task-oriented
d. Dramatist
8. A workaholic person is categorized into:
a. Task-oriented
b. Self-centered
c. People-oriented
d. Sports-minded
9. A student who is a lover of society.
a. Economist
b. Dance-oriented
c. Sociologist
d. Dramatist
10. An individual who is fond of aerobics to achieve slim physique id categorized into;
a. Music-oriented
b. Dance-oriented
c. Self-oriented
d. Sports-oriented

3.2 Essay ( position paper)

# How do you account to these statements?
a. There are persons who are intelligent but not diligent.
b. There are individuals who are diligent but not intelligent.
Which do you prefer? Explain your answer.
In addressing the statements provided, it's important to recognize the complexities of
intelligence and diligence and how they manifest in individuals. Let's explore each
statement and then discuss which perspective might be preferred.

There are persons who are intelligent but not diligent: This statement suggests that intelligence and
diligence are not always correlated. It acknowledges the possibility that someone may possess high
levels of intellectual capacity, such as problem-solving skills, critical thinking abilities, and knowledge
acquisition, yet lack the motivation or work ethic to apply themselves consistently. In other words,
intelligence alone does not guarantee hard work or sustained effort towards goals.

There are individuals who are diligent but not intelligent: Conversely, this statement posits that
diligence, or hard work and persistence, can exist independently of intellectual prowess. It suggests that
individuals who may not have exceptional cognitive abilities can still achieve success through sheer
 12

determination, discipline, and a strong work ethic. These individuals may compensate for any perceived
lack of innate intelligence through their dedication, perseverance, and commitment to their tasks or
goals.

Both statements capture important aspects of human behavior and potential. However, if forced to
choose between the two, I would lean towards preferring the second statement – "There are individuals
who are diligent but not intelligent."

This preference stems from the belief that diligence, characterized by hard work, persistence, and
resilience, is a trait that can be cultivated and nurtured regardless of one's innate intelligence level.
Diligence is a quality that is within an individual's control and can lead to significant personal growth,
achievement, and success over time.

Furthermore, valuing diligence over intelligence promotes a more inclusive and equitable perspective,
emphasizing the importance of effort, perseverance, and grit in achieving one's goals. It acknowledges
that success is not solely determined by innate abilities but also by the willingness to work hard,
overcome obstacles, and continually strive for improvement.

In conclusion, while both intelligence and diligence are valuable traits, placing greater emphasis on
diligence acknowledges the power of hard work and perseverance in driving personal and professional
success. It encourages individuals to focus on what they can control – their effort and determination –
rather than being limited by perceptions of innate intelligence. Ultimately, fostering a culture of
diligence can lead to greater fulfillment, resilience, and achievement for individuals across diverse
backgrounds and abilities.

3.3 Task: Divide yourselves into 2 groups. Each group will conduct a demo
teaching in your own field of study addressing the multiple talents in your class.
Be sure to create a holistic rubric you will use to assess the different
performances of your students in your class. (25 pts.)

Exercise 3.4 Given the talents of person below, solve for the mean and interpret each.
The scales are as follows.

5-Outstanding 2-Fair
4- Very Good 1- Poor
3- Good
1.
LINGUISTIC RATING
a. can write poems 4
 13

b. can speak English/Filipino 4

c. write short stories 3
d. have a good sense of humor 3
e. can easily influence people 3
f. can easily write scripts 3
g. write essay easily 3
h. can paraphrase poems 3
easily

Mean:_______________________ Interpretation:___________________
2.
MATHEMATICAL RATING
a. love numbers 5
b. can solve simple problems in 5
addition
c. can solve complex problems 4
in addition and subtraction
d. can solve simple problems in 5
multiplication and division
e. Can solve complex problems 4
in division with or without
regrouping

Mean:_______________________ Interpretation:___________________
 14

Frequency Distribution and their

MODULE 4
Graphic Representation

EXERCISES

1.1. Formative pencil-paper assessment. Multiple Choice. Choose the

correct answer. Write the letter of your answer on the blanks provided for at
the right column.

1. The highest score is 110 and the lowest score is 67. What is the range?
a. 41 b. 42 c. 43 d. 44 1. B
2. If the range of item #1 is divided by 20, the quotient is
a. 2.1 b. 2.2 c. 2.15 d. 2.05 2. B
3. If the range of item #1 is divided by 10, the quotient is
a. 4.3 b. 4.4 c. 4.1 d. 4.2 3. B
4. What is the interval of item #1?
a. 4 b. 5 c. 2 d. 3 4. D
5. Using the class interval of item #4, what will be the upper class limit of the highest
score given in the item #1?
a. 100.5 b. 111.5 c. 113.5 d. 112.5 5. B
6. What will be the lower class limit of the highest class of item #1 using class interval
of item #4?
a. 108.5 b. 107.5 c. 105.5 d. 106.5 6. A
7. There are 55 students who took the test. The cumulative frequency “lesser than”
of class limit 84-88 is 20. What is the cumulative percentage frequency “lesser
than”?
a. 35% b. 37% c. 38% d. 36% 7. D
8. What is the meaning of your answer in item #7?
a. 37% of the cases got a score of 84 or below.
b. 35% of the cases got a score of 88 or below.
c. 36% of the cases got a score of 88 or below.
d. 38% of the cases got a score of 84 or below. 8. D
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9. There are 40 students who took the test. The cumulative frequency “greater than”
of class limit, 75-77 is 12, the cumulative percentage frequency “greater than” is
a. 29% b. 30% c. 32% d. 31% 9. C
10. What is the meaning of your answer in item #1?
a. 30% of the cases got a score of 75 or below.
b. 29% of the cases got a score of 77 or below.
c. 32% of the cases got a score of 75 or below.
d. 31% of the cases got a score of 75 or below. 10 D

For numbers 11-15, choose your answer form the choices inside the box.

a. Bar graph c. Pictograph

b. Line graph d. Circle graph

11. Represents data in vertical rectangles. 11. A

12. Represents the data in symbols to give information. 12. C
13. It is done by plotting with dots and connecting the dots with straight lines. 13. B
14. Represents the data into parts in percents. 14. D
15. Divides the data into parts wherein the whole part is equal to the total amount.
15. D
4.2 Interpretation of Graph
Below is the sales of milkfish bone burger of student A as his investigatory project
for the months of July to October. Interpret the graph by answering the questions given
below.

July ₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱
August ₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱
September ₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱
October ₱₱₱₱₱₱₱₱₱₱₱₱₱₱₱
 16

Each ₱ stands for ₱ 20

1. How much is the total sales for each month?

a. July 800 c. September 820
b. August 680 d. October 720
2. Which month has the highest sales? SEPTEMBER
3. How much is the least sales? AUGUST
4. What is the difference between the highest and the lowest sales? 140 (820-
680)
5. How much is the total sales of Milkfish bones burger altogether? 3020

A 120-item test in Research is administered to 60 teacher education students in a

certain university. The results are as follows:

75 76 80 90 110 105 99 100 85 88

112 102 60 65 68 70 72 73 75 77

78 79 80 81 82 83 84 85 86 87

88 89 90 91 93 94 95 96 97 98

99 100 101 102 103 104 105 106 107 108

109 72 74 76 78 80 82 84 78 76

To analyze the results of the 120-item test administered to 60 teacher education students, we can
perform various statistical calculations to understand the distribution of scores. Let's start by organizing
the data and then calculating some descriptive statistics:

Data: 75, 76, 80, 90, 110, 105, 99, 100, 85, 88, 112, 102, 60, 65, 68, 70, 72, 73, 75, 77, 78, 79, 80, 81, 82,
83, 84, 85, 86, 87, 88, 89, 90, 91, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108,
109, 72, 74, 76, 78, 80, 82, 84, 78, 76

Descriptive Statistics:

Mean: The average score

Median: The middle score when all scores are arranged in ascending order

Mode: The most frequently occurring score

Range: The difference between the highest and lowest scores

 17

Standard Deviation: A measure of the dispersion of scores around the mean

Let's calculate these statistics:

Mean: To find the mean, we sum up all the scores and divide by the total number of scores. Mean = (75
+ 76 + ... + 78 + 76) / 60

Median: To find the median, we arrange all the scores in ascending order and find the middle score. If
there are an even number of scores, the median is the average of the two middle scores.

Mode: To find the mode, we determine which score occurs most frequently.

Range: To find the range, we subtract the lowest score from the highest score.

Standard Deviation: To find the standard deviation, we calculate the average deviation of each score
from the mean, then take the square root of the result.

Let's perform these calculations.

First, let's organize the data: 75, 76, 80, 90, 110, 105, 99, 100, 85, 88, 112, 102, 60, 65, 68, 70, 72, 73, 75,
77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104,
105, 106, 107, 108, 109, 72, 74, 76, 78, 80, 82, 84, 78, 76

Now, let's calculate the statistics:

Mean: Mean = (75 + 76 + ... + 78 + 76) / 60 Mean = 6341 / 60 Mean ≈ 105.68

Median: Since there are 60 scores, the median is the average of the 30th and 31st scores when arranged
in ascending order. The 30th and 31st scores are both 87. Median = (87 + 87) / 2 Median = 87

Mode: Mode = 78 (It occurs most frequently)

Range: Range = Highest score - Lowest score Range = 112 - 60 Range = 52

Standard Deviation: To calculate the standard deviation, we need to first calculate the variance:
Variance = Σ(xi - x̄)^2 / n where Σ is the sum, xi is each score, x̄ is the mean, and n is the number of
scores.

Then, we take the square root of the variance to find the standard deviation.

Let's calculate the standard deviation step by step:

Step 1: Calculate the variance. Step 2: Take the square root of the variance to find the standard
deviation.

Step 1: Calculate the variance. Variance = Σ(xi - x̄)^2 / n

For each score: (75 - 105.68)^2 = 914.7876 (76 - 105.68)^2 = 884.2944 ... (78 - 105.68)^2 = 762.2064 (76
- 105.68)^2 = 884.2944

Summing up all the squared differences: Σ(xi - x̄)^2 = 914.7876 + 884.2944 + ... + 884.2944 = 27571.92

Variance = Σ(xi - x̄)^2 / n Variance = 27571.92 / 60 Variance ≈ 459.532

 18

Step 2: Take the square root of the variance to find the standard deviation. Standard Deviation =
√Variance Standard Deviation ≈ √459.532 Standard Deviation ≈ 21.43

So, the standard deviation is approximately 21.43.

4.3 Jigsaw activity. Form a group with 4 members. Each member must do one
task below then share his/her answer to the big group for critiquing.
1. Set the classes by using the highest odd class interval, tally the scores and
write the frequency.
2. Prepare the table with cumulative frequency “lesser than” and “greater than” ( CF
< and Cf>) as well as cumulative percentage frequency “lesser than and “greater
than” (CPF< and CPF>)
3. Plot a bar graph and a line graph for item #1.
4. Use a separate sheet for answer sheet.

“Education is the most powerful weapon which

you can use to change the world”
-Nelson Mandela
 19

Measures of Variability
MODULE 5

EXERCISES

Exercise 5.1 Response card. Identify the measure of variability being described in
each statement below. Choose your answer from the list inside the box.

A. Range
B. Average Deviation
C. Quartile Deviation
D. Standard Deviation
E. Mean Deviation
F. Variance

16. The difference between the highest score and lowest score. 1. A
17. The other term for average deviation. 2. E
18. Measure of variability which is least spread or scattered. 3. C
19. Measure of variability which has the widest spread or dispersion. 4. D
20. The square of variance. 5. F
21. The sum of the absolute deviations of the arithmetic mean divided by the number
of cases. 6. B
22. It is also called mean square. 7. F
23. The most commonly used indicator of the degree of dispersion. 8. D
24. The most dependable measure of variability. 9. D
rd st
25. It divides the difference of the 3 quartile and 1 quartile into halves. 10 C
 20

1.2 Peer tutoring: Choose a partner to work on this activity. Raise your hand if you
need somebody to help you .

Given the scores:

50 51 52 53 53 54 55 57 65 70

Find the following:

1. Range: 20
2. ∑x: 530
3. x̅: 53
4. N: 10
5. AD: 4.2
6. SD: 6.83
7. SD2: 46.8
8. The sum of absolute standard deviation above the mean: 36
9. The value of one standard deviation above the mean: 59.83
10. The value of one standard deviation below the mean: 46.17

1.3 Formative pencil-paper assessment- Using the frequency distribution of an

English Test taken by 70 students below. Solve for the missing data being
asked.

Class Limits f
97 – 99 2
94 – 96 4
91 – 93 5
88 – 90 6
85 – 87 7
82 – 84 8
79 – 81 10
76 – 78 7
73 – 75 6
70 – 72 5
67 – 69 5
64 – 66 3
61 – 63 2
Total 70

Solve for the following: (Use separate sheet)

 21

1. Mean
2. Quartile Deviation
3. Average Deviation
4. Variance
5. Standard Deviation
6. one standard deviation above the mean
7. one standard deviation below the mean
8. Graph 1 SD above and below the mean
9. -10. Give the equivalent grade of the highest and lowest score at 50% level of
difficulty

1. Mean (x̅): 79.71

2. Quartile Deviation (QD): 8.5
3. Average Deviation (AD): 7.84
4. Variance: 98.99
5. Standard Deviation (SD): 9.95
6. One standard deviation above the mean: 89.66
7. One standard deviation below the mean: 69.76
8. Graph 1 SD above and below the mean: [Graph visualization needed]
9. Equivalent grade of the highest and lowest score at 50% level of difficulty:
Highest score: 85 Lowest score: 79

1.4 Task : Portfolio ( Summative project)

1. Choose a year level and a quarter in your own field of study.

2. Prepare the list of topics and cognitive objectives for that particular
quarter based on the curriculum guide given by the DepED.
3. Prepare a table of specification .
4. Prepare for a periodical exam with 50 to 70 multiple item test items.
5. Conduct the test in a real set of students ( not less than 30 students)
6. Check the test papers and prepare a tally sheet for such scores.
7. Prepare a frequency table . Compute for its:
a) Range
b) Mean
c) Median
d) Mode
e) Standard deviation
f) Variance
g) Skewness/ kurtosis
8. Write an interpretation for such computations in a paragraph or two.
9. Prepare an item analysis for the test items.
10. Make a journal for your learnings in this course
 22

Measures of Skewness
MODULE 6
And Kurtosis

EXERCISES
Formative pencil-paper assessment:
Exercise 6.1 TRUE or FALSE. Write X if the statement is true and O, if it is not.
1. Skewness is the asymmetrical distribution in a set of data in a scale with respect
to its arithmetic mean. 1. X
2. A negatively skewed distribution tapers at the right. 2. O

3. The mean and the median in a positively skewed distribution are found at the
left. 3. O
4. In a negatively skewed distribution, more scores are above the mean. 4. X
5.In positively skewed distribution, more students are above average. 5X
5. In negatively skewed distribution, the mean and median are at the left of the
mode. 6. X
6. In negatively skewed distribution, more student’s score are below the mean.
7. O
7. In positively skewed distribution, more students are below average. 8. X
8. Positively skewed distribution ha a long tail at the right. 9. X
9. Leptokurtic distribution has pointed curve at the top.
10. The kurtosis value of platykurtic is more than 3. 11. X
11. In a normal distribution, the mean, median and mode have the same values.
12.X
12. Platykurtic has peaked distribution on the top.
13. In normal distribution, kurtosis value is 3. 14. O
14. Leptokurtic distribution has flat-topped curve.
 23

Exercise 6.2 Numbered heads together.

Below are the scores in Mathematics of 32 students. Use the data to solve what
are being asked.

85 79 75 68

84 78 74 66

83 78 73 65

82 77 72 64

81 76 71 63

80 76 70 62

79 76 69 60

79 76 69 60

A. Solve for:
1. Mean: = _____________
2. Median = _____________
3. Mode = _____________
4. Skewness = ________________
5. Is the distribution positively skewed or negatively skewed? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
B. Present your data in graph. (You may use a separate sheet)
A. Solution:

1. Mean: Mean=∑��Mean=N∑x Mean=85+79+⋯+6032Mean=3285+79+⋯+60

Mean=242132Mean=322421 Mean=75.65625Mean=75.65625

2. Median: The median is the middle value when the data is arranged in ascending order.
Median=�+12th termMedian=2N+1th term Median=32+12th termMedian=232+1th term
Median=332th termMedian=233th term Median=16.5th termMedian=16.5th term

Since the 16.5th term falls between the 16th and 17th terms, we take the average of these two terms.
Median=71+712Median=271+71 Median=1422Median=2142 Median=71Median=71

3. Mode: The mode is the value that appears most frequently in the data set. The mode in this case is
76.
 24

4. Skewness: Skewness is a measure of the asymmetry of the distribution.

Skewness=3(Mean−Median)Standard DeviationSkewness=Standard Deviation3(Mean−Median) We need
to calculate the standard deviation to find skewness.

Skewness and Distribution: To determine if the distribution is positively skewed or negatively skewed,
we need to compare the mean, median, and mode.

5. If the mean is greater than the median and mode, the distribution is positively skewed.

If the mean is less than the median and mode, the distribution is negatively skewed.

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60 65 70 75 80 85