CHAPTER ONE

What Is A Number? Is A Rose Always A Rose?

Key Terms
Nominal Scale

Ordinal Scale

Interval Scale

Ratio Scale

Dichotomous
Response Format
(Natural or
Forced)
Continuous
Response Format

Definitions and Examples

Are used to name or label things or to depict
categories.
It put things or people into categories.
Examples:
Race or ethnicity, marital status, gender, social
security number, identification number.
Order or rank things.
It is an assigned rank given to a person or thing.
Can be mathematically manipulated, special formulas
are often required.
Example:
Ranking of the outstanding learners of the class or
whole school every grade level.
Are based on a continuum where the interval (or
distance) between any two numbers is always the
same.
Can be manipulated mathematically to produce
meaningful results.
Make sense when they are added, subtracted,
multiplied, or divided.
Example:
Temperature scale
It is most advanced, the most sophisticated, the most
precise measurement scale.
It is distinguished from the interval measurement scale
by the fact that it has an absolute, true zero that has
meaning.
It can be mathematically manipulated and yield
meaningful results.
With this you can accurately say things such as
something is twice as much or half as much.
Example:
Vocabulary assignments
Are only two choices.
There is no middle ground.

It is a continuous responses allow for three or more

choices that increase in value.
It add texture and allow shades of gray interpretations.
It can also be mathematically manipulated.

CHAPTER TWO
Frequencies: One Potato, Two Potato, Three Potato, Four
Key Terms
Frequency

Score

Frequency
Distribution

Ungrouped
Frequency
Distribution

Definitions and Examples

Are presented as tally marks, and sometimes they are
presented as numbers.
The number of points that someone gets for correct
answers on a test, exam. etc.
It presents scores (X) and how many times (f ) each
score was obtained.
Present scores and how many individuals received
each score.
Most often referred to as just plain old frequency
distribution, lists every possible score individually.

Example:

Grouped Frequency
Distribution

Score X
f
100
99
2
98
3
97
1
96
95
3
94
2
Scores are collapsed into class intervals that are
mutually exclusive.

Example:

Cumulative
Frequency

Score X
F
98-100
2
95-97
1
92-94
2
89-91
3
86-88
3
83-85
4
80-82
4
Denoted cf, is the number of people who score at or
below a particular class interval.
It is calculated by adding the frequency associated with
a single score (for ungrouped data) or with a class
interval (for grouped data) to the number of cases or
frequencies below that score or class interval.
Allows you to see where you score in relation to others.

Example:

Class Interval

Score X
F
cf
98-100
2
25
95-97
1
23
92-94
2
22
89-91
3
20
86-88
3
17
83-85
4
14
80-82
4
10
Is arranged into different classes and the width of such
class.
Generally equal in width but this might not be the case
always.

Example:

Upper Limit

Class Interval
F
0-10
2
10-20
4
20-30
0
30-40
1
40-50
2
50-60
1
60 and above
0
Is dependent on the initial lower class limit and the
distance between the limits.

Example:

Lower Limit

Class Interval
UL
78-80
80.5
76-77
77.5
The point halfway between the value of the lowest
number in that interval containing the score and the
value of the highest number in the interval below it.

Example:

Width

Mutually Exclusive

Class Interval
LL
78-80
77.5
76-77
75.5
Depicted by i, is the range of scores for each group.
Means that a score belongs to one and only one class
interval.

CHAPTER THREE
The Distribution Of Test Scores-The Perfect Body?
Key Terms
Frequency Curve

Kurtosis

Definitions and Examples

It is a graph of a frequency distribution created by two
axes.
Along the horizontal axis (x-axis), the score values are
presented in ascending order.
Along vertical axis (y-axis), the frequency of people
who could have gotten have appears.
The peakedness or flatness of the graph of a frequency
distribution with respect to the concentration of values
near the mean.
There are three forms of a normal curve depending on
the distribution, or kurtosis of score.
These are mesokurtic, leptokurtic and platykurtic and
they are all symmetrical.

Example:

Mesokurtic

Leptokurtic

Platykurtic

Means that the peak of a probability distribution tries to

be between platykurtic and leptokurtic.
Is the perfect body in measurement. a normal bellshaped curve.
Means that the peak of probability distribution tries to
sharp as possible.
Is a statistical distribution where the points along the Xaxis are clustered, resulting in a higher peak (higher
kurstosis) than the curvature found in a normal
distribution.
Means that the probability distribution tries to minimize
its curvature, that is, it can be name as "flat curve'.

CHAPTER FOUR
Central Tendencies And DispersionComing Together Or Growing Apart
Key Terms
Central Tendency

Mean

Definitions and Examples

It is a fancy statistical term that means, roughly,
"middleness".
Scores clustering together in the middle of a frequency
curve.
It represent everyone's value in the set of all scores.
To get the value of mean is, we need to sum up all
scores and divided by the number of scores.
The formula is M=x/n

Example:
4, 5, 5, 7, 8, 9, 10, 10, 10

M=68/9
M=7.56

Mean is 7.56
Median

The middle value in a series of values arranged from

smallest to largest.
The score that divides the distribution of scores exactly
in half.

Example:
4, 5, 5, 7, 8, 9, 10, 10, 10
The median for this set of score is 8.
Mode

It is the most recognizable of all scores because the

score/s is obtained by the largest number of people.

Example:
2, 4, 3, 3, 3, 3, 5, 2, 6
The mode in this set of scores is 3 because it occurs

 Dispersion

Range

four times.
The scattering of the values of a frequency distribution
from the group.
It is the difference between the largest and smallest
score.

Example:
If the largest score on the test is 98 and the lowest
is 51, the range : 98-51=47
Range is 47.
Deviation Scores

The difference between a particular number in the

group and the average /mean.
The formula is (X-M)=0

Example:
If the X=95, M=95, the deviation score is 95-95=0
Variance

Standard Deviation

It is an abstract construct that reflects a global

variability in a set of scores.
Is the sum of squared differences from the mean of
each score, divided by the total number of scores minus
one.
The formula of variance is

It is the square root of variance and symbolized by S or

SD.
The formula of standard deviation is

CHAPTER FIVE
Standardized Scores-Do You Measure Up?
Key Terms
Deviation Score
Percentile

Z-score

T Scores

IQ Scores

SPSS

Definitions
Is the difference between anyone score and the mean.
Score that are commonly referred to as a percentile
rank represents the percentage of people in a group
scored who scored at or below any given raw score.
Used to any scores that is expressed as a percentile
rank based on the normal bell-shaped curve and is
formed from deviation scores. Also, compare one
persons score on one test with his or her score to
another test.
A frequently used standard score for personality
inventories, have a mean and standard deviation.
A second frequently used standard score for
Intelligence tests.

Can quickly convert raw scores to standard

scores.

CHAPTER SIX
Norms And Criterion Scores-Keeping Up With The Joneses Or Not
Key Terms
Criterion

Criterion-Reference
Test
CutoffScores

High Stakes

Norm-Reference Test

Norm Group

Norm-reference
Group/Normative
Sample
Fixed-reference
Groups
Specific
Group
Norms/ Local-norms

Definitions
Is defined as measurable behavior, knowledge,
attitude, or proficiency.
Is a mastery test that assesses proficiency on a
criterion of importance.
Is the lowest score that can receive and still in the
passing range.
Students that must pass knowledge- based
competency exams in order to receive their high school
diploma.
Is one in which scores are distributed into a bellshaped curve and a persons performance, behavior,
knowledge, or attitude score is interpreted with respect
to the normal curve. And presents norms for gender,
age or grade level, race or ethnicity, socioeconomic
status, rural/urban/inner-city settings, and/or
geographic region.
Is made up of a large representative group of people
who took the test and on whom the test was
standardize.
Makes up the bell-shaped, normal curve against which
compare an individual students score.

Can be a subgroup of the norm-reference group.

It is narrowly define population that can give interesting

information, whether the subgroups are sufficiently
large to allow for meaningful comparisons.

CHAPTER SEVEN
Error Scores-The Truth, The Whole Truth, And Nothing But The Truth?
Key Terms
Basic Test Theory

True Score

Obtained Score
Error Score

Definitions
Any score obtained by an individual on a test is made
up of two components: true score and error score.
Basic test theory equation is Xo=Xt+Xe.
Xo=the score obtained by a person taking the exam
(referred to as an obtained score or observed score).
Xt=a persons true score.
Xe=the error score associated with the obtained score.
Is a combination of an observed score and an error
score.
If there is no error in mean in measurement.
Assumed to be random, not true.

CHAPTER EIGHT
Building A Strong Test-One The Big Bad Wolf Can't Blow Down
Key Terms
Item Analysis

Item Generation

Item Discrimination

Index
Discrimination

of

Definitions
Allows you to select or delete items in order to build a
strong test-one that cant be blown apart or blown
down.
It is writing a large pool of items related to the concept
being measured.
Item discrimination is the the degree to which an item
differentiates correctly among test takers in the
behavior that the test is designed to measure
is the difference (D) in the percentage of people in one
extreme group minus the percentage of people in the

 Item Pool
Item Difficulty

P Value

D Value

Extreme Groups

other extreme group.

The set of test items.
Item difficult y is the percentage or portion of persons
who get that item correct.
defined as the percentage (or proportion p) of persons
who get an item correct.
the difference (D) between these two percentages
becomes its index of discrimination.
Generalizing results to individual across the range.

CHAPTER NINE
Reliability-The Same Yesterday, Today, And Tomorrow
Key Terms
Reliability

Test-Retest Reliability

Alternate
Reliability

Forms

Internal Consistency
Reliability

Interrater Reliability

Definitions and Examples

Is mathematically defined as the ratio of t rue score
variance in scores to the observed score variance. It is
the trustworthiness or the accuracy of a measurement
and consistency or stability of test scores.
Controls for error due to time, because the test is
administered at two different time periods. The time
period between the two testings indicating s the length
of time that the test score s have been found to be
stable.
Controls for error due to time and content. It controls
for the exact time period between the two testings as
well as the equivalency of item content across the two
forms of the test.
Is type of reliability only controls for sources of error
due to content since no time interval is involved. It only
needs to administer a test once if you are calculating
internal consistency reliability.
Is the fourth type of reliability is used when two or more
raters are making judgments about something.

Example:
Lets say you are interested in whether a teacher
consistently reinforces students answers in the
classroom.
You train two raters to judge a teachers response
to students as reinforcing or not reinforcing.
Standard Error
Measurement

of

Is directly related to reliability. The formula for standard

error of measurement is SEm = SDo 1 rtt.
The more reliable your test scores, the smaller your

SEm.
Example:
Lets say your reliability is 0.90 and the SDo is 3
(SDo is the standard deviation for the test).
If these values are inserted in the formula, your
SEm is 0.95.If your reliability is 0.70, your SEm is
1.64.
The higher the reliability, the less error in your
measurement.
Pearson
ProductMoment Correlation

Crobach's Alpha
K-R 20
Spearman-Brown
Correction

Is used to assess testretest and alternate forms

reliability because total test scores are continuous data
and reflect interval-level data.
For continuous response formats.
For dichotomous response formats.
Procedure can be used to compensate for this artificial
shortening.
The Spearman-Brown should only be used with internal
consistency reliability.

CHAPTER TEN
Validity-What You See
Is Not Always What You Get
Key Terms
Validity

Validity Groups

Definitions and Examples

Is defined as how well a test measures what it is
designed to measure. In addition, validity tells us what
can be inferred from test scores.
According to the Standards for Educational and
Psychological Testing (1999), the process of validation
involves accumulating evidence to provide a sound
scientific basis for the proposed score interpretations
(p. 9).
Evidence of validity is related to the accuracy of the
proposed interpretation of test scores, not to the test
itself.
Is the groups on which a test is validated. For our
achievement test example, the validation groups were
middle school students. The achievement test is valid
for students who have the same characteristics as
those in the validation sample of middle school
students.

Anyone who will potentially use this achievement

test needs to determine how closely his or her
students match the characteristics of the students
in the validation group.

Criterion

Construct-Irrelevant
Variance

Is some knowledge, behavior, skill, process, or

characteristic that is used to establish the validity of
test scores.
Is a source of error in a validity coefficient that is not
related to the tests intended.

Example:
Reading ability, speed of reading , emotional re

 Source of
Evidence

Validity

Convergent Validity

Discriminant Validity

actions to test items, familiarity with test content,

test anxiety, or items not related to the construct(s)
being measured.
Content, criterion related, predictive, concurrent,
convergent, discriminant, interval instruction and
construct.
evidence of convergent validity is shown when there is
a significant relationship between test scores and other
assessments of the same construct or behavior.
The evidence is shown when there is a no significant
relationship between test scores and measures of a
construct to which the test is not theoretically related.

GLOSSARY OF ASSESSMENT 2
KEY TERMS
10:00-11:00

MARIA ALYSSA MICHELLE B. VIOLAN - CHAPTER 1 AND 2

EMALYN S. TAMAY - CHAPTER 3 AND 4
DAISY L. PORIO - CHAPTER 5 AND 6
MARY JANE G. CAPILITAN - CHAPTER 7 AND 8
ALMARIE JOY M. AUXTERIO - CHAPTER 9 AND 10

PROF. ALBEN SAGPANG