City of Malaybalay

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SCHOOL OF EDUCATION
ED110 Assessment of Learning 2 Ellen A. Azuelo
(Course Code) (Course Title) (Name of Instructor)
s

Overview of Assessment of Learning: March 7,9

I. Learning Module
1 Utilization of Assessment Data 7 and 14, 2022
(Module Number) (Topic) (Week) (Dates)

II. Introduction
Welcome to Assessment of Learning 2 class on Module 2. It is all about Overview of assessment of learning: Utilization of
assessment data.
This module is good for 12 hours including our online class . It is imperative for the student enrolled in assessment 2 to
understand the basic statistical concepts in preparation for grading students.

III. Intended Learning Outcomes (ILOs)

Student should be able to:
Student should be able to:
1. compute the mean, median, and mode, quartile and percentile of a score distribution;
2. identify the different properties of measures of central tendency;
3. identify the uses of the different measures of variability
4. compute the value and make an analysis of range, quartile deviation, variance and standard deviation
of a given score distribution
5. identify the properties of the different measures of variability
6. differentiate standard deviation and coefficient of variation
7. apply the concept of skewness in identifying the overall performance of the students
8. identify the different types of standard scores
9. convert raw score to standard score
10. determine the degree of relationship of two groups of scores
11. compute the correlation coefficient and
12. apply the different concepts in the utilization of assessment data.
IV. Stimulating Recall
In the context of the K to 12 program where you students have experienced with your previous
teachers, you have undergone various assessment methods.
Can you define statistics which plays a very important role in assessing the performance of students?
In this module there are four (4) topics. You will learn them as you go through this module.
V. Presentation of the Topic/Learning Material
Topic 1- Branches of statistics
Topic 2- Describing Group Performance
Topic 3- Describing Individual Performance
Topic 4- Describing Relationship
VI. Activities or Exercise
Activity 1. How Far Do you know me?
In this particular topic, you need to:
1. define statistics and
 The statistics is a branch of mathematics that deals with the collection, analysis,
interpretation, and presentation of mases of numerical data. An example of a statistic is a
 report of numbers saying how many followers of each religion there are in a particular
country.

2. describe the branches of statistics

 Descriptive statistics – It involves the organization of analysis, summarization and display
of data.
 Probability theory – It is the branch of statistics which deals with chance or random
phenomena, it tries to quantify how likely the events are to occur.
 Inferential statistics – It is the branch statistics that involves using a sample to draw
conclusion about population. A basic tool in the study of inferential statistics is probability.

Activity 2. How to describe group performance?

You are going to classify the different types of:
1. Measures of Central Tendency
 Mode – The mode is the value that appears most frequently in a data set, this is a set of
data that may have one mode, more than one mode or no mode at all. The advantage of
mode is it can be found in both numerical and categorical data. So the limitation of the mode
is that some distribution the mode may not reflect the center of the distribution very well.

 Median – The median is the middle value in the distribution when the values are arranged
in ascending or descending order. The advantage of median is it’s less affected by the
outliers and the skewed data than the mean and it is usually the preferred measure of central
tendency when the distribution is not symmetrical. So the limitation of the median is it can’t
be identified for a categorical nominal data as it can’t be logically ordered.

 Mean - The mean is the sum of the value of each observation data set divided by the number
of observation. This is also known as the arithmetic average. The advantage of the mean is
it can be used for both continuous and discrete numeric data. So the limitation of the mean
is it can’t be calculated for categorical data, as the values cannot be summed.

2. Measures of Variation or dispersion

 Range – The range is the difference between the largest value and the smallest value, it is
also the simplest measure of variability in the data. The range is determined by only the two
extreme data values.

 Interquartile range – The interquartile range is a measure of variability, based on dividing

a data set into quartiles. The quartiles divide a rank ordered data set into four equal parts,
the values that divide each part are called the first, second, and third quartiles and they are
denoted by Q1, Q2, Q3 respectively.
Q1 – Is the middle value in the first half of the rank ordered data set.
Q2 – Is the median value in the set.
Q3 – Is the middle value in the second half of the rank ordered data set.

 Standard deviation – The standard deviation is a measure of the amount of variation or

dispersion of a set of values. A low standard deviation indicates that the values tend to be
close to the mean of the set, while a high standard deviation indicates that the values are
spread out over a wide range.

 Variance – The variance is the measure of variability it is calculated by taking the average
of squared deviation from the mean. The variance tells you the degree of spread in your
data set, the more spread the data, the larger the variance is in relation to the mean.
3. Measures of Skewness
Activity 3. Importance of Individual performance description
How to describe individual performance of students in terms of:
1. Standard scores
 The standard score is a very useful statistic in a classroom, because it allows as us to
calculate the probability of a score that is occurring within our normal distribution. Also this
enables us to compare two scores that are from different normal distributions. The standard
deviation does this by converting scores in a normal distribution to z – score in what becomes
a standard normal distribution. So the standard score enables us to compare the student’s
data and score to help us in getting accurate data’s.

Activity 4: Describing Relationship

What are the types of correlation? Describe each and show example.
Types of Correlation

Based on the direction

 Positive: It indicates the movement of two variables that are moving together in one
direction. In positive correlation analysis, as one variable increases or decreases,
correspondingly in the same way, another variable will increase or decrease. Example, the
demand and price of a commodity.

 Negative: It indicates the movement of two variables that are moving together, but in
opposite directions. In negative correlation analysis, as one variable increases or decreases,
correspondingly the other variable decreases or increases. Example, the supply and price
of a commodity.
Based on the ratio of change
 Linear: If the ratio of change between two variables is the same, it means one variable moves
with a constant ratio to the amount of change in the ratio of another variable.

 Non-linear: If the ratio of change between two variables is not the same, then it is non-linear
or curvilinear.

Based on a number of variables

 Simple: Correlation among two variables is known as a simple correlation.

 Multiple Correlation: The study of the association between three or more variables together
is known as multiple correlations.
  Partial Correlation: The study of the association between two variables together and keeping
other variables constant, is known as partial correlation.

VII. Assessment

1. Which measure/s of central tendency does number 25 represent in the score distribution: 25, 12,
20, 25, 17, 25, 30, 30, 27?
 Median and Mode

2. What will happen to the mean value if all the scores in the distribution increase by 5?
 The mean value would increase

3. The admission officer conducted an entrance test to 5 groups of students. In the data shown
below, which of the following is the overall average of the students who took the test?

Group Number of Takers Average

A 10 90
B 15 85
C 20 92
D 25 95
E 30 88

Solution:
90 +85 + 92 + 95 + 88 = 450
450/5 = 90
The overall average of students that took the test is 90.
4. Using the score distribution: 89, 88, 86, 86, 84, 83, 83, 80, 75, 75, 75, 70, 86, 83, 84, which of the
following best describes the score distribution?
A. Unimodal
B. Bimodal
C. Trimodal
D. Cannot be determined
5. Ryan raw score in the test for Science is 65, which is in the 94th percentile. What does this mean?
 This means that 94% of Ryan’s classmate, have a score lower than 65 in their test in science.
VIII. Other Reading Materials or Sources

Assessment of Learning 2. Textbook and Reviewer. Gabuyo, Yonardo A. and Dy, Gary C.
Advance Methods in Educational Assessment and Evaluation: Assessment of Learning 2. Santos, Rosita de
Guzman