Angelica Paclita BSED 2 Science

Mr. Ariel Mabansag Prof. Ed 3 LP4

AQ 5.1: What is test interpretation and why is it necessary to interpret classroom test?

- Test interpretation is the process of analyzing scores on a test to assess students' learning
outcomes. For two or more students who took the same test, it makes sense to compare their
scores. It is necessary because the raw score or the actual number of items a student answers
correctly on a test has no meaning.

AQ 5.2: Give at least two advantages of raw scores. What is the limitation of raw
scores?

- It helps to know the position of an individual. The results obtained on two tests may be
directly compared. They involve the use of decimals and negative numbers.

AQ 5.3: Highlight the major difference between criterion-reference interpretation and

norm- referenced interpretation.

- Criterion-referenced interpretation of raw scores based on the conversion of the raw scores
into a description or indicators. It is done in terms of a universally understood measure of
proficiency, such as speed or precision, and a clearly defined domain of learning task,
whereas norm-referenced interpretation is typically used in classroom test interpretation. In
this type of test score interpretation, what is important is the sufficient spread of test scores to
provide a reliable ranking.

AQ 5.4: For the given sets of data below, which method of tabulating or organizing data
would be the most appropriate? Why?

1. 70, 70, 70, 71, 72, 72, 73, 73, 73, 73, 74
2. 39, 47, 67, 51, 92, 60, 75
3. 35, 88, 85, 45, 49, 52, 69, 71, 49, 50, 90, 72, 79, 36, 43, 52, 92, 81, 80, 47, 55, 60, 72, 94,
91, 53, 48, 72

- The most appropriate set of data given is the primary sets of data. Because within the given
sets, we are able to see that they were organized from the lowest to the highest number.
AT 5.1: For the following group of 30 scores, construct a group frequency distribution:
60, 60, 63, 68, 70, 72, 75, 75, 75, 76, 76, 77, 78, 80, 83, 83, 84, 88, 93, 93, 91, 94, 94, 94, 94,
95, 97, 98, 100, 100.

Category Tally Frequency

100-97 IIII 4

96-93 IIIIIII 7

92-89 I 1

88-85 I 1

84-81 III 3

80-77 III 3

76-73 IIIII 5

72-69 II 2

68-65 I 1

64-60 III 3

Total 30 30

AT 5.2: Refer to AT 5.1 for the score distribution. Graph the two different group
frequency distributions using both histogram and frequency polygon. Decide which
frequency distribution best represents the data.

Frequency Distribution Data

8

5
Frequency
4

0
100-97 96-93 92-89 88-85 84-81 80-77 76-73 72-69 68-65 64-60
AQ 5.5: An achievement test designed to measure the level of mathematics achievement
among pupils is administered to three classes of equal size: grade 1, grade 3, and grade
5. The test is administered in the middle of the school year. Other things being equal,
what sort of distribution would you predict for each of the three classes? Sketch a
distribution of the shape you would expect for each grade.

Level of Mathematics Achievement

Grade 1

Grade 3

Grade 5

A symmetrical distribution was predicted for each of the three classes because the values of
the variables appear at regular frequencies.

AQ 1.6: Given the following scores: 30, 32, 34, 36, 36, 39, 39, 39, 42, 45, 47, 49, 49, 49,
49, 53, 56, 60, 63, 65. What is the mode of this score distribution?

- 49

AQ 5.7: Is 59 the real or the true mode of the given distribution? Explain or support
your answer.

- Yes, Identify the modal class and this is indicated by the highest frequency. In this case it is
the category 42-48 which has the highest frequency of 7. Next, determine “Ll”, the lower
boundary limit of the modal class which is 41.5. The difference between the frequency of the
modal class and category below it when scores are arranged from highest to lowest is “db”
and this is equal to 5 (7-2 = 5). The lacking data is “da” which is the difference in frequency
between modal class and category above it when scores are arranged from highest to lowest.
This gives us a value of 3 (7-4 = 3). Finally, “ci” is equal 7. Substituting all these values in
the formula gives an answer of 59, the value of the mode of the distribution.

AT 5.3: Given the following frequency distribution, find the mode.

Interval Frequency Interval Frequency

41 - 45 1 61 - 65 8

46 - 50 3 66 - 70 5

51 - 55 2 71 - 75 6

56 - 60 7 76- 80 3
- 61-65 appear most often, so we can say 63 intervals are the most often than other intervals.

AT 5.4: Determine the median of the following set of scores.

1. 105, 110, 95, 100, 90, 100

2. 600, 100, 105, 100, 95, 90
3. 105, 110, 100, 90, 100, 5

1. 90, 95, 100, 100, 105, 110 Md = 100

2. 90, 95, 100, 100, 105, 600 Md = 100
3. 5, 90, 100, 100, 105, 110 Md = 100
AT 5.5: Determine the median of the following frequency distribution.

X f
48 - 50 2
45 - 47 3
42 - 44 1
39 - 41 1
36 - 38 4
33 - 35 2
30 - 32 1
27 - 29 4
24 - 26 2
21 - 23 1
18 - 20 1

( )
N
−cfb
2
Md=¿+ ci
fm

Md=32.5+ ( 11−11
2 )
7

Md = 33

AT 5.6: Determine the means of the following set of scores to see the effect of extreme
scores on the mean.

Original Scores: 90, 105, 95, 100, 110

Addition of low score: 90, 105, 95, 100, 110, +20

Addition of high score: 90, 105, 95, 100, 110, +200

1. 100

2. 120
3. 300
AQ 5.9: Match the terms in Column B with the characteristics listed in Colum A. The options
from Column B may be used more than once.

1. B

2. C

3. C

4. A

AQ 5.10: What is the shape of a distribution with a mean of 47, median of 54, and mode
of 59?

47 54 59

Negatively Skewed Distribution is the shape of a distribution with a mean of 47, median of
54, and mode of 59.