AL1 Module12 Scoring To Grading

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-B-1STSEM-2023-2024
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE PROGRAMS BPE and BTLE* COURSE NO. PROF ED 6-B

SPECIALIZATION *IA, ICT, HE, AFA COURSE Assessment in Learning 1
TITLE
YEAR LEVEL 3 and 2 TIME FRAME 15 Hrs. WK NO. 14-18 IM NO. 12
I. UNIT III: ORGANIZING AND PRESENTING SCORES, AND GRADING SYSTEMS
II. LESSON TITLES:

Lesson 1: Scoring
Lesson 2: Classification of Scores
Lesson 3: Ranking of Scores
Lesson 4: Grouping of Scores
Lesson 5: Computation of Mean
Lesson 6: Computation of Median
Lesson 7: Computation of Mode
Lesson 8: Computation of Standard Deviation
Lesson 9: Computations of Quartile, Decile, Percentile
Lesson 10: Graphic Presentation
Lesson 11: Properties of the Curve / Frequency Distribution
Lesson 12: Grades and Grading Systems
III. LESSON OVERVIEW
After administering tests is a need for careful scoring, computation, interpretation, and grading
of students’ performances. Teachers need to have sound and fair judgments. Students should enjoy
maximum satisfaction in learning and in having the grades that they deserve.
Thus, in this remaining module, the students need to learn about scoring, computations,
interpretation, and grading of students’ performances.
As future teachers, the students need to be trained to become responsible, accountable, and
conscientious as well.
IV. DESIRED LEARNING OUTCOMES
After constructing and administering the constructed tests, the students must be able to:
1. score test items properly;
2. classify scores;
3. rank scores;
4. group scores;
5. compute for mean;
6. compute for median;
7. compute for mode;
8. compute for standard deviation;
9. compute for quartile, decile, percentile;
10. make graphic presentations;
11. interpret based on properties of the normal curve; and
12. evaluate students’ achievement by assigning grades.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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V. LESSON CONTENT
SCORING OF TEST AND INTERPRETATION OF RESULTS
Meaning of Test Scores
Test scores refer to performance in the test expressed numerically; or the number of items
successfully answered by individuals.
Test scores reveal teaching effectiveness, and which teaching activities may further be improved
or altered. They are the range of students’ abilities.
Scoring Tests
- to really measure and evaluate results is to properly score them.

- scoring can be classified in two:
1. objective – easiest to correct.

- very little or no variability of answers accepted.
- directions are explicit and should be followed strictly.
2. subjective
Interpretations
Statistical methods are used to give meaning to the scores obtained by students.
Scores are meaningless by themselves; only when compared with other scores that they become
meaningful.
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CLASSIFICATION OF SCORES
A. Problem: To classify scores or statistical data on the master sheet.
B. Data: Given test scores in Arithmetic:
63 103 85 65 86 76 79 81 78 77 80 90
76 80 93 93 96 46 73 81 75 93 75 82
82 95 90 53 83 102 90 74 82 68 90 100
83 73 89 102 86 86 87 86 87 81 78 73
78 88 54 70 85 84 92 101 84 70 85 85
92 84 101 83 72 80 50 55
C. Directions:
1. Note the highest and lowest scores and subtract the ten of the latter from the ten of the former.
Add 4, a constant, to the difference to get the number of horizontal lines. Of the above data,
the highest and lowest scores are 103 and 46 respectively. 10 – 4 = 6 (difference) + 4
(constant) = 10 (number of horizontal lines).
2. Draw 13 (constant) vertical lines and as many and as many horizontal lines as computed in
step 1.
3. Write on the top ‘cells’ the units 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and ‘total’ and in the left ‘cells’ the
tens, starting with the ten of the lowest scores, and so on to the ten of the highest score. Of
the data, begin with 4, then 5, 6, 7, and so forth to the highest ten.
4. Read each score of the data and enter a tally in the cell where it falls. The first score, 63, falls
in the cell of 6 (looking down the left margin for the tens digit 6) and 3 (moving across under
the units digit 3). Enter a tally in the cell. The next score, 103 falls in the cell where 10 and
3 meet; etc.
5. Count the tallies in every cell and write the total frequencies corresponding to the tens and
units. The sum must be equal.
Example:
0 1 2 3 4 5 6 7 8 9 Total
10 I II II I 6
9 IIII II III I I 11
8 III III III III III IIII IIII II I I 27
7 II I III I II II I III I 16
6 I I I 3
5 I I I I 4
4 I 1
Total 11 5 8 12 5 9 8 3 5 2 68
D. Characteristics and uses of Master Sheet:
The master sheet or qualifier is a device used in arranging scores or statistical data. With
it, scores are easily and conveniently arranged from highest to the lowest, or vice versa. The
frequency of each score is easily determined. It is a preparatory step to the ranking and grouping
of scores.
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RANKING OF SCORES
A. Problem: To rank scores or measures.
B. Data: 31 45 33 30 40 24 33 36 23 31
30 27 49 33 39 34 27 30 33
C. Directions:
1. By using the master sheet described in the preceding lesson, arrange the scores or data in the
order of their size, from the highest to the lowest, or vice versa. (A score should be written
as many times as it occurs).
2. Number the scores successively, writing 1 for the highest, 2 for the second, 3 for the third, and
so on, to the lowest score. (The number of the lowest score is equal to the number of cases, N).
3. Assign the ranks. Scores appearing once or singly have their numbers as their ranks; i.e. 49
appears once, its number is 1, its rank is one; 40 appears singly, its number is 3, its rank is 3.
Scores appearing more than once have the average of their numbers as their ranks, i.e. 31
appears twice, its numbers are 11 and 12,and its rank is 11.5, which is the average of 11 and
12. (Identical or similar scores have equal ranks.)
Example:
Score N Rank Score N Rank
49 1 1 31 11 11.5
45 2 2 31 12
40 3 3 30 13
39 4 4 30 14 14
36 5 5 30 15
34 6 6 27 16 16.5
33 7 27 17
33 8 8.5 24 18 18
33 9 23 19 19
33 10
Characteristics and uses of ranks:
Ranking is a relative placement or arrangement of measures in a series or magnitude, value, or

quality, from the lowest to the highest, or vice versa. It does not take into account the size of the
difference between any two successive measures. In the sample, the highest score is 49 and its rank
is 1; the next, 45 with a rank of 2; the third; 40 with a rank of 3. The difference between 49 and 45 is
4; and between 45 and 40. The ranks are successive and continuous, but the differences vary.
Moreover, scores are only indicative of the achievement of pupils. They are not exact measures. They
signify more or less the accomplishment of pupils. Hence, the positions of pupils indicated by their
rank are relative, not absolute.
From the ranks, it is possible to determine the bright from the dull and the mediocre pupils. It
is also possible to determine the percentage of pupils that surpasses a pupil that surpassed by him.
For example, the rank of a pupil (whose score in an achievement test in History is 82) is 3, the third
highest in a class of 40. This pupil surpasses 37 (40-3) pupils, or about 92% of his classmates, and
surpassed theoretically by (3/40) about 8%.
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Ranks are used not only as indicators of the relative positions of pupils in a group but are also
used in the computation of coefficient of correlation, which will be taken up later.
Ranking is used not only in tests and measurements but also in everyday life. When a woman
arranges her dresses according to style, from the earliest to the latest model, or when she arranges
them according to worth, from the cheapest to the most expensive, she is applying the principle of
ranking. If a person classifies his friends in accordance with his fondness for them, he is ranking
them. Of course, the order of his fondness for his friends may differ from that of another. Arranging
children from the youngest to the oldest, or from the shortest to the tallest, is ranking.
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GROUPING OF SCORES
I. IN A SCORE DISTRIBUTION:
A. Problem: To group scores or measures in a score distribution:
B. Data: Given test scores in a geography test:
10 7 10 8 10 4 5 8 5 8
8 6 7 6 8 4 6 7 6 8
5 9 8 9 7 8 7 6 7 5
C. Directions:
1. Arrange the scores or measures from the highest to the lowest, writing once every score even
if it appears several times. Scores are symbolized by X. Use the master sheet.
2. Take the first score from the original haphazard list, check it off, and write a tally opposite
the same score in the tabulation. Do the same thing with the second, thi,rd and so on to the
last score. (Write every fifth tally across the four preceding ones to facilitate counting).
3. Count the tallies opposite the score and write the number opposite the tallies themselves.
(This number of the tallies is the frequency of the score which is symbolized by the letter f).
4. Add the frequencies and write the sum at the bottom of the tabulation to get the total number
of scores or cases which is symbolized by the letter N.
Example:
X Tally f
10 III 3
9 II 2
8 IIII –III 8
7 IIII – I 6
6 IIII 4
5 IIII 4
4 I 1
0 I 1
N = 30
II. IN A STEP DISTRIBUTION
A. Problem: To group scores or measures in a step distribution, or into a frequency distribution with
class intervals.
B. Data: Given test scores in Educational Sociology:

10 7 10 8 10 4 5 8 5 8
8 6 7 6 8 0 6 7 6 8
5 9 8 9 7 8 7 6 7 5
30 11 13 29 22 18 11 17 18 15
28 14 12 16 25 24 22 17 26 19
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C. Directions:
1. Look for the lowest and the highest scores in the data.
2. Find the range by subtracting the lowest score from the highest score.
3. Choose an interval (I) adequate to avoid erroneous and laborious tabulation.
4. Divide the range by 15 or by 10 to get the ideal size of step interval.
5. Determine the lowest limit.
6. Write the lowest limit at the bottom of the sheet, and from it, develop the lower limits of the
next higher steps by adding the interval to a preceding lower limit until the highest score is
included.
7. Develop from the lower limits the corresponding upper limits by adding the interval, wholly
or slightly reduced by .01 .1 or 1 to the lower limits, to avoid overlapping.
8. Read off scores in the data in their haphazard order and record a tally for each opposite the
step to which the scores belong.
9. Count the tallies for each step to get the frequency, f, of that step (col. 3).
10. Add the frequencies to get the total number of cases, N. (bottom col. 3).
Example:
X Tally F
30 -32 I 1
27 – 29 II 2
24 – 26 III 3
21 – 23 II 2
18 – 20 III 3
15 – 17 IIII 4
12 – 14 III 3
9 – 11 IIII – II 7
6– 8 IIII – IIII – IIII – IIII 19
3– 5 IIII 5
0– 2 I 1
N = 50
D. Characteristics and use of Groupings:
Grouping refers to the collecting or classifying of single scores or measures into groups or
cases resulting in a frequency distribution.
The grouping of scores in a score distribution is resorted to when there are few cases, not
more than 30. The step distribution is used when there are many cases, more than 30. The size
of the interval when the scores are to be grouped into a step distribution should neither be too
small nor too large; it should be such the number of the steps is not more than 25 and not less
than 7 to avoid laborious tabulation and erroneous groupings, respectively.
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Grouping scores in a score distribution or in a step distribution makes the data partly
meaningful. At a glance, the recurrence or frequency of a score is seen - how many times a
certain score occurs. Where most of the score cluster is also evident.
The distribution also indicates whether the examination is easy, difficult, or of moderate
difficulty. If most of the scores are high, the examination is relatively easy; if most of the scores
are low, the examination is difficult; if most of the scores are found in the center of the
distribution, the examination is of moderate difficulty.
Scores are grouped to economize space and to facilitate the computation of statistical
measures like the Median and the Arithmetic Mean which are discussed in the lessons that
follow.
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COMPUTATION OF THE ARITHMETIC MEAN
I. By the long or absolute method:
A. Problem: To compute the arithmetic mean by the long or absolute method.
B. Data: 10 7 10 8 10 4 5 8 5 8
8 6 7 6 8 0 6 7 6 8
5 9 8 9 7 8 7 6 7 5
C. Directions:
1. Add the scores to get their sum, X.
2. Count the scores to get the number of cases.
3. Divide the sum of the scores (X) by the number of cases (N). The quotient is the Arithmetic
Mean (A.M.) or simply the Mean (M).
Formula:
X
M=
N
Solution:
X
M=
N
208
M=
30
M = 6.93
II. By the Mid-Point Method:
A. Problem: To compute the arithmetic mean by the mid-point method:
B. Data: 48 57 48 29 61 31 51 28
30 53 53 31 51 34 33 37
45 59 61 29 36 43 43 42
43 57 59 66 47 35 47 39
32 40 46 41 47 53 35 73
C. Directions:
1. Group the scores into a step distribution with the ideal size of interval, entering the scores or
step, tallies, and frequencies in their corresponding columns.
2. Write the mid-points of the steps, in column 4. The mid-point of any step is equal to the
lower limit plus one-half of the interval; or L + ½ = mid-point. Or, lower limit plus upper
limit divided by 2.
3. Multiply the mid-points by their corresponding frequencies and enter the products in column
5.
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4. Add the products of the mid-points by their corresponding frequencies to get their sum, fm.
Add also the frequencies to get the number of cases, N.
5. Divide the sum, fm by N. The quotient is the arithmetic mean.
Example:
X f m fm
72 – 75 1 73.5 73.50
68 – 71 0 69.5 0.00
64 – 67 1 65.5 65.50
60 – 63 2 61.5 123.00
56 – 59 4 57.5 230.00
52 – 55 3 53.5 160.50
48 – 51 4 49.5 198.00
44 – 47 5 45.5 227.50
40 – 43 6 41.5 249.00
36 – 39 3 37.5 112.50
32 – 35 5 33.5 167.50
28 – 31 6 29.5 177.00
N = 40 fm = 1784.00
Formula:
fm 1784 M = 44.6
M= =
N 40
III. By the Short Method:

A. Problem to compute the arithmetic mean by the short method.
B. Directions:
1. Group the scores into a step distribution with the ideal size of interval, entering the scores,
tallies, and frequencies in their corresponding columns.
2. Determine the step to be designated as the point of origin, 0. This is the step above and below
which lies approximately the same number of cases. (Any step may arbitrarily be assumed
as the point of origin.)
3. Enter deviation, d, writing 0 opposite the step assumed and lay off from it succession –1, -2
–3, etc. for the steps lower than the assumed step and +1, +2, +3, etc. for the steps higher
than the assumed step. (The positive sign may be omitted) (Column 4).
4. Multiply or weight each deviation (d) by its corresponding frequency (f) and enter the product
(fd) in the column (5).
5. Add frequencies to get N, and also find the algebraic sum, of the positive (+) and the negative
(-) fd’s.
6. Divide the algebraic sum, fm by N. Multiply the quotient by the interval to get the
correction.
7. Add the correction to the assumed or guessed mean to get the actual mean. (Take as the
assumed mean or guessed mean the mid-point of the step designated as the origin.)
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Example:
X F d fd
72 - 75 1 5 5
68 – 71 0 4 0
64 – 67 1 3 3
60 – 63 2 2 4
56 – 59 4 1 4
52 – 55 3 0 0
48 – 51 4 -1 - 4
44 – 47 5 -2 - 10
40 – 43 6 -3 - 18
36 – 39 3 -4 - 12
32 – 35 5 -5 - 25
28 – 31 6 -6 - 36
N = 40 fd = -89
Formula: Solution:
fd - 89
M = A.M. + ( N )i M = 53.5 + ( 40 )4
= 53.5 + - (-8.90) M = 44.60
Characteristics and uses of Mean:
The arithmetic mean, or simply mean, is the average of the scores or measures. It is
dependent on the magnitude of the scores. Changing a score even by one, more or less, changes the
mean. Hence, if it is desired to have every score an effect or a weight in the central tendency, the
mean should be computed.
The arithmetic mean is the most reliable measure of central tendency; hence, its wide use
in scientific-educational literature, in computing their higher measures, for example, the average
deviation, standard deviation, coefficient of variability, and even the coefficient of correlation, the
arithmetic mean is the first calculated.
The long or absolute method of computing the arithmetic mean is used where there are few
cases, less than 30. The mid-point and short methods are used when then scores are many, more than
30, and are grouped with intervals. The mid-point method is more cumbersome than the short method
because in the latter, smaller figures are handled, facilitating the computation.
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CALCULATION OF THE MEDIAN
I. From an order Distribution

A. Problem: To calculate the median by counting.
B. Data: Given in the following test scores:
10 7 10 8 10 4 5 8 5 8
8 6 7 6 8 1 6 7 6 8
5 9 8 9 7 8 7 6 7 5
C. Directions:
1. Arrange the scores or data from highest to the lowest, or from lowest to the highest as in
ranking. Use the master sheet.
2. Look for the middlemost score. This is the mid-score, mid-measure, or counting median. In
case there are two middlemost scores, the counting median is the average of these scores.
Example:
10
10
10
9
9
8
8
8
8
8
8
8
8
7
7
Md = 7
7
7
7
7
6
6
6
6
6
5
5
5
5
4
1
II. From a step Distribution or Grouped Data:
A. Problem: To calculate the median from a step distribution.
B. Data: Given the test score in grammar:
48 57 48 29 61 31 51 28
30 53 53 31 51 34 33 37
45 59 61 29 36 43 43 42
43 57 59 66 47 35 47 39
32 40 46 41 47 53 35 73
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C. Directions:
1. Group the scores in a step distribution with the ideal size of a step interval, entering the scores
or step in Column 1, tallies in Column 2, and frequencies in Column 3.
2. Find the half-sum, N/2 of the cases.
3. Add cumulatively from the lower end of frequencies to the step which contains the median.
4. Subtract the partial sum from the half-sum and divide the difference by the frequency of the
next higher step where the actual median lies.
5. Multiply the quotient by the interval to get the correction by interpolation.
6. Take as the crude median the lower limit of the step whose upward accumulated frequency
just exceeds the half-sum. Add the correction to the crude median to get the actual median.
Example:
X f cf
72 – 75 1 40
68 – 71 0 39
64 – 67 1 39
60 – 63 2 38
56 – 59 4 36
52 – 55 3 32
48 – 51 4 29
44 – 47 5 25
40 – 43 6 20
36 – 39 3 14
32 – 35 5 11
28 – 31 6 6
N = 40
Formula: Solution:
N/2 – cf 40/2 – 20
Median = LL + ( F ) i = 44 + ( 5 ) 4
20 – 20
= 44 + ( 5 ) 4
= 44 + 0 Md = 44
D. Characteristics and uses of Median:
The median is defined as that point in the scale above and below which lies 50% of the
cases. It is a point-measure, dividing a group into two equal subgroups. Hence, if a group is to be
sectioned into two based on achievement or ability, the point of division is the median.
The median is an inspection measure. It is easily determined. If there are few cases, the
median is the middlemost score of the series of scores arranged in order of size. If there are many
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cases, the median is computed by interpolation. The ease with which the median is computed
accounts for its popularity and wide use by elementary school teachers.
The median is the most stable measure of central tendency. It is not much affected by
extremely low or high scores. Hence, if there are high or low scores and it is desired that these
scores do not affect the average disproportionately, the median is used. Again, if there are
relatively few cases, the median is computed.
The value of the median depends on the number of scores, and not on the magnitude of the
scores. If most of the scores are high, the median is high; if most of the scores are low, the median
is low.
There are special cases in which the usual procedure of computing the median by
interpolation cannot be applied. The median in such cases is the mid-point of the step (or steps)
with zero frequency. Distributions are considered special when the partial sum is equal to the half
sum and the frequency of the next higher step (steps) is zero.
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COMPUTATION OF THE MODE
I. From an order distribution:
A. Problem: to determine the rough mode from an order distribution.
B. Data: 26 36 20 27 38 21 19 18 19
18 24 16 30 23 30 24 34 19
C. Directions:
1. Arrange the scores or data in an order distribution, i.e., from the highest to the lowest or vice
versa, though this is not necessary.
2. Look for the most frequent score, the score that appears the greatest number of times. This
score is the rough mode, Mo or Z.
Example:
38 23
36 21
34 20
30 19
30 19 Mo = 19
27 19
26 18
24 18
24 16
II. From a score distribution:
A. Problem: To determine the rough mode from a score distribution.
B. Data: 49 40 43 35 51 41 46 46 45
45 50 38 45 48 37 40 43 40
48 32 46 45
C. Directions:
1. Arrange the data or scores in a score distribution, i.e., from the highest to the lowest, writing
once each score regardless of whether it appears twice or more. Use the master sheet.
2. Read off the scores in the original data and for every score read, write a tally where it belongs.
3. Count the tallies to get the frequency of every score.
4. Look for the highest frequency or frequencies. The score (scores) with the highest frequency
is the rough mode.
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Example:
X Tally F
51 I 1
50 I 1
49 I 1
48 II 2
46 III 3
45 IIII 4 Mo = 45
43 II 2
41 I 1
40 III 3
38 I 1
37 I 1
35 I 1
32 I 1
Note: In case there are two most frequent scores and these appear in succession, the rough
mode is equal to the average of these scores; if these two most frequent scores do not occur in
succession, both scores are regarded as rough modes, and the group is considered bimodal. In
case there are three most recurring scores that do not occur in succession, these scores are regarded
as rough modes, and the group is considered trimodal.
III. From a step distribution:
A. Problem: To determine the rough mode from a step distribution.
B. Data: (With the solution)
Scores in English
X f
95 2
90 2
85 4
80 8 Mo = 82
75 7
70 8 Mo = 72
65 5
60 4
55 0
50 1
C. Directions:
1. Look for the highest frequency (or frequencies).
2. Take the midpoint(s) of the step(s) with the highest frequency. This is the rough mode.
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IV. Computation of a Pearson Theoretical Mode from a step distribution.
A. Problem: To compute the Pearson Theoretical Mode.
B. Directions.
1. Compute the median by interpolation.
2. Compute the arithmetic mean by the short method.
3. Apply the formula, Mo = 3Md – 2M.
Example:
X f cf d fd
72 – 75 1 40 5 5
68 – 71 0 39 4 0
64 – 67 1 39 3 3
60 – 63 2 38 2 4
56 – 59 4 36 1 4
52 – 55 3 32 0 0
48 – 51 4 29 -1 - 4
44 – 47 5 25 -2 - 10
40 – 43 6 20 -3 - 18
36 – 39 3 14 -4 - 12
32 – 35 5 11 -5 - 25
28 – 31 6 6 -6 - 36
N = 40 fd = -89
Formula: Solution:
fd - 89
M = A.M. + ( N )i M = 53.5 + ( 40 )4
= 53.5 + - 8.9 M = 44.60
N/2 – cf 40/2 – 20
Median = LL + ( Fm ) i = 44 + ( 5 )4
20 – 20
= 44 + ( 5 ) 4
= 44 + 0 Md = 44
Data:
M = 44.60 Md = 44
Mo = 3Md – 2M
= 3(44) – 2(44.6)
= 132 – 89.2
Mo = 42.80
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Characteristics and Uses of Mode:
The rough mode is defined as the most frequent score. The rough mode is easily found by
inspection. The score with the highest frequency is the rough mode if the scores are grouped without
class interval. When the scores are grouped with class intervals, the rough mode is the mid-point of
the step with the highest frequency.
The refined or theoretical mode is computed by means of the formula Mo or Z = 3Md – 2M. If
the mean and median are equal, the mode is equal to either; if the mean is higher than the median, the
mode is the lowest; and if the mean is lower than the median, the mode is the highest. Karl Pearson
contributed this formula; hence, it is sometimes called Pearson Mode.
The mode is otherwise known as `commercial’ average. The prevailing price of a certain
commodity, the most common price, is the mode. It is similar to `fashion’. It is also known as
`newspaper average’. The headlines of newspapers or periodicals capitalize the highest number of
person dead or injured in an accident, involved in estafa or murder case, and so on.
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COMPUTATION OF QUARTILES, DECILES, PERCENTILES
I. Computation of quartiles
A. Problems:
1. To compute the first lower quartile, Q1.

2. To compute the third upper quartile, Q3.
B. Data:
X f
87 – 89 2
84 – 86 5
81 – 83 6
78 – 80 9
75 – 77 12
72 – 74 10
69 – 71 7
66 – 67 0
63 – 65 6
60 – 62 3
N=60
C. Directions:
a. For the first or lower quartile, Q1:
1. Find the first-sum, N/4.
2. Find the sub-total which is the upward cumulative frequency that approaches or equals
but does not exceed the fourth-sum.
3. Subtract the sub-total or partial-sum from the fourth sum.
4. Divide the difference by the frequency of the next higher step and multiply the quotient
by the interval to get the correction.
5. Add the correction to the lower limit of the step containing the actual lower quartile. The
result is the first quartile.
b. For the third or upper quartile, Q3:
1. Find the three-fourth sum.
2. Count the frequencies upward until the three-fourth sum is approached or equaled but not
exceeded.
3. Subtract the partial sum from the three-fourth sum.
4. Divide the difference by the frequency of the next higher step and multiply the quotient
by the interval to get the correction.
5. Add the correction to the lower limit of the step on which the third quartile lies. The
result is the third quartile Q3.
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Example:
X F cf
87 - 89 1 60
84 – 86 5 59
81 – 83 6 54
78 – 80 9 48
75 – 77 12 39 Q3
72 – 74 10 27
69 – 71 7 17
66 – 67 1 10 Q1
63 – 65 6 9
60 – 62 3 3
N=60
Formula(s):
N/4 –( cf
Q1 = LL+
F
i
)
= 69 + ( 15 –7 10 ) 3 = 69 + (5 /7) 3
= 69 + (.71) 3
= 69 + 2.14
Q1 = 71.14
3n/4 – cf 45 – 39 = 78 + (6/9) 3
Q3 = LL + f ( i )
= 78 + ( 9 ) 3 = 78 + (.67) 3
= 78 + 2
Q3 = 80
II. Computation of Deciles and Percentiles from grouped data.
A. Problem: To calculate the 10th, 20th, 30th, etc. percentiles or first, second, third, etc. (P10, P20,
P30 etc.)
B. Data:
X f
87 – 89 2
84 – 86 5
81 – 83 6
78 – 80 9
75 – 77 12
72 – 74 10
69 – 71 7
66 – 67 0
63 – 65 6
60 – 62 3
N=60
C. Directions:
1. Multiply N by the percentile or decile desired.
2. Add cumulatively upwards the frequencies (Fup) to get the partial sums. (The partial sum
should approach or equal the various percentile sum but not exceed them).
NVSU-FR-ICD-05-00 (081220)
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3. Subtract the partial sums from the corresponding percentile sums and divide the differences
by the frequencies of the steps containing the percentiles desired, and multiply the quotients
by the interval to get the corrections.
4. Add the corrections to the respective lower limits of the steps containing the percentile
desired. The results are the percentiles and deciles.
Example:
X F cf
87 - 89 1 60
84 – 86 5 59
81 – 83 6 54
78 – 80 9 48
75 – 77 12 39
72 – 74 10 27 P50/D5
69 – 71 7 17
66 – 67 1 10
63 – 65 6 9
60 – 62 3 3
N=60
Formula(s):
50N/100 – cf 50(60)/100 – 27
P50 = LL+ ( f )i = 75 + ( 12 ) 3
30 – 27 3
= 75 + ( 12 )3 = 75 + ( 12 ) 3
= 75 + (.25) 3 = 75 + .75
P50 = 75.75
5N/10 - cf 5(60)/100 – 27
D5= LL + ( F )i = 75 + ( 12 ) 3
30 – 27 3
= 75 + ( 12 )3 =75 + ( 12 ) 3
= 75 + (.25) 3 = 75 + .75
D5 = 75.75
Characteristics and uses of quartiles, deciles, or percentiles:
The quartiles (Q1, Q2 or Md, Q3) are the points which divide the total number of cases in
a frequency distribution into four equal parts with the same number of cases. Of the first quartile
(Q1) one-fourth of the cases lie at or below it and three-fourths at or above it; of the second quartile
(Q2 or Md) two-fourths of the cases lie at or below it and two-fourths at or above it, and of the
third quartile (Q3) three-fourths lie at or below it and one-fourth at or above it. Between Q1 and
Q3 lie 50% of the cases; below Q1, 25%; above Q3, 25%. The quartiles are used as points of
division when it is desired to section a group into four sub-groups with equal number of cases. The
first and third quartiles are also used in the computation of the quartile deviation.
NVSU-FR-ICD-05-00 (081220)
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The deciles (Dec. 1, 2, 3, 4, etc.) are the points which divide the total number of cases in a
frequency distribution into ten equal parts with the same number of cases. Of the first Decile (Dec.
1) one-tenth of the cases lie at or below it and nine-tenths at or above it; of the second Decile (Dec.
2) two-tenths of the cases lie at or above it; and so forth. The deciles are the points of division if it
is desired to section a group with equal number of cases.
The percentiles (P5, P6, P7, P28, etc.) are the points which divides the total number of
cases in a frequency distribution into as many as many groups desired. Of the fifth percentile (P5)
5 of all the cases lie at or below it and 95% at above it; of the thirteenth percentile (P13), 13% of
all the cases lie at or below it and 87% at or above it; and so forth.
All quartiles and percentiles but not all percentiles are deciles. The first decile is the same
as the tenth percentile; the second decile is the same as the twentieth percentile; and so forth.
Percentiles are used in the transmutation of raw scores. A pupil whose score is equal to the
twentieth percentile surpasses 20% of the group and is surpassed by 80%; a pupil whose score is
equal to the sixty-seventh percentile surpasses 67% of the group and is surpassed by 33%. It can
readily be seen, therefore, that percentiles indicate the percentage of pupils surpassed by a pupil
and the percentage of pupils that surpassed him/her.
Percentiles can be used as grades, and are more reliable and comparable than grades in
percentages, letters, or numbers. Under a strict or lenient teacher, percentiles which are
numerically equal have the same meaning. A grade of P35 given by a strict teacher is equal to a
grade P35 given by a lenient teacher.
NVSU-FR-ICD-05-00 (081220)
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COMPUTATION OF STANDARD DEVIATION
I. From a haphazard series by the long method:
A. Problem: to compute the standard deviation by the long method.
B. Data: 22 17 16 24 20 12 18 17 28 19 15 20
C. Directions:
1. Find the arithmetic mean which is equal to the sum of the scores divided to the number of
cases.
2. Subtract the arithmetic mean algebraically from every score to get the deviation, d.
3. Add the squared deviations to get their sum, d.
4. Square each deviation to get their sum, d2.
5. Divide the sum, d, by the number of cases, N, to get the mean of the deviations squared.
6. Extract the square root of the mean of the deviations squared. The result is the standard
deviation, SD or sigma, .
Example:
X D d2
22 3 9
17 -2 4
16 -3 9
24 5 25
20 1 1
12 -7 49
18 -1 1
17 -2 4
28 9 81
19 0 0
15 -4 16
20 1 1
d = 200
2
N = 12
 = 19
d2
SD = √ N
SD = √ 200
12
SD = √ 16.66
SD = 4.08 or 4.1
NVSU-FR-ICD-05-00 (081220)
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II. From a step distribution or grouped data by the short method:
A. Problem: To compute the standard deviation from a step distribution by the short method.
B. Data:
X f d fd fd2
90 – 99 2 4 8 32
80 – 89 4 3 12 36
70 – 79 7 2 14 28
60 – 69 10 1 10 10
50 – 59 9 0 0 0
40 – 49 7 -1 -7 7
30 – 39 5 -2 - 10 20
20 – 29 5 -3 - 15 45
10 – 19 2 -4 -8 32
N = 51 fd2= 210
C. Directions:
1. Determine the point of origin, O, as in the computation of the arithmetic mean by the short
method.
2. Write the positive (1, 2, 3, etc.) and negative (- 1, - 2, - 3, etc.) deviations, d.
3. Multiply each deviation, d, by its corresponding frequency, f.
4. Square each deviation and multiply it by its corresponding frequency and enter the products
in column fd2. (This is the same as multiplying the deviation, d, by the frequency times
deviation, fd.)
5. Find the algebraic sum of fd and fd2 to get fd and  fd2, respectively.
6. Apply the formula:

fd2 fd 2
SD = I √ N
-( N )
X f d fd fd2
90 – 99 2 4 8 32
80 – 89 4 3 12 36
70 – 79 7 2 14 28
60 – 69 10 1 10 10
50 – 59 9 0 0 0
40 – 49 7 -1 -7 7
30 – 39 5 -2 - 10 20
20 – 29 5 -3 - 15 45
10 – 19 2 -4 -8 32
N = 51 fd = 4 fd = 210
2
fd2 fd 2
SD = I √ N
-( N )
4 2
√
210
SD = 10
51
-( 51 )
NVSU-FR-ICD-05-00 (081220)
Page 24 of 36
SD = 10 √ 4.12 – (0.08)2
SD =10 √ 4.12 – 0.0064
SD =10 √ 4.11
SD = 10 (2.03)
SD = 20.3
Characteristics and uses of Standard Deviation:
The standard deviation, or sigma, is an absolute measure of variability. It is based upon the
squares of the deviations of every measure from the arithmetic mean. In a normal distribution, the
standard deviation includes the middle 68%.
The sigma is the most important and most reliable measure of dispersion. Scientific
educators use the sigma frequently. With the sigma, it is possible to compute other measures.
In the distribution of grades or in the transmutation of raw scores into A, B, C, D, E, or 1,

2, 3, 4, 5, the limits, the standard deviation is multiplied by .5 and by 1.5 and the result are added
to, and subtracted from, the arithmetic mean.
The standard deviation is also used in the comparison of groups such that the higher the
SD, the more heterogeneous is the group; the smaller the SD, the more homogeneous the group.
The long method in the computation of the standard deviation is used when there are few
cases, not more than 30. The short method is used when there are many cases, or when the scores
are grouped in a frequency distribution with class intervals.
NVSU-FR-ICD-05-00 (081220)
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GRAPHIC PRESENTATION
I. Construction of the frequency polygon:
A. Problem: To plot or to construct a frequency polygon.
B. Data:
X f
105-109 1
100-104 3
95-99 2
90-94 15
80-84 6
75-79 9
70-74 10
65-69 14
60-64 12
55-59 8
50-54 2
N = 51
Example:
Frequency Polygon
Y
Number of Cases
16
14
12
10
8
6
4
2
0
X
50-54
55-59
60-64
65-69
70-74
80-84
90-94
95-99
75-79
100-104
105-109
Score Interval
C. Directions:
1. Draw two straight lines perpendicular to each other (the horizontal line near the bottom and
the vertical line near the left side of the sheet.) The vertical axis is the Y-axis; the horizontal
line, the X-axis; the intersection, the point of origin, 0.
2. Lay off the step-intervals (score) of the frequency distribution at a regular distance on 0X.
Begin with the lower limit of the step next to 0, and end with the upper limit of the step next
above the highest. Write successive points with the steps.
3. Mark off on 0Y successive unit distance to represent the scores on the different steps.
4. Read off the steps, together with their corresponding frequencies, and place the points at the
intersections through the midpoints of the steps.
NVSU-FR-ICD-05-00 (081220)
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5. Join the points plotted with straight lines.

6. From the terminals, drop a straight line to the base one step lower at the left and one step
higher at the right. The figure is a frequency polygon.
II. Construction of Histogram:
A. Problem: To plot or construct the histogram or column diagram.
B. Data:
X f
100-104 1
95-99 3
90-94 2
85-89 15
80-84 6
75-79 9
70-74 10
65-69 14
60-64 12
55-59 8
50-54 2
Example:
Histogram
Y
16
Number of Cases
14
12
10
8
6
4
2
0 X
50-54
65-69
55-59
60-64
70-74
75-79
80-84
85-89
90-94
95-99
100-104
Score Interval
C. Directions:
1. Draw 0X and 0Y as in the frequency polygon and lay off equal distance on both axis- 0X
for the steps and 0Y for the frequencies.
2. Read off the steps and their corresponding frequencies and draw a line limited by the lower
and upper limits of the steps, instead of a point as in the frequency polygon
(In a frequency polygon, it is assumed that all the scores in a given step are represented
by the midpoint of that step; in the histogram, all the scores are assumed to be evenly or
uniformly distributed over the entire step.
3. Connect the straight lines (vertical) every two adjacent ends of the lines. At the terminals,
drop perpendicular to the base. The figure is a histogram or column diagram.
(The measures in a histogram are represented by a rectangle constructed with a base

equal to the length of the interval, and altitude equal to the frequency.)
NVSU-FR-ICD-05-00 (081220)
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III. Construction of the Ogive:
A. Problem: To plot or construct the Ogive:
B. Data:
X f cf
100 - 109 1 18
95-99 1 17
90-94 1 16
85-89 1 15
80-84 2 14
75-79 2 12
70-74 2 10
65-69 2 8
60-64 2 6
55-59 3 4
50-54 1 1
N = 18
Example:
Ogive
Y
20
18 18
Cumulative Frequency
16 16
14 14 15
12 12
10 10
8 8
6 6
4 4
2
0 1 X
0 50- 55- 60- 65- 70- 75- 80- 85- 90- 95-
54 59 64 69 74 79 84 89 94 99
Score Interval
C. Directions:
1. Find the cumulative frequency of every step beginning with the lowest step. Add
cumulatively upwards the frequencies.
2. Draw 0X and 0Y, as in the frequency polygon or histogram.
3. Lay off the steps or scores on 0X and mark off on 0Y successive unit distances to represent
the cumulative frequencies on the different steps.
4. Read off the steps, together with the corresponding cumulative frequencies, and place points
at the intersections through the upper limits of the steps.
NVSU-FR-ICD-05-00 (081220)
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5. Connect successive points by straight lines at the lower, and at the lower end, drop a line to
the lowest step. The result is the ogive.
(Drop a line from the upper end of the graph perpendicular to the base. Divide the line
into two equal parts and from the point of division, draw a line to the graph parallel to base.
From the intersection, drop a line perpendicular to the base. The score or point which it falls
the median. Similarly, the one-fourth gives Q, the upper one-fourth, Q3.)
Characteristics and uses of the different graphs:
Graphs make picturesque and vivid educational data. They add color to the data and make
clearer their meanings.
The frequency polygon, one of the commonest types of graphs, represents a distribution of
scores or measures. It is the pictorial presentation of a frequency distribution or frequency table. It
is constructed by joining with straight lines series of points which are the intersections of the
midpoints of the steps and their corresponding frequencies.
The histogram or column diagram, like the frequency polygon, represents a frequency
distribution. It may be thought of as being composed of a series of rectangles or columns the widths
and the heights of which are equal to the class interval and to the frequencies respectively. In the
frequency polygon, it is assumed that the frequencies are represented by the midpoints of the steps;
whereas in the histogram, the frequencies are uniformly or evenly distributed along with the steps.
The frequency polygon and the histogram have the same uses. The score opposite the
summit of the frequency polygon is the crude mode; the midpoint of the step in the highest
rectangle of the histogram is the crude mode. From the frequency polygon and the histogram, it is
possible to glean the `representativeness’ of the group considered. If the graph plotted is similar to
the shape of the bell, the group is more or less typical. The more irregular the shape of the graph,
the less representative is the group. It is also possible to note the tendency of the measures - -
whether most of the scores are high or low, or equally distributed.
The ogive or cumulative frequency curve represents a cumulative frequency table. The
height of the graph at any given point indicates the total number of frequencies up to the point on
the scale of measurement. From the ogive, it is possible to determine any quartiles, deci,les and
percentiles.
Terminologies:
Graph – the geometrical image of a set of data. It is a mathematical picture.
Histogram – a graph in which the frequencies are represented by areas in form of bars. All scores
are assumed to be evenly or uniformly distributed over the entire step.
Frequency Polygon - a graph in which the frequencies are represented by dots above the midpoint
of each interval. It is assumed that all scores in a given step are represented by
the midpoint of the step.
Ogive / Cumulative Frequency Polygon – from it we can read off directly the percentage of
observations less than any specified values.
NVSU-FR-ICD-05-00 (081220)
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THE NORMAL PROBABILITY CURVE
Frequency Distribution
- a particular kind of arrangement of a set of observations.
Properties of Frequency Distribution
- can be viewed as descriptive of the frequency distribution or as descriptive of the set of

observations which the distribution comprises.
1. Central Location – refers to the value of the variable near the center of the frequency distribution. It
is middle point. Measures of central locations are called averages.
(Averages are central reference of the variable near the center to the point of greatest concentration
of the measurements and may in some sense be thought to typify the whole set.)
Types of Averages:
1.1 Arithmetic Mean – a value obtained by adding together a set of measurements and then by dividing
by the number of measurements in the set.
- or the sum of the set of measurements divided by the number of measurements
1.2 Median – a value such that half of the observations fall above it and half below it.
1.3 Mode the most frequently occurring value.
2. Variation – refers to the extent of the clustering about a central value. If all the observations are close
to the central value, their variation will be less than if they tend to depart more markedly from the
central value.
2.1 Range – the difference between the largest and smallest measurements.
2.2 Mean Deviation – the arithmetic mean of the absolute deviations from the arithmetic mean.
x – X
MD =
N
2.3 Variance – the sum of squares of deviations about the mean.
(X - x)2
S2 =
N
2.4 Standard Deviation – a value which can be obtained by taking the square root of the variance. It
is a measure of dispersion among all scores in the distribution rather than through extreme scores.
(X - x)2
S= √ N
NVSU-FR-ICD-05-00 (081220)
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3. Skewness refers to the symmetry or asymmetry of the frequency distribution.
3.1 Positively skewed – an asymmetrical distribution and the larger frequencies tend to be
concentrated toward the low end of the variable and the smaller frequencies toward the high end.
3.2 Negatively skewed – the larger frequencies being concentrated toward the high end of the variables
and the smaller frequencies toward the low end.
4. Kurtosis refers to the flatness or peakedness of one distribution in relation to another.
4.1 Leptokurtic – more peaked distribution.
4.2 Platykurtic – less peaked distribution.
NVSU-FR-ICD-05-00 (081220)
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4.3 Mesokurtic – a normal distribution.
NVSU-FR-ICD-05-00 (081220)
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GRADES AND GRADING SYSTEMS
Two Methods in Interpreting Test Results

1. Criterion – referenced Interpretation – describing an individual’s test performance without
reference to the performance of others. The description of the individual’s performance in the
test is generally described in terms of the percentage of correct responses to items in a clearly
– defined learning task.
Example:
1. Solved problem involving addition of similar fractions with 80% success.
2. Answers 50 addition facts in 10 minutes without error.
2. Norm – referenced Interpretation – Norms represent the typical performance of a specified

group of individuals. Thus, its interpretation reveals how an individual compares with other
persons who have taken the same test. Norms do not represent standards.
Guidelines in Interpreting Test Results
1. Test results should be interpreted in terms of the test items from which they were obtained.
2. Test results should be interpreted in relation to other information about the background or
characteristics of the pupil.
3. Test results should be interpreted in terms of our purposes or the decision we are about to
make.
4. Test results are not exact measures; allowance for errors should be made.
5. Test results should be supported by other evidence or information.
Kinds of Marking Systems
1. The 100-point scale or percentage system. All grades of 75 or higher are considered to
indicate satisfactory or passing “work”, marks lower than 75 to indicate failure.
Example:
Score x 50
Rating = +50
No. of items
= e.g. in a score of 50 out of 100:

50 x 50
= + 50
100
2500
= + 50
100
= 25 + 50
= 75
2. The pass or fail (P-F) system. Variations are satisfactory or unsatisfactory, and plus or minus.
All students who receive a pass grade are alike in abilities.
NVSU-FR-ICD-05-00 (081220)
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3. The five-point system. It is based on five points and is usually given in letter grades from high
to low or number, or in inverse order.
4. The nine-point system. It is based on nine points, usually in number grades.
A. Grading on the curve – the distribution of grades will resemble the normal probability
curve.
Norm-Referenced Given: x = 60; σ = 14

Measure
(Normal Curve)
1.0 M = +3 σ = 60 + 3 (14) = 102

1.25 M = + 2.5 σ = 60 + 2.5 (14) = 95 – 101
1.5 M = +2 σ = 60 + 2 (14) = 88 – 94
1.75 M = + 1.5 σ = 60 + 1.5 (14) = 81 – 87
2.0 M = +1 σ = 60 + 1 (14) = 74 – 80
2.25 M = + 0.5 σ = 60 + 0.5 (14) = 67 – 73
2.5 M = = 60 (14) = 60 – 66
2.75 M = - 0.5 σ = 60 – 0.5 (14) = 53 – 59
3.0 M = -1 σ = 60 – 1 (14) = 46 – 52
B. A - priori teacher’s standard technique. The teacher sets a cutting point. The grades
represent performance relative to the teacher’s hopes and expectations – his standards.
Criterion-Referenced Measure
(Teacher’s Standard or Absolute Standard)
Example:
Give a grade of 1.0 to the highest possible score (HPS); the cut-off score (COS) is given (50)
Given: Highest Grade = 1.0
HPS = 100
COS = 50
HPS - COS
=
No. of Steps
100 – 50
=
9
= 5.55 or 6
Transmutation Table
98 – 100 = 1.00
92 – 97 = 1.25
86 – 91 = 1.50
80 – 85 = 1.75
74 – 79 = 2.00
68 – 73 = 2.25
62 – 67 = 2.50
56 – 61 = 2.75
50 – 55 = 3.00
NVSU-FR-ICD-05-00 (081220)
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Different Grading Systems: (Class Reporting)

1) Public Elementary School
2) Private Elementary School
3) Public High School
4) Private High School
5) College Level
6) PSHS & Other schools
GRADING SYSTEMS
Computation of Term Grade
9-point System
DRQ ___% Project ___% FE ___%

Student FG
S R E S R E S R E
1 97 1.25 82 1.75 90 1.50
2 50 3.00 62 2.50 68 2.25
3 45 5.00 60 2.75 50 3.00
4 54 3.00 50 3.00 40 5.00
5 80 1.75 50 3.00 91 1.50
Percentage System
DRQ ___% Project ___% FE ___%

Student FG
S R E S R E S R E
1 90 95 80
2 95 80 75
3 98 90 70
Computation of Final Grade
1) Averaging (Arithmetic Mean)

1 2 3 4 = FG
85 88 89 92 88.5
2) Cumulative (ex. 30 % of the previous term grade is considered)

1 2 3 4 = FG
85 88 (TG)
x.3 x.7
25.5 + 61.6 = 87.1 89 (TG)
x.3 x.7
26.13 62.3 = 88.43 92
X.3 X.7
26.259 64.4 = 90.929
NVSU-FR-ICD-05-00 (081220)
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3) Weighted Mean
1= 85 X .2 = 17
2= 88 X .2 = 17.6
3= 89 X .2 = 17.8
4= 92 X .4 = 36.8 = 89.2
VI. LEARNING ACTIVITIES
Question and Answer for interaction before the lesson. Q & A would be posted in the LMS
used or would be conducted during in-person meetings.
VII. EVALUATION
Classroom Participation and/or Quiz
Portfolio/Project (Part 2). After incorporating the inputs from the teacher and thus, has
improved the test, it will be administered to 30 ‘students.’ The scores of the ‘students’ will be used in
the application of all the statistical tools and other lessons learned in this module.
VIII. REFERENCES
Teaching Guide in Assessment in Learning 1

Other references indicated in the Course Outline
NVSU-FR-ICD-05-00 (081220)
Page 36 of 36

AL1 Module12 Scoring To Grading

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE PROGRAMS BPE and BTLE* COURSE NO. PROF ED 6-B

I. UNIT III: ORGANIZING AND PRESENTING SCORES, AND GRADING SYSTEMS

II. LESSON TITLES:

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

SCORING OF TEST AND INTERPRETATION OF RESULTS

Meaning of Test Scores

- to really measure and evaluate results is to properly score them.

1. objective – easiest to correct.

A. Problem: To classify scores or statistical data on the master sheet.

B. Data: Given test scores in Arithmetic:

D. Characteristics and uses of Master Sheet:

A. Problem: To rank scores or measures.

Characteristics and uses of ranks:

Ranking is a relative placement or arrangement of measures in a series or magnitude, value, or

A. Problem: To group scores or measures in a score distribution:

B. Data: Given test scores in a geography test:

II. IN A STEP DISTRIBUTION

B. Data: Given test scores in Educational Sociology:

3. Choose an interval (I) adequate to avoid erroneous and laborious tabulation.

4. Divide the range by 15 or by 10 to get the ideal size of step interval.

5. Determine the lowest limit.

D. Characteristics and use of Groupings:

COMPUTATION OF THE ARITHMETIC MEAN

I. By the long or absolute method:

A. Problem: To compute the arithmetic mean by the long or absolute method.

1. Add the scores to get their sum, X.

2. Count the scores to get the number of cases.

II. By the Mid-Point Method:

A. Problem: To compute the arithmetic mean by the mid-point method:

5. Divide the sum, fm by N. The quotient is the arithmetic mean.

III. By the Short Method:

Characteristics and uses of Mean:

CALCULATION OF THE MEDIAN

I. From an order Distribution

II. From a step Distribution or Grouped Data:

A. Problem: To calculate the median from a step distribution.

B. Data: Given the test score in grammar:

2. Find the half-sum, N/2 of the cases.

5. Multiply the quotient by the interval to get the correction by interpolation.

D. Characteristics and uses of Median:

COMPUTATION OF THE MODE

I. From an order distribution:

A. Problem: to determine the rough mode from an order distribution.

II. From a score distribution:

A. Problem: To determine the rough mode from a score distribution.

3. Count the tallies to get the frequency of every score.

III. From a step distribution:

A. Problem: To determine the rough mode from a step distribution.

B. Data: (With the solution)

1. Look for the highest frequency (or frequencies).

IV. Computation of a Pearson Theoretical Mode from a step distribution.

A. Problem: To compute the Pearson Theoretical Mode.

1. Compute the median by interpolation.

2. Compute the arithmetic mean by the short method.

3. Apply the formula, Mo = 3Md – 2M.

Characteristics and Uses of Mode:

COMPUTATION OF QUARTILES, DECILES, PERCENTILES

1. To compute the first lower quartile, Q1.

a. For the first or lower quartile, Q1:

DRQ _% Project _% FE ___%

DRQ _% Project _% FE ___%