Name: ESTRELLA, JOYCE G.

Course/Year/Section: BSED 3A
Subject: PED 106 – Assessment in Learning 1
Professor: Dr. Arthur O. Buenavista

DEVELOP
At this point, let us see how well you understood what have been presented in the
preceding sections.

1. Consider the table showing the results of a reading examination of set of students.

Frequency Distribution of Scores in Mid-Term Examination in Reading

Class Interval Midpoint f Cumulative Cumulative
Frequency Percentage
140-144 142 2 50 100
135-139 137 7 43 86
130-134 132 9 34 68
125-129 127 14 20 40
120-124 122 10 10 20
115-119 117 6 4 8
110-114 112 2 2 4
Total (N) 50

a. What is being described in the table?

The table describes the frequency distribution of scores in the mid-term

examination in reading. It provides information about different class intervals, their
midpoints, frequencies (the number of students falling within each class interval),
cumulative frequencies (the running total of frequencies up to each class interval), and
cumulative percentages (the percentage of students up to each class interval).

b. How many students are there in the class?

The cumulative frequency class interval is 50, which represents the total number
of students in the class. Hence, there are 50 students in the class.
c. What is the class width?

The class width is the difference between the upper-class boundary and the lower-
class boundary of each class interval. In the given frequency distribution.
Upper class boundary - Lower class boundary = 144 - 140 = 4
So, the class width for this frequency distribution is 4.

d. How did we get the midpoints from the given class interval?

To calculate the midpoints for each class interval, you take the average of the
upper-class boundary and the lower-class boundary of that interval.

For example, let's consider the first-class interval, 140-144. The upper-class
boundary is 144, and the lower-class boundary is 140. To find the midpoint, you add the
upper-class boundary and the lower-class boundary and divide by 2:

Midpoint = (Upper class boundary + Lower class boundary) / 2

= (144 + 140) / 2
= 142
So, the midpoint for the class interval 140-144 is 142.

e. What is the lower limit of the class with the highest frequency?

To determine the lower limit of the class with the highest frequency, we need to
identify the class interval that has the highest frequency.
For example, the class interval with the highest frequency is 125-129, which has a
frequency of 14.
The lower limit of the class interval 125-129 is 125.
Therefore, the lower limit of the class with the highest frequency is 125.

f. What is the upper limit of the class with the lowest frequency?

To determine the upper limit of the class with the lowest frequency, you need to
identify the class interval that has the lowest frequency.
For example, the class interval with the lowest frequency is 140-144, which has a
frequency of 2.
The upper limit of the class interval 140-144 is 144.
Therefore, the upper limit of the class with the lowest frequency is 144.
g. The entry in the lowest class interval of the 4th column is done for you. From the
lower-class interval, can you fill up the remaining blanks upward? How did you do
it?

The cumulative frequency represents the running total of frequencies up to each

class interval. To fill up the remaining blanks, we can calculate the cumulative frequency
by subtracting the frequency of each class interval to the cumulative frequency of the
previous class interval.

h. Look at the entire column on cumulative frequency. What is the cumulative

frequency of the highest-class interval? How do you compare this cumulative
frequency with the number of students who took the test?

The cumulative frequency of the highest-class interval (110-114) is 50. To

compare this cumulative frequency with the number of students who took the test, we
need to consider the total number of students in the class. In this case, the total number of
students is given as 50, which means the cumulative frequency of 50 represents all the
students who took the test. Since the cumulative frequency of the highest-class interval is
equal to the total number of students, it indicates that all the students in the class have
been accounted for in the frequency distribution.

i. The last column is labeled cumulative percentage. What should be the first entry at
the bottom of the column? How did you determine it? Can you fill up the entire
column with the right percentage? How do you do these in two ways? Which is the
easy way? What is the cumulative percentage of the highest-class interval?

The first entry at the bottom of the cumulative percentage column should be
100%. This is because the cumulative percentage represents the percentage of students up
to each class interval, and since we are at the bottom of the column, we have accounted
for all the students in the class.

To calculate the cumulative percentage for each class interval, we can use the formula:

Cumulative Percentage = (Cumulative Frequency / Total Number of Students) * 100

In this case, the total number of students is given as 50.

Using this formula, we can calculate the cumulative percentage for each class interval in
two ways:

1. Divide the cumulative frequency of each class interval by the total number of students
and multiply by 100.
 2. Add up the frequencies of the class intervals cumulatively and divide by the total
number of students, then multiply by 100.

Both ways will yield the same cumulative percentage values for each class interval.

j. Take a look at the values in the table, in particular, the frequency column. What
type of distribution (positively skewed, negatively skewed, symmetrical) is depicted
by the given values? Why do you say so?

The given frequency distribution exhibits a negatively skewed distribution, with

higher frequencies concentrated towards the higher values and a tail extending towards
the lower values.

k. What type of graph is most appropriate for this frequency table?

The most appropriate graph for representing this frequency table would be a
histogram as it is the most appropriate graph for representing this frequency table because
it displays the distribution of continuous or grouped data. In this case, the frequency table
consists of class intervals and their corresponding frequencies, which are continuous or
grouped data.

3. Analyze the figures in the succeeding pages and answer the questions that
pertain to each graph.
For Figure 7.15
a. What is the shape of the frequency distributions as to symmetry?

All three distributions (Sections A, B, and C) are symmetrical bell curves, which
suggest that the test scores are normally distributed within each section.

b. What is the estimated value of the highest score in each distribution? What does this
value indicate?

 For Section A, the peak appears to be around the 60-70 score range.
 For Section B, the peak is around the 90-100 score range.
 For Section C, the peak is around the 120-130 score range.
 The highest score indicates the average (mean) score for each section since the
distributions are symmetrical. The scores around the peak are the most frequent
(mode) and also the median.

c. Which section got the highest average? Which section got the lowest?
 Section C got the highest average as its peak is the furthest to the right on the x-
axis, indicating higher test scores. While, section A got the lowest average since its peak
is the furthest to the left on the x-axis, indicating lower test scores.

For Figure 7.16

a. If the center dotted line is taken as the average, how do you compare the average of
the three frequency distributions?

The average scores of the three sections are very close. Section A has the highest
average score, followed by Section B and Section C. However, the differences in average
scores are very small.

b. In what aspects do the three distributions differ?

The three distributions differ in two main aspects:

1. Spread of scores: The spread of scores in Section C is the greatest, followed by Section B
and Section A. This means that the scores in Section C are more variable, with some
students scoring very high and others scoring very low. The scores in Section A are more
concentrated around the average score.

2. Shape: The distribution in Section A is bell-shaped, which is the most common shape for
a frequency distribution. The distribution in Section B is skewed to the right, meaning that
there are more students with lower scores than students with higher scores. The
distribution in Section C is bimodal, meaning that there are two peaks in the distribution,
corresponding to two groups of students with distinct score ranges.

c. Imagine Xs place inside each of the three curves, where X represents a score. How
do you compare the spread of the scores in the three frequency distributions from
its respective average?
 The Xs in Section C are spread the most around the average score, followed by
the Xs in Section B and Section A. This is consistent with the observation that Section C
has the greatest spread of scores.

d. In which section did the scores spread most?

The scores in Section C spread the most.

e. Which section has scores closest to the average?

Section A has scores closest to the average.

For Figure 7.17

a. What are being depicted in the three frequency distributions?

The three frequency distributions depict the number of students who scored
within a certain range of scores. For example, the frequency of scores in the range of 80-
89 in Section A is 6. This means that 6 students in Section A scored between 80 and 89
points on the test.

b. Which section has more students who got high scores?

Section A has more students who got high scores. The frequency of scores in the
range of 90-100 in Section A is 12, which is higher than the frequency of scores in this
range in Sections B and C.

c. Which section has more students who got low scores?

 Section C has more students who got low scores. The frequency of scores in the
range of 0-69 in Section C is 10, which is higher than the frequency of scores in this
range in Sections A and B.

d. If you are the teacher who handled the three sections, and everything was held
constant in handling the three classes, whose performance will you be most happy
with? Why?
I would be most happy with the performance of Section A. Section A has the
highest average score and the smallest spread of scores. This means that the students in
Section A performed consistently well on the test.

Now, to further see how well you were able to comprehend all the topics discussed earlier, fill in
the answers to each box in the diagram below?

Organizing and Presenting Test Data

Why organize test data? What are the tools in presenting

summarized test results?

What are the basic elements of What are the types of graphs?
frequency distribution table for
grouped data?

When do you How do you

How is each element use each type construct
determined? of graph? each graph?
 How do frequency distributions of scores
+
differ in characteristics?
Why organize test data? Organizing test data is

crucial for efficient testing, data reusability, consistency, maintainability, improved reporting,
enhanced collaboration, and reduced costs. It ensures data quality and delivers a superior user
experience.

What are the tools in presenting summarized test results?

When presenting summarized test results, there are several tools you can utilize to effectively
communicate the information. Here are some commonly used tools:
1. Tables: Use structured tables to present numerical data.
2. Charts and Graphs: Visualize data with bar charts, line graphs, etc.
3. Visualizations: Utilize infographics or interactive dashboards.
4. Summary Statistics: Include mean, median, standard deviation, etc.
5. Data Dashboards: Consolidate multiple results in interactive displays.
6. Data Presentations: Use PowerPoint slides to summarize findings.
7. Written Reports: Provide comprehensive analysis and methodology.

What are the types of graphs?

When presenting test results, we can use bar graph, line graph, pie chart, scatter plot, and
histograms.

When do you use each type of graph?

1. Bar Graphs: Compare test results across categories.

2. Line Graphs: Show trends and changes over time.
3. Pie Charts: Display distribution among categories.
4. Scatter Plots: Explore relationship between variables.
5. Histograms: Illustrate result distribution.
1. Bar Graphs: Assign categories to x-axis, test result values to y-axis, and draw bars
How do you construct each graph?

accordingly.
 2. Line Graphs: Plot points for each time period, connect with lines, label axes and add
markers if needed.
3. Pie Charts: Calculate proportions, divide circle into slices, label and size slices
accordingly.
4. Scatter Plots: Assign variables to x-axis and y-axis, plot points, label axes, and use
markers or colors for clarity.
5. Histograms: Define intervals, count test results in each interval, draw bars, label axes.
A frequency distribution table for grouped data includes class intervals, frequencies, cumulative

What are the basic elements of frequency distribution table for grouped data?

frequencies, relative frequencies, cumulative relative frequencies, midpoints, lower and upper
limits, and interval width. These elements summarize and organize the data, providing insights
into its distribution and characteristics.
Each element in a frequency distribution table for grouped data is determined as follows: class

How is each element determined?

intervals are selected to cover the data range, frequency is counted for each interval, cumulative
frequency is calculated by adding up frequencies, relative frequency is obtained by dividing
frequency by the total, cumulative relative frequency is the running total of relative frequencies,
midpoints are the average of lower and upper limits, lower and upper limits define interval
boundaries, and interval width is the difference between upper and lower limits. These
determinations involve careful analysis of the data and statistical considerations.
Frequency distributions of scores can differ in shape, central tendency, variability, skewness, and
kurtosis. These characteristics provide insights into the pattern, concentration, spread,

How do frequency distributions of scores differ in characteristics?

asymmetry, and the peak of the scores within the distribution.

APPLY
Accomplish the following activities to know the extent to which you have understood the
concepts introduced in this lesson.
3. The following aptitude test scores have been recorded in a guidance office.
 140 88 11 91 96
93 117 99 101 108
98 123 119 146 107
107 111 100 125 110
83 127 116 113 104
126 114 110 114 138
109 102 113 106 90
107 91 102 103 135
104 101 131 87 124
103 135 126 112 140

a. Arrange the data in descending order.

140 140 140 140 140

126 127 126 125 138
109 123 119 114 135
107 117 116 113 124
107 114 113 112 110
104 111 110 106 108
103 102 102 103 107
98 101 100 101 104
93 91 99 91 96
83 88 11 87 90

b. Determine the range.

The range is the difference between the highest and lowest scores. The highest score is
140 and the lowest score is 83, so the range is:
140 - 83 = 57
 c. Determine the class interval for nine (9) classes.

To determine the class interval for nine classes, we need to divide the range by nine. The
range is 57, so the class interval is:
57 / 9 = 6.33
We can round the class interval up to 7 so that the class limits are whole numbers.

d. What is the recommended number to start the first-class interval?

The recommended number to start the first-class interval is the lowest score minus the
class interval. The lowest score is 83 and the class interval is 7, so the recommended
number to start the first-class interval is:
83 - 7 = 76

e. With your response in c and d, present in a table the scores as grouped frequency
distribution showing:
1. actual tallying of scores;
2. numeric frequency;
3. midpoints of each class interval;
4. cumulative frequency; and
5. cumulative percentage.
Class Interval Tally f Midpoints Cumulative Cumulative
Frequency Percentage

76-82 0 0 79 45 45
83-89 1 1 86 44 44
90-96 2 2 93 42 42
93-103 3 3 100 39 39
104-110 4 4 107 35 35
111-117 5 5 114 30 30
118-124 6 6 121 24 24
125-131 7 7 128 17 17
132-138 8 8 135 9 9
139-145 9 9 142 0 0
Total (N) 45 45

f. Construct a histogram from the given scores.

g. Draw a frequency polygon superimposed in the histogram you have done in f.
h. Using your data in e.5, draw a cumulative percentage polygon.
i. Estimate Q1, Median, and Q2 with reference to the cumulative percentage polygon
2. Figure 7.18 shows a graph constructed from a mid-quarter exam in science gathered
from 193 STEM students; 100 are males and 93 females. Give three statements on
test performance of STEM students as depicted in the figure.

Figure 7.18. Cumulative Frequency Polygon of Test Scores in Science

1. The median test score for STEM students is 69.

2. The interquartile range (IQR) for STEM students is 7. This indicates that the middle 50%
of STEM students scored between 66 and 73 on the exam.
3. There is a slight gender gap in test performance, with males scoring slightly higher than
females on average. However, the overlap between the male and female distributions is
large, indicating that there is a great deal of variation in test performance within each
gender group.

3. A histogram of the same mid-quarter examination in the preceding number is shown

below.

a. Sketch a frequency polygon in the same graph. Discuss how you did it.
b. Considering that there are 193 students who took the test, mark the area
where 50% of the scores fall. Discuss this with a classmate.
c. Give three additional observations from the graph.
1. The median test score for STEM students is 70. This means that 50% of the
students scored 70 or higher and 50% of the students scored 70 or lower.
2. The interquartile range (IQR) for STEM students is 5. This means that the
middle 50% of STEM students scored between 67.5 and 72.5 on the exam.
3. The distribution of test scores is slightly skewed to the right, meaning that
there are more students who scored above the average score than there are
students who scored below the average score.