Group 5: Apelo, Edrosolo, Kosca, Villanueva

UTILIZATIO
N
OF
ASSESSMEN
T
DATA
What Is Utilization Of Assessment Data?
Utilization Of • An assessment is characterized as
the process of defining, selecting,
Assessment Data designing, collecting, analyzing,
interpreting, and using information
to increase students’ learning and
development. Through this process
administers can gather assessment
data to strategically plan and deliver
individualized instruction.

• Assessment data provide a means to

look at student performance to offer
evidence about student learning in
the curriculum, provide information
about program strengths and
weaknesses, and guide decision-
making.
 3 4
2 Determine
targeted goals
5
Monitor student
1 Develop daily
for students
and teachers and teacher
Discover
professional
instructional progress
development gaps
strategies
Plan individual
instructional
intervention
Utilization Of Assessment Data:

1. Norm-Referenced Interpretation
a. Tabular and Graphical Presentation of Data
b. Descriptive Statistic
c. Criterion-Referenced interpretation
NORM-REFERENCED INTERPRETATION
Norm-Referenced
Interpretation refers to standardized tests
that are designed to compare
and rank test takers in relation
to one another.
 How scores are
interpreted?
Each and every learner after
the tests have been marked
and total marks calculated is
compared to his/her peers.
What is Measured?
• These tests may be designed to measure oral-language
ability, visual-motor skills, and cognitive and social
development.
• To evaluate basic reading, writing, and math skills.
• To identify specific learning disabilities, such as autism,
dyslexia, or nonverbal learning disability.
• To make program-eligibility or college-admissions
decisions.
Purpose of Testing To help differentiate students
and identify those who may
have specific educational
needs or deficits that require
specialized assistance or
learning environments.
 What students’ score will look like on plotted on a graph?

- Norm-referenced tests are specifically designed to rank test takers on a “bell

curve,”
Example of Norm-
Referenced
• SAT test:
• IQ Tests
• Test that are graded on the curve.
 Test Structure
There are few long subtests
with different contents on the
test questions.
 What students know
about the
questions in advance? Students have no idea what
content to expect in the test
questions
DESCRIPTIVE STATISTICS
Descriptive Statistics Descriptive statistics are brief descriptive
coefficients that summarize a given data
set, which can be either a representation
of the entire population or a sample of a
population. Descriptive statistics are
broken down into measures of central
tendency and measures of variability
(spread). Measures of central tendency
include the mean, median, and mode,
while measures of variability include
standard deviation, variance, minimum
and maximum variables, etc.
Central Tendency
Measures of central tendency focus
on the average or middle values of
data sets, whereas measures of
variability focus on the dispersion of
data. These two measures use graphs,
tables and general discussions to help
people understand the meaning of
the analyzed data.
 Mean
The average was taken for a set of
numbers is called a mean.
Add all of the numbers together and
divide this sum of all numbers by a
total number of numbers.
The result is the mean or average
score.
Example: To find the average of the
four numbers 2, 4, 6, 8, we need to add
the number first.
1. 2 + 4 + 6+ 8 = 20
2. Divide the sum by the total
number of numbers, i. e 4.
3. 20/4 = 5 is the average or mean
Median
The middle value in the data set is
called Median.
Place all the given numbers in an
ascending order
The next step is to find the middle
number on the list. It is called as the
median.
Example: If the given list is 4, 2, 8, 10,
19.
1. Arrange the numbers in ascending 1.
order i .e 2, 4, 8, 10, 19.
2. As the total numbers are 5, so the
middle number 8 is the median
here.
Mode
The number that occurs the most in a
given list of numbers is called a mode.
It shows the frequency of occurrence.
We can have more than one mode or
no mode at all.
Example: In the given series
3,3,5,6,7,7,8,1,1,1,4,5,6
Find the frequency of each
number.
2. For number 3 it’s 2, for 5 it’s 2, for
6 it’s 2, for 7 it’s 2, for 8 it’s one,
for 1 it’s 3, for 4 it’s 1.
3. The number with the highest
frequency is the mode.
Measures
of
Variability Measures of variability (or the
measures of spread) aid in analyzing
how dispersed the distribution is for a
set of data. For example, while the
measures of central tendency may
give a person the average of a data
set, it does not describe how the data
is distributed within the set.
Example of Standard
Variation and Variance:
o We have the data points 5, 7, 3, and 7, which total 22. You would then divide 22 by
the number of data points, in this case, four—resulting in a mean of 5.5. This leads
to the following determinations: x̄ = 5.5 and N = 4.

The variance is determined by subtracting the mean's value from each data point,
resulting in -0.5, 1.5, -2.5, and 1.5. Each of those values is then squared, resulting in
0.25, 2.25, 6.25, and 2.25. The square values are then added together, giving a total of
11, which is then divided by the value of N minus 1, which is 3, resulting in a variance
of approximately 3.67.

The square root of the variance is then calculated, which results in a standard deviation
measure of approximately 1.915.
TABULAR AND GRAPHICAL
PRESENTATION
OF DATA
Tabular - Tabular is (of data)
consisting of or presented
in columns or tables.
 TABLE
A rectangular arrangement of data
in which the data are positioned in
rows and columns.
Types of
Tabulation
Simple
- If the data is tabulated on one characteristic, then it is called

Tabulation
simple tabulation. It is also known as one way tabulation.
Double
- If the data is tabulated on the two characteristics at a time, then

Tabulation
it is called double tabulation. It is also known as two way
tabulation.
Complex
- If the data is tabulated on many

Tabulation
characteristics, then it is called complex
tabulation. Three Way Table
Graphic
al
Presenta
tion of
Data
Types of
Graph
 Line Graph
- Line graph or the linear graph is used
to display the continuous data and it
is useful for predicting future events
over time.
Example:
 Bar Graph
- Bar Graph is used to display the
category of data and it compares the
data using solid bars to represent the
quantities.
Example:
 Histogram
- The graph that uses bars to
represent the frequency of numerical
data that are organized into intervals.
Since all the intervals are equal and
continuous, all the bars have the Example:
same width.
 Frequency Tables
- A frequency table is simply a
“t-chart” or two-column table which
outlines the various possible
outcomes .
Example:
 Line Plot
- A line plot is another display method
to organize data, it shows how many
times each number appears in the
data set.
Example:
 Circle Graph
- A circle graph is also known as a pie
chart. The graph is in the shape of a
circle with different wedges that each
represent a percentage of a total.
Example:
 Steam-and-Leaf Plot
- A stem-and-leaf display or stem-and-
leaf plot is a device for presenting
quantitative data in a graphical
format, similar to a histogram, to
assist in visualizing the shape of a Example:
distribution.
 Box Plot
- A box plot or boxplot is a method for
graphically depicting groups of
numerical data through their
quartiles.
Example:
CRITERION-REFERENCED INTERPRETATION
Criterion-Referenced
• The word “criterion” came from the Greek
Interpretation word meaning standard.

• Differ in that each examinee’s performance

is compared to a pre-defined set of criteria
or a standard.

• it is Individual’s scores that are compared

to a predetermined standard of
performance (the criterion), not with the
scores of others.

• Score is usually expressed as a percentage

or pass/fail.
 How scores are
interpreted?
A criterion-referenced test
score compares a student’s
raw score to a predetermined
standard based on the content
of the assessment.
Purpose of Testing
to know what students have
already learned and what we
can do to help them achieve
proficiency or meet the desired
learning standard.
 (Dick, Carey & Carey, 2009)

2 3 4
Practice or
Pre-test Rehearsal Test
1 - Presented to
learners before
- Presented during the
instructional
Post-test
- Presented following
instruction is the instructional
Entry Skills Test provided.
- Presented to
learners before
instruction is
provided.
Example of Criterion-
Referenced
• LET test:
• Classroom Assessment
• Driving Test
COMPARING CRITERION-REFERENCED
and NORM-REFERENCED
Dimension Criterion-Referenced Norm-Referenced
Each individual is compared with a preset Each individual or learners is compared
standard for acceptable achievement. The with other learners.
performance of examinees is irrelevant.

A student’s score is usually expresses as A score is usually expressed as percentile,

Score percentage. a grade equivalent score or a stanine.
Interpretation
Student achievement is reported for Student achievement is reported for
individual skills. broad skill areas, although some norm
referenced test do report student
achievement for individual skills.

Assessment against fixed standards. Competitive, compares individuals with

each other and rank them.
Dimension Criterion-Referenced Norm-Referenced
Provide information on how the performance Provide information on how the individual
of an individual compares with that of other. performed on some standard of objective.

Individual’s standing is compared with that of Allow users to interpret what an

Assessment a know group. individual can do without considering the
performance of others.

Percentile rank is obtained to determine the Designed to measure the results of

relative standing in a norm group. instruction.

Emphasize the discrimination among An individuals performance on a specific

individuals. behavioral or instructional objective.
Emphasizes description of performance.
Dimension Criterion-Referenced Norm-Referenced

 Mastery  General Ability

 Basic skills  Range of Ability
 Prerequisites  Large Groups
Test Affective
  Compares people to people
 Psychomotor  Selecting top candidates
 Groupings for Instruction