Frequency Distribution in Education and

Individualized and Group Assessment

Course Code :- EDU-506

Course Title :- Educational Measures and Evaluation
WHAT IS FREQUENCY
 Frequency is simply defined as a
chance of an event.
 It simply means how often an event
occur.
 For example:-
 How many students pass or fail in a
certain test.
 How many students achieve a certain
grade.etc.
TYPES OF FREQUENCY
 Most common types of frequencies are
following:-
 Cumulative frequency
 Relative frequency
 Percentage frequency
 Cumulative relative frequency
 CUMULATIVE FREQUENCY
F Cumulat Relati %F C. %
ive ve F F
 It is simply obtained frequen
cy
by adding the
3 3 3/15 20 20
frequencies of all the
preceding classes. 5 3+5=8 5/15 33.33 55.33
 It is denoted by ‘c . f’. 3 8+3=11 3/15 20 75.33
 Example :-
3 11+3=14 3/15 20 95.33
 It is used to find
average of the result 1 14+1=15 1/15 6.667 100
in any subject by the
Tota
teacher l 1 100
15
 RELATIVE FREQUENCY
 It is obtained by F Cumulat Relati %F C. %
ive ve F F
dividing the frequency frequen
by the total frequency cy
of all the classes. 3 3 3/15 20 20
 It is obtained by ‘r.f.’ 5 3+5=8 5/15 33.33 55.33
 Total sum of the column
of relative frequency 3 8+3=11 3/15 20 75.33
always comes to be 1
3 11+3=14 3/15 20 95.33
or 0.9999.
 Example :- 1 14+1=15 1/15 6.667 100
 It is used to find
Tota
relative result. l 1 100
15
 PERCENTAGE FREQUENCY
 It is simply obtained by F Cumulat Relati %F C. %
ive ve F F
multiplying 100 to the frequen
relative frequency. cy
 It is represented by % f. 3 3 3/15 20 20
 The sum of the column of
5 3+5=8 5/15 33.33 55.33
% frequency always
comes to be 100 or 99.99
3 8+3=11 3/15 20 75.33
 Example:-
 It is used when a teacher 3 11+3=14 3/15 20 95.33
wants to check the
percentage of the 1 14+1=15 1/15 6.667 100
students and their
Tota
educational status. l 1 100
15
 CUMULATIVE RELATIVE FREQUENCY
 It is simply obtained by F Cumulat Relati %F C. R
ive ve F F
adding all the relative frequen
frequencies of all the cy
preceding classes. 3 3 3/15 20 0.2
 It is represented by c.%
f. 5 3+5=8 5/15 33.33 0.533
 Example:- 3 8+3=11 3/15 20 0.733
 It is used when a teacher
wants to check the 3 11+3=14 3/15 20 0.933
average of relative
frequencies so to find 1 14+1=15 1/15 6.667 0.996
mean he will accumulate
Tota
the result. l 1 100
15
FREQUENCY DISTRIBUTION (F.D)
 Frequency distribution generally provides the
information of the numbers of occurrences of
distinct values distributed within a given
period of time or interval in a;
 List form
 Tabular form
 Graphical representation
 Most common form of frequency distribution
is graphical representation
TYPES OF FREQUENCY
DISTRIBUTION
 There are mainly three types of
frequency distribution that are;
 Categorical F.D
 Grouped F.D
 Ungrouped F.D

 Below is the short description of these

above described types.
CATEGORICAL FREQUENCY
DISTRIBUTION
 It is such type of Example of students that are
frequency distribution fail in first 4 classes
that is used for categorical
class F.D.F grade
categorizing data into students
specific groups 1 5
according to its
2 7
attributes.
 Examples:- 3 9
 Gender
 Blood type 4 4
 Major field of study
Total 25
 Religious affiliation etc
GROUPED FREQUENCY
DISTRIBUTION
Time number number
 It is a type of duration of of
frequency (time of periods teachers
clock)
distribution that is 8-10 7 9
used when the
range is large and 11-12 6 8
classes of several
units in width are 1-2 2 4

needed. Total 15 21
 Example:-
 Number of periods
of a different
teacher and its time
UNGROUPED FREQUENCY
DISTRIBUTION
Marks of a class in a subject are
 It is the type of 25,25,25,30,30,30,35,35,35,35,40,
frequency distribution 40,40,40,45 out of 50
that is used to marks no of
represent numerical students
data and when the 25 3
range of data is small. 30 3
 Example :-
35 4
 Marks of a student in
different subjects. 40 4
 Scores of a batsman 45 1
in last five matches .
Total 15
 REPRESENTATION OF F.D.
For example:-
 There are mainly Marks of a class in a subject
two types; are
 tabular 25,25,25,30,30,30,35,35,35,
35,
 graphical. 40,40,40,40,45
mar out
no of of 50.
ks students
25 3
30 3
25 35 4
30 45 1
35
40 15
45 Total
EXAMPLES OF FREQUENCY DISTRIBUTION IN
EDUCATION

 Examples or we can say the situations where we

can manifest or imply the frequency distribution
in education.
 To show the result statistics of a class.
 To show absentees in staff in a month.
 To represent usage of stationary in different
classes in a year.
 To represent the extra periods taken by certain
teachers.
 To report how many certain rules are broken by
certain students.
CONTINUED…
 To show a statistic how much students are
taking part each year in co curricular activities
of different grades.
 To show how many and which things are broken
or are made malfunctioned by the students.
 To show how much complains are there by
parents against certain teachers.
 To show how many times certain teachers show
carelessness towards their duties and so many
…
IMPORTANCE OF FREQUENCY DISTRIBUTION

 Frequency distribution is the basic building

block of statistical analytical methods.
 It is the first step in analyzing the survey.
 It is the representation that displays the
number of observations within a given
interval.
 It provides visual record for the distribution
of observations within a particular test.
 It is mostly used in summarizing large data
sets assigning probabilities…
WHY TO USE FREQUENCY DISTRIBUTION

 It organize data in a meaningful and intelligible way.

 It enables the reader to determine the nature or shape of the
distribution.
 To facilitate computational procedures.
 It makes the data easy to see and attractive.
 It allows the reader to compare different data sets.
 It allows the analyst to interpret the whole data by just
having a look over summarize values.
 It saves time of analyst once it is created.
 It allows an analyst to have a glance over summarize data
conveniently.
 Organizing data into frequency distribution can make
patterns within the data more convenient
WHAT ARE THE DRAWBACKS OF F.D.
 Primary drawback is that it losses the
individual identity of data.
 We need to rearrange the data into
compact form for analysis.
 We can not get clarity about each and
every event as we are only observing
the compact data.
INDIVIDUALIZED
& GROUP
ASSESSMENT
DEFINITION
 Assessment is the process of
documents, usually in measureable
terms ,knowledge, skill, attitude, and
beliefs.
Assessment in Education:
The process of gathering, interpreting,
recording, and using information about
pupils, responses to an educational task.
ASSESSMENT SHOULD
1. Relate to Regular performance
2. Gather from interdisciplinary sources
3. Consider all aspects of the student’s life
Purpose:-
4. Gathers information to assist
5. In decision making
6. Monitoring student’s progress
7. Assigning grades and marks
8. Determining one’s own instructional effectiveness
TYPES OF ASSESSMENT
 Two types of assessment we are
represented in this topic

1. Individualized assessment
2. Group assessment
INDIVIDUALIZED ASSESSMENT
 Individual assessment are the assessment where the
teacher spend time with every student individually
to access their reading skills
 It allows the individuals to make a case for
themselves including potential circumstances and
 efforts of ,the
However individual.
A major disadvantage is that the
teacher would need a lot of time to complete an
assessment of all the students in a large class
 Individual assessment may be an option for
teachers when their main focus is to work on
reading skills or literacy skills
 This helps fully understand the progress of the
student who can benefit with special undivided
CONT…

In these
situations,
teacher may use
individual
assessment for
specific students
to understand
more about their
reading difficulty.
TYPES OF INDIVIDUAL
ASSESSMENT
 Here we divide individual assessments
into 4 major types.
1. Diagnostic assessment

2. Formative assessment

3. Summative assessment

4. Norm-referenced assessment
1.DIAGNOSTIC ASSESSMENT
 Diagnostic assessment
is a form of pre-
assessment where
teachers can evaluate
student’s strengths,
weakness, knowledge
and skills before their
instruction.
 These assessment allow
the instructor to adjust
the curriculum to meet
the needs of current an
future students.
CONTINUED…
 Happen at the beginning of a unit,
lesson, quarter, or period of time.
 Goal of understanding student’s current
position to inform effective instruction.
 Identify strengths and areas of
improvement for the students.
2. FORMATIVE ASSESSMENT
 Formative assessment help teachers understand
student learning while they teach, and adjust their
teaching strategies accordingly.
Purpose
 The goal of formative assessment is to monitor
student learning to provide ongoing feedback that
can be used by instructor to improve their teaching
and by students to improve their learning .
 More specially, formative assessment help students
identify their strength and target areas that need
work.
3. SUMMATIVE ASSESSMENT
 Summative assessment, summative evaluation, or
assessment of learning is the assessment of
participants where the focus is on the outcome of a
program.
 This contrast with formative assessment, which
summarizes the participants development at a
particular time.
 By assessing students at the end of a module, course,
or even entire program curriculum.
 summative assessment provides faculty insight into
how well their students have mastered the delivered
content.
CONTINUED…
 It helps an instructor to :-
 Gauge student understanding in the form of
exams, standardized test , final project , final
essays.
 Use in academic records.
 Help identify week areas in students.
 Accelerates individual who already mastered
the material.
 Help assess how you teach (how you present,
type of instruction, etc.)
5. NORM – REFERENCED
ASSESSMENT
 Are tests designed to compare an
individual to with their peers.
 Usually based on national standards.
 Occasionally adjusted for age, ethnicity
or other demographic.
 This assessment draw from a wide
range of data points to make
conclusion about students
achievement.
CONT…
 Norm referenced assessment are most
useful when measuring student
achievement determine :
 Language ability

 Physical development

 Character development

 In short overall stamina of students

character
TYPES OF N-R-A
 IQ tests
 Physical assessment
 Standardized college admission tests
like NTS ,CSS etc.
GROUP ASSESSMENT
 Group assessment are the assessment
conducted across the class as the same
time.
 Group assessment are ideals for
teachers who need to understand the
reading level of their students.
 In this case, do not have time to access
each student individual.
CONT…
 Group work is a method of instruction
that gets students to work together.
 As an assessment task, groups often
develop or create a product pr piece of
work
 To demonstrate learning
 Understanding of a particular concept
EXAMPLE OF GROUP
ASSESSMENT
 Assessment of two classes as separate
groups during quiz competition.
 Assessment of groups during
presentation
 Assessment of two groups during
various other co curricular activities
such as in qawali night in the form of
“bait bazi” or during various games like
cricket etc.
GROUP ASSESSMENT