ASSESSMENT OF LEARNING REVIEWER

Finals

I. ORGANIZING TEST SCORES BY ORDERING of distribution also known as Relative Frequency

Distribution.
Ordering is a numerical arrangement of numerical
observations or measurements. - Portrayed as frequency tables, histogram
etc. and can be used for both categorical
a. Ascending- ordering from lowest to highest
and numeric variables.
(1,2,3)
b. Descending- ordering from highest to lowest Class- population is divided into small groups on the
(3,2,1) basis of some attributes.

II. ORGANIZING TEST SCORES BY RANKING ℎ=

Ranking is a process of determining the relative Range= Highest Value-Lowest Value

position of scores, measures or value-based on
Tally Mark Method- one by one reading of
magnitude, worth, quality or importance.
observation. (Bakod)
Steps in Organizing Scores
Example:
1. Arrange from highest to lowest
2,3,5,8,4,6,2,7,9,5
2. Assign serial no. for each score. The last serial
no. has to correspond to the total no. of scores Class Tally Mark Frequency
arranges in descending orders. 1-3 III 3
3. Assign the rank if one to the highest scores
and the lowest rank to the lowest score. (If 4-6 IIII 4
there are 10 scores, the lowest rank is 10) 7-9 III 3
4. If there are ties: (NTS= No. of total scores) Total 10 10

1+ 2+ 3…
=
V. ORGANIZING SINGLE VALUE DISTRIBUTION
Preparing Single Value Frequency Distribution
III. ORGANIZING TEST SCORES THROUGH STEM-
AND-LEAF PLOT 1. Arrange the scores in descending order.
2. Tally each score in the tally column
Stem-and-Leaf Plot- A basic stem plot contains two
3. Add the tally marks at the end of each row.
columns separated by a vertical line. The left column
Write the sum in the frequency column.
contains the stems and the right column contains the
4. Sum up all the row tally mark.
leaves. (Example)
STEM LEAF
5 6 VI. PREPARING GROUPED FREQUENCY
DISTRIBUTION
6 7,7,9
Frequency Table describes the distribution of
7 2,4,7,7,8
frequencies.
8 1,2,2,3,4,8
5 Rules to Measure Classes
9 0,2,3,4,
1. The classes must be non- overlapping. Any of
the data should not fall into 2 different classes
IV. ORGANIZING DATA BY MEANS OF at once.
FREQUENCY DISTRIBUTION 2. The classes must be continuous and don’t
have gaps.
Frequency- number of times the observation occurs
3. The classes must be exhaustive. There must
Distribution- pattern of frequencies in an be a class for every data value in the data set.
observation 4. The classes must be of equal width; otherwise
Frequency distribution- shows the actual number of the frequency distribution would give a
observations falling in each range or the percentage distorted view of the data.
  Class width is found by either subtracting Relative Frequency
the upper (or lower) class limit of one
 It is the frequency as compared to the
class from the upper (or lower) limit of
total frequencies of all the numbers OR
the next class.
the fraction of times an answer occurs.
5. The class width should be an odd number so
 Provides easy insight into frequency
that the class midpoints have the same place
distribution by facilitating comparison
value as the data.
f
Creating a Grouped Frequency Distribution =
n
1. Find the largest and smallest values. Where: F = Frequency of an individual Item
2. Compute the Range = Maximum-Minimum N = Total Frequencies

3. Select the number of classes desired. This is usually

Cumulative Frequency
between 5 and 20
 It is the frequency of a class interval added
4. Find the class width by dividing the range by the to the preceding cumulative total
number of classes and rounding up.  The sum of all previous frequencies
5. Pick a suitable starting point less than or equal to (relative frequencies) up to the current
the minimum value point.
Types of Cumulative Frequency Distribution
6. To find the upper limit of the first class, subtract
one from the lower limit of the second class. Then 1. Less than Cumulative Frequency Distribution
continue to add the class width to this upper limit to  The frequencies of all preceding classes
find the rest of the upper limits. are added to the frequency of a class.
7. Find the boundaries by subtracting 0.5 units from  Constructed by adding the first class
the lower limits and adding 0.5 units from the upper frequency to second class frequency that
limits. to the third class frequency and so on.
2. More than Cumulative Frequency Distribution
8. Tally the data.
 The frequencies of succeeding classes are
9. Find the frequencies. added to the frequency of a class.
10. Find the cumulative frequencies. Depending on  Constructed by subtracting the first class
what you're trying to accomplish, it may not be second class frequency from the total,
necessary to find the cumulative frequencies. third class frequency from that and so on.
Less Than More Than
Class Frequency Cumulative Cumulative
VII. SETTING CLASS BOUNDARIES AND CLASS Frequency Frequency
MARKS 1-3 3 3 10
Class boundaries are the numbers that separate the 4-6 4 7 7
classes without forming gaps between them. 7-9 3 10 3
 To get the class boundaries we subtract Total 10
0.5 to the lower limit and add 0.5 to the
upper limit.
Graphical Presentation of Class Frequency
Class Marks are the number in the middle of the Distribution
class. It is found by adding the upper and lower limits
and dividing by two. It can also be found by adding GRAPH is a diagram which makes a systematic
the upper and lower boundaries and dividing by two. presentation of a class.
 To get the Class Mark we just add the  HISTOGRAM
limits and divide it by 2 - constructed from a frequency table.
- intervals from the table are placed on the
VIII. DERIVED FREQUENCIES FROM GROUPED x-axis and the values needed for the
FREQUENCY DISTRIBUTION frequencies are represented on the y-axis.
- The shape of a cumulative frequency
Types of Derived Frequencies from Grouped Frequency histogram will always have the
Distribution rectangular bars getting bigger as we
 Relative Frequency move to the right.
 Cumulative Frequency
  OGIVE Facets of Understanding
- Represents the cumulative 1. Explain
frequencies of the classes in a frequency 2. Interpret
distribution. It shows the data below or 3. Apply
above a particular value. 4. Have perspectives
- The two types of Ogive are less than Ogive 5. Empathize
and greater than or more than Ogive. 6. Have self-knowledg
 FREQUENCY POLYGON
- A cumulative frequency plot is a way to Products- refer to real-life application of
display cumulative information understanding as evidenced by the student’s
graphically. performance of authentic tasks.
- The shape of a cumulative frequency will
always increase order as we move to the Three Levels of Products
right.  Novice or Beginner Level
- Does the finished product or project
IX. KNOWLEDGE, PROCESS, UNDERSTANDING, illustrates the minimum expected parts or
PRODUCT functions?
 Skilled Level
Knowledge- is the first level of learning outcome - Does the finished product or project contain
being assessed. additional parts and functions on top of the
- It pertains to the facts and information minimum requirements?
that the students need to acquire.  Expert Level
Test Used in Knowledge Level - Does the finished product contain the basic
1. Matching Type minimum parts and functions, have
2. True or False additional features on top of the minimum,
3. Multiple Choice and are aesthetically pleasing?
4. Oral Participation
5. Periodic test X. Mean, Median, Mode
Process is defined as cognitive operations that the
student performs on facts and information for the Mean- known as the average. The mean is found by
purpose of constructing meanings and understanding. adding up all of the given data and dividing by the
number of data entries.
Cognitive operations are specific procedures, tasks,
heuristics, strategies, techniques and mental process Median- The median is the middle number. First you
that learners use in order to arrive with an answer. It arrange the numbers in order from lowest to highest,
is concerned with what individuals will do, think then you find the middle number by crossing off the
about, and go in order to derive an answer. numbers until you reach the middle.
- If there is no middle, add the two middle
- Involves the use of metacognition, self- numbers and then get its average.
regulation and learning strategies. Mode- this is the number that occurs most often.

Example operations:
1. Strategic thinking
2. Proving answers
3. Techniques in generating knowledge
4. Proving answers and data gathering

Metacognition is thinking about one’s thinking.

Self-regulation is defined as self-generated thoughts,
feeling and actions that are oriented to attaining
goals.

Understanding- defined as the enduring big ideas

principles and generalizations inherent to the
discipline which may be assessed using the facets of
understanding.