Sunshine Grace Madriaga BEED 3A

ASSESSMENT OF STUDENT LEARNING 2

PRELIM
MODULE 1
Lesson 1 Student Learning Outcomes
Act 1
Write 2 examples of student learning outcomes derived from each of the following sources:
Sources Student learning outcome
1. Your subject or field of specialization (ask ✓ Bachelor in Elementary Education Major in
from your major subject teacher). Preschool Education
✓Bachelor in Elementary Education Major in
Special Education.

2. Five (5) General education basic ✓Identify and apply ethical principles and
competencies (accessible from the internet— practices to decision-making by connecting
CMO-No.20-2013.pdf) choices,actions and consequences.
✓Consider different points of view to work
collaboratively and effectively in pursuit of a
shared purpose goal.
✓Appreciation of the human condition
✓Self-awareness in knowing and being
Filipino
✓Understanding and respect for human rights
✓ Establish professionals and collaborative
3. Your school’s mission relationships among all educational
stakeholders.
✓Commit to be long-life learners and
advocates for quality education for all.
4. National Competency-Based Teacher ✓Describe the structure of NCBTS
Standards (NCBTS). ✓Explain the role of Competency-Based
Standards in Teacher's Professional growth and
development.

Act 2

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Identify other sources of student learning outcomes and its role towards students’ expectation after
they graduate. Do research about the characteristics of good learning outcomes and fill in the table
“Chunking the Data”.
Important Terms Important concepts/ideas
Measurable Use discipline-specific competencies or
Observable standards as a basis,not an end.
Integrate
Basis

Important Generalization Insights learned

Learning outcomes will help guide faculty
across the university to develop I am aware that subject competency
curricula, plan courses, construct determines learning outcomes. Learning
learning activities and assess student outcomes should be learner-centered to
learning. allow students the chance to apply their
learning to become more proficient and
skilled. Learning outcomes should be seen
on student performance to accomplish
effective teaching.

Exercise
Complete the statements in the learning outcome column by writing behavioral or action words.
Educational Objective Learning Outcomes

Exhibit competence in Mathematical The students can understand the foundation

concepts and procedures. of Mathematics.
The students can develop and maintain
problem-solving skills. *general terms

Exhibit proficiency in relating mathematics Students can perform their knowledge

to other circular areas. flexibly.
Students can justify their logical thought.

Lesson 2 Types of Learning

Act 1
Considering the activity in your first lesson, (write 2 examples of student learning outcomes derived
from each of the following sources) try to distinguish what domain is being highlighted from the given
student learning outcomes. Fill in the template/table that is presented below.
SOURCE STUDENT LEARNING DOMAIN
OUTCOME

1. CHED •Adhere to ethical Affective

standards and Cognitive -Psychomotor
practices.
•Integrate technical
knowledge.

2. DepEd •Apply and develop their Affective

love for our country. Psychomotor & cognitive

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 •UtilizeICT in all areas.

3. Gen. Ed •Make judgements and Psychomotor -cognitive

Competencies draw appropriate Cognitive
conclusions based on
quantitative, logical and
statistical analysis of
data.
•Explain information
generated or presented
in quantitative or
mathematics forms.

Act 2
With your understanding of the types of learning answer the following questions and write them in a
yellow paper with your name, subject and number of module/lesson to be submitted at the end of the
period.
a. What kind of words are being used at the beginning of the student learning outcome?
REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE

Arrange Classify Calculate Combine Appraise

Define Describe Construct Figure Argue
Locate Identify Classify Find Assess
Recall Indicate Estimate Smetch Defend
Recite Organize Illustrate Solve Estimate
Describe Interpret Interpret Predict Judge
Repeat Illustrate Appraise Change Predict
Identify Reorganize Contrast Survey Qualify
Select Translate Criticize Compare Rate
Quote Paraphrase Diagnose Diagram Support
Label Summarize Identify Examine Critique
Copy Transform Test Recommend
List Discuss Modify
Name Explain
State Defend
Compare
Report
Restate
Review
Rewrite
b. Are there no restrictions upon using that word?
Begin with a verb
Limit the length of each learning outcome to 400 characters
Exclude special characters
Exclude special formatting
c. Is there a need to arrange the said learning outcomes in
hierarchical order? Why do you think so?
I think we should arrange it in a hierarchical order because certain verbs are particularly
appropriate to each level and not appropriate to other levels.

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Exercise
Using the indicated topic or subject matter, write learning outcomes in your subject notebook for
each of the three domains arranged from the simplest to the most complex level or category.
1. Cognitive: Topic—Water Cycle
1.1 Remembering- Describe the different ways in which water is used, and the quantities used for
various purposes.
1.2 Understanding- Identify the consumptive and non consumptive uses for water.
1.3 Applying- Calculate residence times for water in different parts of the hydrosphere.
1.4 Analyzing- Sketch the process of the water cycle and present it in front of the class.
1.5 Evaluating- Quantify the processes that transfer water between parts of the hydrological cycle.
1.6 Creating- Make an art model of the water cycle.

2. Psychomotor: Topic—Table Setting

2.1 observing- Demonstrate instruction-following skills.
2.2 imitating- Draw the correct way to set the table ona scrap piece of paper.
2.3 practicing- Understand and explain the reasons for table etiquette.
2.4 adapting- The students will set a basic,informal,and formal place setting correctly.

3. affective: Topic—Developing and Nurturing Honesty

3.1 receiving- Learn the importance of telling the truth.
3.2 responding- The students know how to admit when he/she is wrong.
3.3 Valuing- Inculcate values, habits, competences and skills.
3.4 Organizing- Prepare an honesty letter for their parents.
3.5 Internalizing- Share a life story about honesty and indicate the lesson they've learned from it.
Lesson 3 Assessment of Teaching and Learning Performance

Enrichment
Act 1
Choose the letter of your choice as answer to each of the following and write them on the left
column.
1. A
2. D
3. A
4. D
5. A
6. C
7. VERY SATISFACTORY
8. D
9. C
10. A
11. B
12.C
13. D
14. B
15. D

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MIDTERM
MODULE 2 AUTHENTIC ASSESSMENT AND ASSESSMENT OF PROCESS AND
PRODUCT

LESSON 1 AUTHENTIC ASSESSMENT: MEANING, CHARACTERISTICS AND

PRACTICES
ENRICHMENT ACTIVITIES
Act 1
• Give five different forms of assessment made by your teacher just to test how well you have
understood the lesson,
• Write a short description on how the given assessment were performed or done,
• Fill in the table below;

FORMS OF ASSESSMENT DESCRIPTION

1. Diagnostic Assessment Diagnostic assessments can also help

benchmark student's progress.
Getting the information need to understand in
students' knowledge and engage your whole
classroom. Consider giving the same
assessment at the end of the unit. Examples
are mind maps, flow charts, student
reflections and graphic organizers.

2. Formative Assessment It enables teachers to recognize how students

are learning as they are being taught and to
modify their pedagogical approaches
accordingly.
Formative assessments help you track how a
student's knowledge is growing and changing
in your classroom in real-time. Examples are
portfolios, group projects, class discussions,
short and regular quizzes.

3. Summative Assessment Summative assessments measure student's

progress as an assessment of learning and
provide data for you, school leaders and
district leaders. Examples are recording
podcasts, writing a script for a short play, and
producing an independent study project.

4. Ipsative Assessment Ipsative assessments are one of the types of

assessment as learning that compares previous

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 results with a second try, motivating students
to set goals and improve their skills. One
study on ipsative learning techniques found
that when it was used with higher education
distance learners, it helped motivate students
and encouraged them to act on feedback to
improve their grades. Examples are portfolios,
a two-staged testing process and project-based
learning activities.

5. Norm-referenced Assessment Are tests designed to compare an individual to

a group of their peers, usually based on
national standards and occasionally adjusted
for age, ethnicity or other demographics.
Norm-referenced assessments draw from a
wide range of data points to make conclusions
about a student's achievement.

Act 2

• Among the assessments that you have written and described, which do you think is/are the most
important?
- Summative assessment is the most important it help teachers assess if students are
reaching expected learning requirements or making appropriate academic progress. The
data may be utilized to modify teaching methods, lesson plans, or teaching materials the
following time a course, unit, or lesson is taught.

• If you are trying to make an assessment of your students, what do you prefer? Why?
- If I am to prepare an assessment for my students, I will use an formative assesement
cause it give teachers and students continuous feedback on their progress toward their
objectives, which will help to raise academic success. Students benefit from formative
assessment by bridging the knowledge gap between what they already know and what
they want to learn.

• If you are going to classify these assessments, what kind of assessment will you refer to?

- I would refer to Formative assessments cause it has low stakes and usually carry no
grade, which in some instances may discourage the students from doing the task or fully
engaging with it

• Can you give at least two salient points why this assessment should be used?
- SUMMATIVE ASSESSMENT

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 ● Summative assessment is to evaluate student learning at the end of an instructional unit
by comparing it against some standard or benchmark.
● Summative assessments are often high stakes, which means that they have a high point
value.

Exercise 1
Determine whether each of the following assessment activities/strategies is traditional or
authentic:
1. Drawing the parts of the microscope- AUTHENTIC ASSESSMENT
2. Writing the multiplication tables 8, 9, 10- TRADITIONAL ASSESSMENT
3. Submitting report on observations about butterflies in a field trip- AUTHENTIC
ASSESSMENT
4. Interviewing the barangay chairman about the problems of the community and reporting on
the findings- AUTHENTIC ASSESSMENT
5. Providing answers to an enumeration assignment- TRADITIONAL ASSESSMENT

LESSON 2 AUTHENTIC ASSESSMENT TOOL

ENRICHMENT ACTIVITIES
Act 1
Situation: Assuming that your research students are proposing their
study and you are one of the research panels.

What to do:
• Make your own checklist about the researcher’s presentation highlighting certain attributes
which you think important (e.g.
clarity of presentation) and with a rating from 1-5. Follow the template presented below.

ATTRIBUTES RATINGS

5 4 3 2 1

CONTENT AND DETAILS. The

information is correct and highly
informative. The report is interesting to
read and contains a lot of supporting
information.

ORGANIZATION. The report is

structured with a solid introduction,

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middle, and conclusion.

WRITING MECHANICS AND

READABILITY. Grammar,
punctuation, and/or spelling problems
are minimal or absent throughout the
presentation. Reading the presentation
is simple.
DELIVERY. The speaker's voice is
clear audible, and enthusiastic.

RESPONSE TO QUESTIONS. Shows

thorough understanding of the subject.
Actively listens to inquiries and seeks
clarification before responding.
Effortlessly and firmly answer the
questions.

• After which, make at least 7 guide questions for your research proposal interview.
1. How do you construct your recommendation?
2. What is your motivation for this study?
3. How will this study contribute to the community?
4. What is the significance of your study?
5. What limitations did you encounter?
6. What methods of sampling technique did you employ?
7. Why do you choose your respondent?

Act 2
• How do you find the activity?
- Considering that we are currently conducting research in one of our subjects, I find this
task to be helpful. My preference will be the time of our discussion.
• Do you find difficulty in making your own checklist?
- I had no trouble coming up with my own checklist.

• Is there a need to make a checklist every time you grade your students’ output? Why?
- I consider that creating a checklist for each time I grade a student's work is necessary in
order to help me design and improve a lesson plan while accurately tracking a student's
learning process.

Exercise
Explain each of the following by representing an example

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1. Observation-based assessment tools
- Observation is a potent assessment method that gives teachers knowledge about the procedures
our students use when participating in learning situations. Using observational data, instructors
and students can intervene, congratulate, and have an impact on learning in timely and focused
ways. Example is Developmental Checklist and Interview Sheet
2. Performance sample assessment tools
- tangible results that demonstrate student achievement example of this is Portfolio.
3. Actual performance assessment tools
- tests and measures students' performance at a specific place and time example of this is
Performance checklist, Oral Questioning, Observation and self-reports,

LESSON 3 PROCESS-BASED ASSESSMENT

ENRICHMENT ACTIVITIES
Act 1
Using the K to 12 Curriculum Guide as your reference, determine at least two topics in your area
of specialization and formulate process-oriented learning competencies of each of the topics.

TOPIC 1: Problem solving (addition)

- Identify the answer and solution. We may recognize and take advantage of environmental
possibilities and exercise (some degree of) control over the future by solving problems.
Both as individuals and as organizations, problem solving abilities and the issue-solving
process are essential components of daily life.
TOPIC 2: NATURAL CALAMITIES IN THE PHILIPPINES
- List down the precautions before during and after a natural disaster. Students must be
aware of current events while participating in this activity. They ought to be vigilant
enough in the event of a natural disaster. They will improve their observation, gathering,
and memory skills because this practice is based on a true incident. Because it will be a
group activity, it will also improve their ability to collaborate and communicate. Being
that we are dealing with it in actual life scenarios, there will also be awareness and
readiness when anything like this 0happens.

Reflection:
Write a short reflection about your learning on this lesson.
- This exercise will assist me in determining my goal and expected learning result. Careful
preparation for the lesson will show in its implementation, with the use of the right resources and
techniques. Creating process-oriented learning abilities is similar to preparing an activity in the
future with more defined objectives and aims.

Act 2
Think of an activity that would highlight the competencies to be evaluated.

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Identify an activity that would entail more or less the same sets of competencies.
Find a task that would be interesting and enjoyable for the students.

TOPIC 1: Problem solving (addition)

- Recite and report the solution they use in the problem

TOPIC 2: NATURAL CALAMITIES IN THE PHILIPPINES

- Draw the direction of student house going to the evacuation center.

Questions to work on:

1. Have you already thought of an activity from the two identified topics in the K to 12
Curriculum Guide based on your discipline?
- YES
2. Were you able to identify activity? Kindly describe the activity identified and explain how the
students will have to go through
about the said activity?
- In topic 1, the students will be grouped into 3, a copy of a problem situation will be given
to each group. Let the group solve the problem situation within 2-3 minutes and later on
their solution will be presented in front of the class.
- In topic 2, the students will ask their parents to joined them to go in evacuation center and
while going their student will draw the building or landmark he/she will see and make it
as a map direction and us a group they compare their drawing to each other.

3. Have you or your students determined the task to be performed?

- YES

Exercise
Now after your analysis on the topics you’ve chosen and after formulating learning competencies
based on the topics. You will now decide what activity to give to your learners.

Identify the tasks for each learner if it is an individual activity and for each of the members of the
group if it is a group work or collaborative learning. Make sure that the instruction is clear for
every task so each
the learner should be guided. Make scaffolds to guide learners in the right direction as they create
the desired outputs, outcome or performance.

TOPIC 1: SHORT STORY

- It will be a group activity, and different problem situation will be given to each group.
First, I will let them answer it a few times in a few minutes.Every group will present the
problem and who they solve it.

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TOPIC 2: NATURAL DISASTERS IN THE PHILIPPINES
- This will also be a collaborative work. Before the day of the activity, I will let the
students observe,interview their parents or guardians and watch news or articles about a
natural disaster. In the activity proper, I grouped the class into 3. For example, we
focused on a typhoon. BEFORE group will focus on the things to be done, DURING
group will list down at least 5 precautions and preparedness before a typhoon ladfalls,
and AFTER group withe the precautions done after a typhoon. Each groups will also
present their answers in front of the class.

LESSON 4 PRODUCT-BASED ASSESSMENT

ENRICHMENT ACTIVITIES
Act 1
In this activity, you are required to elaborate your answer on the question below.
Enumerate and explain the strengths (3) and weaknesses (3) of product - oriented assessment.
● STRENGTH
1. Students are given formative reviews.
2. It emphasizes the learner's success.
3. It focuses on a single aspect, the end result or product.
● WEAKNESSES
1. It does not require a process which should be included in assessing student's
learning.
2. It doesn't evaluate the process in making such an achievement or product.
3. More concern on the product alone.

Act 2
In this activity, you are required to identify the nature of product-oriented assessment and create
a spider map organizer.
(Spider Map’s purpose is to define a main topic with specific descriptive connections.)

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Act 3
Identify different product-oriented assessments used in the classroom.
Follow the instructions below.
• Make a list of product-oriented assessment used by your former/
present teachers/instructors/professors.
• Describe how each task was implemented inside the classroom
including your personal observation.

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PRODUCT- DESCRIPTION OBSERVATION
ORIENTED
ASSESSMENT

Essay writing a written work that presents the author's The student's writing abilities are
personal viewpoint. improved, and their vocabulary
is expanded.

Filming a short acting, directing, and cinematography It took a lot of work, money, and
story abilities while directing one's own short time. We demonstrate our skills
stories. in scriptwriting, directing,
filming, and video editing in this
activity.

Demo teaching The process of teaching someone or Since we must do this, it aids in
group of students. Applying what you our familiarization with our line
plan through sharing your knowledge. of work. It improves our
communication and teaching
abilities.

Art (Making Making your instructional materials out One of the projects I enjoyed
SIMs or Model) of scraps, these will become the throughout the academic year
resources that organize and support was this one. It enhances my
instruction. creativity and aids in a strong
lesson introduction.

Act 4
Designing a Performance Task. In this activity, you are
expected to create a task design for product-oriented assessment for a
learning competency of your choice.
TOPIC: ECO SYSTEM

Competencies: They can identify the Ecosystem they are in

Activity: Take your students on a walk around the school grounds, or through a nearby garden or
park, and ask them to make a list of all the different animals they see: birds, insects, mammals,
lizards. Ask them, either during the walk or back in the classroom, what each animal eats and
how it might be connected to other animals, to trees, and to humans. You might even have them
think about how outdoor cats and dogs participate in the ecosystem too.

Act 5
Scan/recall some tasks/projects/output given to you by
your teacher and answer each question below. You are required once
again to elaborate your answer.

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 1. What did the task/project/output require you to do?
- PERFORM A MODERN DANCE AS TASK
2. In what ways did the task/project/output enable you to show
What do you know and can do?
- It allows us to demonstrate our dancing ability.

3. In what ways did the performance inhibit what you know and can
do?
- - My classmates have shown no interest in practice as it is a collective performance. Even
though I wanted to showcase my talent, some of my classmates aren't very good at
dancing, and we are judged as a group, so it somehow influenced me. It somehow went
smoothly.

Exercise
The first step in developing product-oriented assessment involves determining which concepts,
knowledge, and/or skills should be assessed. With this, you need to know what type of decisions
will be made from the given assessment.

In the template below, identify a product-oriented performance and

formulate competencies in defining the purpose of the assessment.

ORIENTATION TOPIC GENERAL SPECIFIC EXPECTED PRODUCT

COMPETENCY COMPETENC COMPETENC
Y Y

This activity "THE The activity Recite the Create an The students
will focus on RAVEN", aims to enable poem from ambiance of will be able
reciting a poem a poem by the students to memory the poem to recite
from memory Edgar recite the poem. without through "The
with proper Allan Poe. referring to appropriate Raven" from
diction. notes. rising and memory
falling with
intonation. feelings
using
appropriate
voice
quality,facia
l expression
and hand
gestures.

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LESSON 5 DESIGNING RUBRICS FOR ASSESSMENT

Act 1
Interview. You are required to set an appointment with a
classroom teacher for an interview (onsite/online). Ask the following
questions:

INTERVIEWEE: Ms. Marjorie Caibigan

1. Where do you use the scoring rubrics?

- According to the her answer, "Scoring rubrics can be used to classify and evaluate practically
any activity, product, or behavior, including essays, reports, portfolios, and other performances."
2. What help have scoring rubrics given you?
"Scoring rubrics help me define program assessment; each characteristic presents a wide
outcome tested by a separate assessment tool," the interviewee says
3. What difficulties have you met in using the rubric?
- "Scoring rubrics may limit students' creativity if they feel pressure to execute the project
exactly as specified in the rubric," the interviewee say.
4. What type of rubric do you use - Holistic or analytic? What is the
difference?
- "I frequently use analytical rubrics, which are two-dimensional rubrics with levels of
achievement as columns and assessment criteria as rows, as opposed to holistic rubrics,
which are single-criterion rubrics used to evaluate participants' overall achievement on an
item based on predefined achievement levels."
5. Which is easier to use?
- "Analytical Rubrics are easier for me to utilize because they let me evaluate participant
accomplishments based on a variety of factors using a single rubric."

Act 2
In this activity, you are required to elaborate your answer
on the questions below.

1. What benefits have scoring rubrics brought to the teaching-learning

process?
- Scoring rubrics can improve student learning by ensuring uniformity in how teachers
evaluate each work and between how various teachers evaluate the same assignment.

2. To get the most from scoring rubrics, what should be observed in

the making and use of scoring rubrics?

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 - The assignment's or assessment's goal or objective should be taken into consideration
while creating a scoring rubric. You should also specify the knowledge and abilities
needed for the activity.
3. Which rubric is easier to use? To construct?
- In my opinion, an analytical rubric is simpler to create and apply.

Activity 3. Creating a Product Assessment Rubric. Create a scoring rubric

from the task formulated in the lesson. Follow the steps presented in designing
a rubric.
TITLE: Reuse, reduce, recycle
TASK DESCRIPTION: In a few sentences, give and explain the importance of recycling and
reusing products.

SHORT ESSAY (ANALYTIC RUBRIC)

SCALE/DIMENSIO CONTENT ORGANIZATIO DEVELOPMEN USE OF SCORE

N N T LANGUAGE

4 Answer is Clear sense of Develops each Uses technical

appropriate order. Begins point with many or scientific
to the with a thesis or specific details. terminology
question.Co topic sentences. Answer appropriately
ntent is Supporting points questions and correctly.
factually are presented in a completely. No major
correct. logical grammatical
progression. errors.

3 Answer is Lack of thesis Each point Accurate word

appropriate sentences,but supported with choice. No
to the points are some details and more than 2
question. presented in a evidence. All major errors
Content has logical important points and a few
one or two progression. are included. minor errors.
factual
errors.

2 Content Logic of Sparse details or Ordinary word

relates argument is evidence. choice; use of
peripherally minimally Question only scientific
to the perceivable. partially terminology
question; Points are answered. avoided. Some
contains presented in a serious errors.
significant seemingly
factual random

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 errors. fashion,but
support the
argument.

1 Content is Lack of a clear Statements are Limited

unrelated to organizational supported by any vocabulary;
the plan.Reader is detail or errors impair
question. confused. explanation. communication
Repetitions, .
incoherent,
illogical
development.

FINALS
MODULE 3. APPLICATION OF STATISTICS IN ASSESSING STUDENT LEARNING
OUTCOMES

Lesson 1
ENRICHMENT ACTIVITIES
Act 1
Given the following IQ scores of BEEd 3 students 118, 123, 124, 125, 127,
128, 129, 130, 130, 133, 136, 138, 141, 142, 149, 150, 154 group the
scores and prepare a frequency table following the first steps discussed.
CLASSES CLASS TALLY FREQUENCY
BOUNDARIES

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 118-125 117.5-125.5 IIII 4

126-133 125.5-133.5 IIIII I 6

134-141 133.5-141.5 III 3

142-149 141.5-149.5 II 2

150-157 149.5-157.5 II 2

17

Act 2
Given the grades of students in Educ 17 prepare a complete and detailed
frequency table. Show how you get the numbers on your table by
completing the table below.
93, 95, 66, 68, 72, 72, 73, 75, 77, 77, 76, 78, 80, 79, 79, 78, 69, 71, 90, 92,
81, 91, 82, 93, 87, 88, 89, 83, 83, 85, 85, 86, 84, 84, 94
Grades of Educ 17 Students
CLASS INTERVAL CLASS CLASS MARK FREQUENCY
BOUNDARY

91-95 90.5-95.5 93 6

86-90 85.5-90.5 88 5

81-85 80.5-85.5 83 8
76-80 75.5-80.5 78 8

71-75 70.5-75.5 73 5

66-70 65.5-70.5 68 3

35

LESSON 2 GRAPHIC PRESENTATION OF DATA

ENRICHMENT ACTIVITIES
Act 4
Find the mean, median and mode of the ungrouped data of the following list
values: 13, 18, 13, 14, 13, 16, 14, 21, 13. Show your solution and present
in a line graph

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Act 5
Complete the table and find the mean, median and mode of the following
grouped data.
HEIGHTS IN CLASS CLASS f CUMULATI fx
CM BOUNDARY MARK VE
FREQUENC
Y

181-190 180.5-190.5 185.5 10 41 1,855

171-180 170.5-180.5 175.5 9 31 1,579.5

161-170 160.5-170.5 165.5 9 22 1,489.5

151-160 150.5-160.5 155.5 5 13 777.5

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141-150 140.5-150.5 145 5 7 8 1,018.5

131-140 130.5-140.5 135 5 1 1 135.5

N=41 Σfx=6,855.5

LESSON 3 MEASURES OF VARIABILITY

Enrichment Activities
Act 6
Answer each of the following with the correct solution and answer. Use
sheets of paper or bond papers.
a. Find the variance and standard deviation for the five states with the most
covered bridges: Oregon: 106 Vermont: 121 Indiana: 152 Ohio: 234
Pennsylvania: 347
BRIDGES BRIDGES-MEAN DIFFERENCE DIFFERENCE
FROM MEAN SQUARED

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106 106-192 -86 7,396

121 121-192 -71 5.041

152 152-192 -40 1,600

234 234-192 42 1,764

347 347-192 155 24,025

SUM OF THE SQUARES 39,826

b. Find the variance and standard deviation of the heights of five tallest
skyscrapers in the United States: Sears Tower (Willis Building): 1450 feet
Empire State Building: 1250 feet One World Trade Center: 1776 feet Trump
Tower: 1388 feet 2 World Trade Center: 1340 feet

HEIGHTS HEIGHTS-MEAN DIFFERENCE DIFFERENCE

FROM MEAN SQUARED

1450 1450-1440.8 9.2 84.64

1250 1250-1440.8 -190.8 36,404.64

1776 1776-1440.8 335.2 112,359.64

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1388 1388-1440.8 -52.8 2,787.84

1340 1340-1440.8 -100.8 10,160.64

SUM OF THE SQUARES 161,796.8

c. Find the variance and standard deviation of the scores on the most recent
reading test: 7.7, 7.4, 7.3, and 7.9

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d. Find the variance and standard deviation of the highest temperatures
recorded in eight specific states: 112, 100, 127, 120, 134, 118, 105, and
110.

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e. Determine the interquartile range value for the first ten prime numbers

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Act 7
Describe and illustrate the skewness of the following data;a. -0.68 b. +0.75 c. -0.5

Act 8
1.Name the type of skewness or kurtosis of the following graphs
2. Illustrate the graph of skewness of table 1 above in the discussion giventhevalues.

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1. Normal distribution ( Mesokurtic)
2. Negative skewed or left-sckewed
3. Positive skewed or right skewed
4. Positive kutusis (Leptokurtic)

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