ANALYSIS,

INTERPRETATION
AND USE OF TEST
DATA
 AT THE END OF TSON THE
LEARNING STUDENT SHOULD BE ABLE TO

OBJECTIVES •Measure of central tendency.

• measure of variability
• measure of position and
measure of covariability
What are measures of
central tendency?

The word "measures of central

tendency" means the central
location or point. of convergence of
a set of values.
Three measures of central
tendency or measures of central
location are:
• the mean,
• the median, and
• the mode.
 Three commonly use
measures of central
tendency

1. The Mean.
- This is the most preferred
measure of central tendency
for use with test scores, also
referred to as the arithmetic
mean.
The Mean

That is, X = N Σ / Χ where x = the mean, Σ X = the

sum of all the scores, and N = the number of
scores in the set Consider again the test scores of
students given in Table 8.1, which is the same set
of test scores used in the previous lesson."

The mean is the sum of all the scores from 53

down to the last score, which is 35.
The Mean
The easiest way is to use SPSS by simply
following these steps:

1. Open the Data Editor window. It is

understood you have prepared the dataset
earlier.

2. On the menu bar click Analyze, then

Descriptive Statistic, Frequencies. This opens
the Frequencies dialog box.

3. Press continue on the descriptive option

box then press ok on the left descriptive box
and you will finally see the following image.
The Median
Median is the value that divides the ranked score
into halves, or the middle of the ranked scores.
Statistical software can
do it easily
1. On the menu bar click on Analyze, then
Descriptive Statistic, then Frequencies. This opens
the Frequenciesdialog box.

2. Click on the desired variable name in the left box.

In the dataset, let us consider the test scores also in
Table 8.1. Move your cursor to Statistics and the
Frequency Statistics box will pop out. Click Median.

3. You will also see that you can use the same
process in finding the mean. Earlier, we opted to use
the Descriptives instead of the Frequencies.
The Mode
Mode is the easiest measure of central tendency to obtain.
If the scores are arranged in a frequency distribution, the mode is
estimated as the midpoint of the class interval which has the highest
frequency.
When are mean, median, and mode appropriately
used?
Scale of Measurement
- It is a classification that describes the nature of information withing the values
assigned to variables.
There are four levels of measurement that apply to the treatment of test data:
nominal, ordinal, interval, and ratio.

• In nominal measurement, the number is used for labeling or identification

purposes only.
• The ordinal level of measurement is used when the values can be ranked in some
order of characteristics.
• The interval level of measurement, which has the properties of both t nominal and
ordinal scales, is attained when the values can describe t magnitude of the
differences between groups or when the intervals between the numbers are equal.
• Ratio level of measurement -The highest level of measurement, It carries the
properties of the nominal, ordinal and interval scales.
How do measures of Central Tendency
determine skewness?
WHAT IS COEFFICIENT OF VARIATION AS A
MEASURE OF RELATIVE DISPERSION?
You should remember that the range, semi-inter quartile range or
quartile deviation and standard deviations are all expressed in the units
of original scores. They are all measures of absolute dispersion..

ABSOLUTE DISPERSION
It is the same unit is used in an absolute measure of
dispersion as in the original data set. The absolute
dispersion method expresses variations in terms of the
average of observational deviations.
- Range
Standard deviation
Quartile deviation
 EXAMPLE 1:

In Mathematics it may have a

standard deviation of 10, and
another distribution of scores in
science may have a standard
deviation of 5.

Can we say that the distribution with the

standard deviation of 10 has twice the
variability of the one with standard deviation
of 5?
 EXAMPLE 2:
One distribution has a standard deviation
of 8 meters. While another has a standard
deviation of P15.00

Can we say that the latter distribution

is more spread than the former? Or
can we compare standard deviations
in meter and pesos?
-In absolute dispersion, only the same unit is used.
-The coefficient of variation is another name
for this measure of relative dispersion.

This is the formula that the coefficient variation is a

percentage number.

Coefficient of Variation (CV) = Standard Deviation x100

Mean
Thus, if the average mathematics score of the
students is 40 and the standard deviation is 10, the
coefficient of variation is calculated as this:

ACV = 10 (100)
40
= 0.25
or 25%
Assume that student's average science score is 18 with a
standard deviation of 5. The variation coefficient is:

CV = 5 (100)
18
= 0.277
or 28%
 HOW IS STANDARD DEVIATION APPLIED
IN A NORMAL DISTRIBUTION?

The standard deviation is regarded as the most relevant

measure of variability since it approximates the percentage of
scores that are within one, two or three standard deviations
Name
from the mean in various distribution of scores, not only in
Job Title
evaluation but also in research.
Name Name
Job Title Job Title
THE NORMAL DISTRIBUTION
- The normal distribution this is frequently used to compare scores.
- When a frequently polygon for a large distribution of scores of a natural
phenomenon and occuring characteristics ( like IQ, Height, Income, Test
Scores etc) this are drawn as smooth curve, one curve are stand out which is
the bell-shaped curve.
THE NORMAL DISTRIBUTION

Carl Friedrich Gauss

also called as Gaussian
distribution.
The area in the curve refers to the number of scores
that fall within a specific standard deviation
from the mean score.
THE NORMAL DISTRIBUTION
THE NORMAL DISTRIBUTION

1. The mean, median, and mode are all equal.

2. The curve is symmetrical. As such, the value in a specific area on the left is equal to
the value of its corresponding are on the right.
3. The curve changes from concave to convex and approaches the X-axis, but the tails
do not touch the horizontal axis.
4. The total area on the curve is equal to 1.
WHAT ARE THE STANDARD SCORE

Is the number of standard deviations by which the value of a raw score is above or below the mean value of
what is being observed or measured. Raw scores above the mean have positive standards scores, while those
below the mean have negative standards scores.

Z- score- Z - score is conversion of raw data to a standard score, when the conversion is based on the
population mean and population standard deviation.
There are many kinds of standard scores. The most useful is the z-scores. Which is
often used to express a raw score in relation to the mean and standard deviation. This
relationship is expressed in the following fomula:
Formula: z=x -x
s
STANDARD SCORE= Observe value - mean
Standard deviation
In the preceding sections, we discussed raw scores, which are
the original scores collected from an actual testing situation.
However, there are situations where computing measures from
raw scores may not be enough. Consider a situation where you,
as a student, want to know in what subjects you performed best
and poorest to determine where you need to exert more effort.
Or maybe in the past, you took entrance examninations in more
than one university you performed best. In case like these, we
cannot find the answer by merely relying on a single score.
More concretely,
 If you get a score of 86 in English and 90
in physics, than in English, simply because 90 is
higher than 86. Say, you later learned that the mean
score of the class in English was 80, and in Physics,
the mean score was 95. Will your reaction change?
This situation indicates that a single score like 86 or 90
is not meaningful unless it is compared with other test
scores. In particular, a score can be interpreted more
meaningfully if we know the mean and variability of
the other scores where that single score belongs.
Knowing this, a raw scopre can be converted into
Standard scores.
Formula: z = x - x
s

STANDARD SCORE = Observed value - mean

Standard deviation
Example:
75 English x 70 S = 5 z=75 - 70= 1
5

62 Math x 56 S= 3 z= 62 - 56 = 1
3
Example:
A student obtains a mark of 56 on a test for which the
mean mark is 67 and the standard deviation is 10.2. The
student’s standardised mark ( standard z- score) is closet
to
a. - 1.08
b. -1.01 z= x - x
c. 1.01
d.1.08 s
e. 49.
= 56 - 67
10.2
= -1.08
T - score is a conversion of raw data to the standard score when the conversion is
based on the sample mean and sample standard deviation.

T- score. As you see in the computation of the z- scores, it can give you a negative
number, which simply means the score is below the mean. However, communicating
negative z- score as below the mean may not be understandable to others. We will not
even say to students that they got a negative z- score. A z-score may also be a
repeating or non- repeating decimal, which may not be cpomfortable for others. One
option is to convert a z- score into a T- score, which is a transformed standard score.
To do this, there is scaling in which a mean of 0 in a z-score is transformed into a
mean of 50, and the standard deviation in z- score is mied by 10. The corresponding
equation is :
 T-score = 50 + 10z
For example, a z- score of -2 is equivalent to a T-score 30. That is:
T-score = 50 + 10 (-2)
= 50 - 20
= 30
Looking back at the English score of 86, which resulted in a z- score of 2 as shown in
figure 8.7, T-score equivalent is:
T-score = 50+ 10 (2)
= 50 + 20
= 70
Examining further Figures 8.7 and 8.9, whre z-scores range from -4 to +4, more than
99% of the scores are between 20 and 80.
Stanine Scores. Another standard score is stanine,
shoretened from standard nine. With nine in its name,
the scores are on a nine-point scale. In a z-score
distribution, the mean is 0, and the standard deviation is
2. Each stanine is one-half standard deviation-wide.
Like the T-score, stanine score can be calculated from
the z-score by multiplying the z-score by 2 and adding
5. That is,
Stanine = 2z + 5

Going back to our example on a score of 86 in English

that is equivalent to a z-score of 2 (Figure 8.9), its
stanine equivalent is,
Stanine = 2(2) + 5 = 9
Measures of Covariability

● It discribes how much s are ● Measure of covariability tell ● At the point when we are
spread out or differ from one us to a certain extent the keen on discovering the
another, but takes into relationship between Two level onection between two
account how similar these test or two factors. scores we are dealing with
differences or changes are for the correlation between two
each person from one factors.
variable to the other.
The statistical measure is the correlation
Coefficient an index number that ranges
From - 1.0 to +1.0

The value -1.0 indicates a negative Perfect

correlation

0.00 no correlation at all

1.00 a perfect positive correlation
Various types of Relationships
There are some precautions to be observed with regard to the computed ras correlation coefficient. First, it should not
be interpreted percent. Thus, 0.705 should not be interpreted as 70%. If we want to extend the meaning of 0.705,
then compute for r², which becomes the coefficient of determination. This coefficient explains the percentage of
the variance in one variable that is associated with the other variable. Remember how variance and standard
deviation were explained in the previous sections? Now, with reference to the two variables indicated in Table 8.3,
and the computed r of 0.70 (rounded off to the nearest hundredths), it results to an r² of 0.49, which can be taken
as 49%. This can be interpreted as 49% of the variance in Problem-Solving test scores is associated with the
Reading scores. Thus, helps explain the variance observed in the problem scores. The total variance is equal to 1,
in percent, 100%. If 49% of the variance observed in problem- solving scores was attributable to reading scores,
then the other 51% of the variance in problem-solving test scores is due to other factors. This concept is
concretized in Figure 8.12. Second, while the correlation coefficient shows the relationship between two
variables, it should not be interpreted as causation. Considering our example, we not say that the scores in reading
test causes 49% of the variance of the problem-solving test scores. Relationship is different from causation.
Thank You

BY: GROUP 5
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