Interpreting Assessment and Reporting

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INTERPRETING
THE ASSESSMENT
RESULT

• Utilization of Assessment Results
• Grading and Reporting of
Assessment Results
Interpreting the Assessment Result

• How do you use your assessment
results?
• How do you grade and report the
assessment result?
QUESTIONS

Statistics plays a very important role
in measurement and evaluation.
Statistical technique allow us to
describe the performance of our
students and make proper scientific
inferences about their performance.
STATISTICAL CONCEPTS

THE IDEA OF RANDOMNESS
A central concept is statistics is the idea of
randomness. Student score are assumed to be
random realizations of a presumably large number
of unknown scores. It is under this setting that we
propose to use the idea of statistical analysis to
make some sense of the information conveyed to
us by random set of idea.
(P) Original Population (S) Sample
Utilization of Assessment Result

THE MEAN
The mean is a single numerical measure of
the typical or average performance of a
group of students.
2 SETS OF SCORES
P=Mean of Population
S=Mean of Sample

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THE STANDARD DEVIATION
It is a measure of the average
deviation or departure of the
individual scores from the mean.
Sd=(∑(x-mean)2)/n-1(one)1/2

PERCENTILE RANKS
In national achievement tests or in
standard tests, the results are reported
in terms of percentile ranks rather than
in terms of raw or standard scores.

PERCENTILE RANKS
Percentile Rank=(no. of students
scoring below the value) plus (number
of students scoring equal to the value)
divided by the total number of test
takers.

PERCENTILE RANKS
EXAMPLE:
Suppose that 100 test takers took an
examination. If 75 students score lower than
82 and 6 students scored exactly equal the
percentile rank of the score equal to 82 is ?

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Assessment of student performance is
essentially knowing how the students is
progressing in course ( and, incidentally, how a
teacher is also performing with respect to the
teaching process.
Grading Systems
Testing Assessing Grading

Philippine Colleges
and Universities
Numerical
Value
1.00/1.25/1.50/1.
75/2.00
Basic Education Percentage 95/90/85/80
Grading Systems
It is clear that there appears to be a need to
convert raw score values into corresponding s
tandard grading system.

As a teacher, what type of grading
system are you using?
NORM-REFERENCED GRADING?
Or
CRITERION-REFERENCED
GRADING?
QUESTION

NORM REFERENCED GRADING
A grading system wherein student’s grade is
placed in relation to the performance of the
group.
EXAMPLE:
A={30,40,50,55,65,70,75,80,85}
B={60, 65,70,75,80,85,90,95,100}
Grading & Reporting of Assessment Result

EXAMPLE:
A={30,40,50,55,65,70,75,80,85}
B={60, 65,70,75,80,85,90,95,100}
In the first class, the student who got a raw
score of 75 would get a grade of 80% while in
the second class, the same grade of 80%
would correspond to a raw score of 90.

It is a grading system based on pre-established
formula regarding the percentage or ratio of
students within a whole class who will be
assigned each grade or mark. It is therefore
known in advance what percent of the students
would pass or fail a given course or subject.

1.0 Excellent Top 15% of Class
1.25 Good Next 15% of Class
1.50 Average Next 45% of Class
2.0 Poor
Pass
Next 15% of Class
3.0 Failure Bottom 10% of Class

In norm-referenced grading, the students, while
they may work individually, are actually in
competition to achieve a standard of
performance that will classify them into the
desired grade range. It essentially promotes
competition among students or pupils in the
same class.

CRITERION-REFERENCED GRADING
It is a grading system based on a fixed criterion
measure. There is a fixed target and the
students must achieve the target in order to
obtain a passing grade in a course regardless
of how other students in the class perform. The
scale does not change regardless of the quality,
or lack thereof, of the students.

CRITERION-REFERENCED GRADING
Since the criterion measure used in criterion-
referenced grading is a measure that ultimately
rests with the teachers.
CONSIDERATIONS
1. Criterion should not be based on one
teacher’s opinion or standard. It should be
collaboratively arrived at.

CONSIDERATIONS
2. Once the criterion is established, it must
be made public and open to public scrutiny
so that it does not become arbitrary and
subject to the whim and caprices of the
teachers.

GRADING SYSTEMS
NORM REFERENCED GRADING CRITERION-REFERENCED GRADING
Students’ grade is placed in relation t
o the perform of a group
Students must achieved the target in
order to obtain a passing grade in cour
se regardless of how the other students
in
the class perform
Pre-established formula regarding th
e percentage or ratio of the students
Based on fixed criterion measure
Students work in competition to
achieve a standard of performance
that will classify them into the desire
d grade range
Students can help a fellow student in a
group work without necessarily worryin
g about lowering his grade in that co
urse

4 Questions in Grading
Marinila D. Svinivki (2007) of the
Center for Teaching Effectiveness of
the University of Texas and Austin
poses four intriguing questions relative
to grading.

1. Should grades reflect absolute
achievement level or achievement
relative to others in same class?
2. Should grades reflect achievement only
or nonacademic components such as
attitude, speed and diligence?

3. Should grades report status
achieved or amount of growth?
4. How can several grades on diverse
skills combine to give a single mark?

ALTERNATIVE GRADING SYSTEMS
In the Philippines, other colleges and universities,
faculties, schools and institution use this.
NON-GRADED EVALUATION
This practice usually based on a belief that
grades introduce an inappropriate and distracting
element of competition into the leaning process

SUMMARY
The process of deciding on a grading
system is a very complex one. The
problems faced by an instructor who
tries to design a system which will be
accurate and fair are common to any
manager attempting to evaluate those
for whom he or she is responsible.

REFERENCE
Guzman-Santos, R. D. (2007).
Assessment for Learning. In R. D.
Guzman-Santos, Assessment for
Learning (pp. 68-88). Quezon City:
Lorimar Publishing.

Interpreting Assessment and Reporting

Interpreting Assessment and Reporting

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