This document discusses using assessment data to inform classroom instruction and interventions. It emphasizes that assessment should be valid and reliable to properly evaluate teaching and learning. Formative assessment involves setting learning goals, determining student understanding, and using results to help students progress. Assessment data can describe student achievement through measures like mean, median, and standard deviation. Assessment scores are analyzed to identify areas for reteaching or modifying instruction to improve outcomes.

1. Counting Assessment Data: Validating
Evidences for Classroom-Based
Action Research

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EVALUATION
MEASUREMENT
ASSESSMENT

3. True Learning?
I TAUGHT THIS
DOG HOW TO
WHISTLE

4. I DON’T HEAR
HIM WHISTLING

5. I SAID I TAUGHT
HIM. I DIDN’T SAY
HE LEARNED IT.

6. [Artist Unknown]
“

7. It is assessment which helps
us distinguish between
teaching and learning.

8. Remember:
We make decisions and offer
interventions out of assessment
results…… hence, assessment process
should be valid and reliable.
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10. 10

11. Delivering Formative
Assessment
Make learners
aware of the
learning goal
Determine
current status of
students
Move students
closer to the goals

12. Individual Student
Progress
IN TERMS
OF
IN TERMS
OF
What
Students
Learn or Did not
Learn
What Students
Can or Can’t not
Do
GENERATES
Timely Student
Achievement Information
TO
MONITOR
TO
EVALUATE
Instructional
Effectiveness
(Team or Individual)
ADDRESSED BY
WARRANTS
Modifying
Instruction
Re-teaching
Formative Assessment
(Ainsworth & Viegut, 2006)

14. Component Description Examples
Written Work Express skills and
concepts in written form
Quizzes, long tests, essays,
written reports
Performance Task Show and demonstrate
what learners can do
Demonstration, group
presentations, oral work,
multimedia presentations,
research projects (written works
such as essays)
Quarterly
Assessment
Measure students
learning at the end of
the quarter
Objective tests and
performance-based
assessment

15. Weights for Grades 1-10

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PART 2:
GRADING SYSTEM

33. Getting the Meaning of
Scores: Implication for
Planning and Intervention
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True Score = Observed Score ± Error
RAW SCORE vs CONVERTED SCORE

36. Describing the Data
Measures of Central Tendency
(Mean, Median, Mode)
Measures of Variation
(Range, Variance, Standard Deviation)
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37. Mean
•The most commonly used measure of central tendency,
refers to the arithmetic average of a group of scores
•It is the most sensitive measure of central tendency
•It is the most appropriate measure of central tendency
when using ratio data
•It considers all information about the the data
•It is influenced by extreme scores, especially in small
sample
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38. The Median
The median is the score that represents the exact middle in
a distribution
It is not affected by extreme scores, so it is a more
representative of the central tendency when extreme
scores are present
It is a measure of position within the distribution
It is NOT used for additional statistical calculations
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39. The Mode
The mode is the score within a distribution that
occurs most frequently
It is the least used measure of central tendency
It is not used for additional statistical calculations
It is the most unstable measure of central tendency
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40. Distribution Shapes
The graphical shape of a distribution can tell a person
about the distribution of scores and about the sample being
measured
The distribution shape can be defined by symmetry or by
height and width
The term for the symmetry of a distribution is skewedness,
while the height and width is described by kurtosis
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41. Skewed Distributions
A distribution can be positively skewed,
normal, or negatively skewed.
Skewedness is described by “where the
scores cluster” within a distribution
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43. Sample Case in Senior HS:
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Peter obtained a score of 85 on his psychology
midterm and 90 on his history midterm. On which
test did he do better compared to the rest of the
class?
Psychology History
Grade 85 90
Mean 75 140
SD 10 25

44. Group Norms
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Mean
Median
Mode
.13% 2.14% 13.59% 34.13% 34.13% 34.13% 2.14% .13%
- 3 SD - 2 SD -1 SD 0 + 1 SD + 2 SD + 3 SD
13.59%

45. If we will use the normal curve as a model for a
distribution with a mean of 61 and a standard deviation of
7, we would expect 34.13% (about 34% or about 1/3) of the
scores in this distribution to fall between 61 and 68.
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46. Converted Scores (Standard
Scores)
Z-Scores – enable us to convert raw scores from any
distribution to a common scale regardless of its mean or
standard deviation, so that we can easily compare such
scores.
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47. Percentiles
Decile
Quartile
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Daghang Salamat!

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