Section 4.

1
Utilization of Assessment Data
Pretest
For each item, write the letter of the correct answer on the space provided before the item
number.
__b__1. John got a score of 50 in the science test which is 80th percentile. What does it imply?
a. John’s percentage score is 80.
b. John’s score is at or above 80% of the test scores.
c. John’s score is below 80% of the test scores.
d. John’s score is equivalent to a grade of 80.
___b__2. Ms. Facts, a math teacher, learned that the distribution of periodical test scores in her subject
is approximately normal. The mean score is 30 and the standard deviation is 6. What does the
distribution say about the test scores?

a. About 50% of the test scores fall between 27 and 33.

b. About 50% of the test scores fall between 24 and 36.
c. About 68% of the test scores fall between 27 and 33.
d. About 68% of the test scores fall between 24 and 36.

___d__3. The teacher would like to find out how far above or below the average a student’s score is.
Which type of score should/he consider?

a. Percentage correct
b. Percentile rank
c. Raw score
d. Standard score

___c__4. When teachers use a norm-referenced framework in interpreting student performance, what
does it mean?

a. A student’s performance is compared to specified standard mastery.

b. A student’s performance is compared to clear descriptions of specific tasks.
c. A student’s performance is compared to other students in the group.
d. A student’s performance is compared to his/her learning potential.

___a__5. Leus got a score of 44 (out of 50) in a summative test in Arts. Which of the following is a
criterion-referenced interpretation of her test scores?

a. Leus’ percentage score of 88% shows that she performed at the proficient level.
b. Leus’ score is at or above 95% of the test scores in the distribution.
c. Leus’ score is 1.6 standard deviations above the class’ average score.
d. Leus’ stanine score of 8 shows she performed better than other students who took the
test.

___b___6. In interpreting test scores, Ms. Valer compared her students’ performance to how they have
done in the past to look for signs of improvement. What method of interpretation is evident here?

a. Ability-referenced
b. Criterion-referenced
c. Growth-referenced
 d. Norm-referenced

___a__7. When interpreting test results, which of the following types of scores is at least meaningful?

a. Raw score
b. Percentage correct score
c. Percentile rank
d. Standard score

___b__8. Which of the following is not true about grading?

a. Grading is vital to the instruction process.

b. Grading is inherently a subjective process.
c. Grading requires professional judgment.
d. Grading has no value if used as punishment.

___b__9. Roy’s score in a reading assessment was low. When analyzing a text/story, he had trouble with
sequences. What should the teacher do for intervention?

a. Use context to support vocabulary acquisition.

b. Use graphic organizers to plot order of events.
c. Use thinking maps for cause and effect.
d. Use word structure analysis to create meaning.

___d__10. Mean is to Central Tendency while standard deviation is to

a. Difficulty
b. Discrimination
c. Reliability
d. Variability

Suggested Activities

ACTIVITY 1: FRAMES OF REFERENCE

There are clear distinctions between norm-reference and criterion-reference measures

(Hambleton &Eignor, 1979). Basically, the differences lie in the purpose and development of the tests,
specifically and generalizability of the test data, and how the data are interpreted and used.

Indicate whether each of the following allows a Criterion-referenced interpretation (CR), a Norm-
referenced (NR) interpretation or neither. Justify your answer.

1. A test was administered to determine if students can demonstrate adequate knowledge about
fractions. They must answer at least 75% of the items. Beatriz earned 80% on the test.

 The scenario indicates a criterion-referenced interpretation (CR) because obviously the teacher
wants to determine what the students can and cannot do in light of a standard without doing a
comparison of student’s performance to others just simply focusing on assessing the student’s
abilities and knowledge thus manifesting absolute interpretation.
2. In a Math test, Amy’s scored in the 90 th percentile. This connotes that Amy’s score is greater than 90%
of the scores of students who took the Math test.

 The scenario indicates a norm-referenced interpretation (NR) because percentile rank is utilized
and comparative interpretation where Amy’s score is rank or being compared to another
student to explain the student’s performance.

3. Shiela, a kindergartener, can select the specified number of objects when verbally given then
numbers from 1 to 10. She was able to answer the teacher’s questions correctly to achieve an advanced
level of proficiency.

 The scenario indicates a criterion-referenced interpretation (CR) because in the scenario there is
no comparison happen. The scenario simply describes what Shiela can do in the light of the
given standard which is an example of absolute interpretation.

4. John’s T-score in a Science test is 40. This means he is a distance of one standard deviation below the
mean of the group.

 The scenario indicates a norm-referenced interpretation (NR) because John’s score is being rank
or compared to the mean of the group. T-scores ranks students on the bell-curve which is one of
the characteristics of norm-referenced interpretation.

5. Christian received a stanine of 3 on a reading subtest of a standardized test. This means that his raw
score was in the lower 23% of the scores in a group.

 The scenario indicates a norm-referenced interpretation (NR) because Christian’s score is being
scaled or converted into stanine to interpret his raw score into what percentage is his score on
the scores in a group which is also ranking him from the norming group.

6. Purita took a spelling test. With a point awarded to each correct answer, Purita garnered a score of
20.

 The scenario indicates a criterion-referenced interpretation (CR) because no comparison

happens and the interpretation focuses on what Purita can do as her score is utilized to measure
her knowledge about the given standard.

ACTIVITY 2: COMPARISON AND CONTRAST

Compare and contrast norm and criterion-referenced interpretations. Complete the graphic organizer
below. Use bullet points.

Norm-Referenced Criterion-Referenced
Similarities

 Both of them interpret

student’s test score
which reflects student’s
performance


Differences
  Student is judged based  Each student is assessed
on other student’s
PERFORMANCE independently.
performance.

 Criteria changes with the  Fixed criteria for

CRITERIA
outcomes. assessments.

 Compares a student’s  Describe what students

performance with other COMPARISON can and cannot do in light
students. of a standard without
comparison.
 Absolute interpretation OBJECTIVE  Comparative
is done to describe interpretation is done to
student’s performance. describe student’s
 Designed to produced VARIABILITY performance.
variability among  Variability is minimal what
individuals matters most is the link
between the test items
and criteria set forth.

Posttest

I. Conversion and Interpretation of Scores

It is important to convert raw score to a percentage score, a standard score or a percentile score
rank, and afterwards make a sensible description of such score.

1. Susan obtained a raw score of 42 out of 50. The mean is 32 and the standard deviation is 5.
Convert the raw score to the following:
a. Percentage score
raw score
Percentage score= ( 100 )
total score
42
¿ ( 100 )
50
¿ 0.84 (100)
¿ 84 %
b. z-score
X −X
z=
s
42−32
¿
5
10
¿
5
z=2
c. T-score
t=( z ) (10 )+50
 ¿ 2 ( 10 )+ 50
¿ 20+50
t=70
d. Stanine
Stanine=2 z +5
¿ 2 ( 2 )+ 5
¿ 4 +5
Stanine=9
e. Percentile rank (PR)
97.72% or 98%

Write a short description of Susan’s performance based on the percentile rank and
computed standard scores. Use the space below.
 Susan’s score falls in the 98th percentile which means that she scored better than the 98% of the
students in the sample. With the z-score of 2, Susan’s score belongs to the upper 50% of the
norm group. Susan’s score with a T-score of 70 is two standard deviation above the mean and
with a stanine of 9, Susan’s score belongs to above average.
2. Raquel obtains a score of 30/50 in her Social Studies test and 24/40 in her Math test.
Social Studies: X̅ = 28; s = 4
Mathematics: X̅ = 20; s = 5

On which test did she do better compare to the rest of the class? Explain your answer.

Social Studies Mathematics

X −X X −X
z= z=
s s
30−28 24−20
¿ ¿
4 5
2 4
¿ ¿
4 5
z=0.5 z=0.8

The Z-score for Social Studies is 0.5, while the Z-score of Mathematics is 0.8. Using the concept of Z-
score, the greater the value of Z-score, the better the performance of a certain student is. Therefore,
Raquel do better in her Mathematics class compare to the rest of the class with the z-score of 0.8.

3. On the table below, complete the blanks by giving the equivalent score.
Information: Periodical Test in Mathematics
Total items: 40
Mean: 27
Standard deviation: 6

Student Raw Percentage Percentile z- T- Stanin Interpretation

score Correct Rank score score e
A 15 37.5% 2.27% -2 30 1  Student A was
able to answer
37.5% of the
items
 accurately.
 The percentile
of 2.27 means
that 2.27% of
the student
who took the
test scored 15
or below or it
means that
student A
performed
better than
2.27 percent
of the other
students.
 With the z-
score of -2 and
t-score of 30,
student A’s
score is two
standard
deviation
below the
mean.
 Student A with
a stanine of 1
belongs to
below
average.
B 27 67.5% 50% 0 50 5  Student B was
able to answer
67.5% of the
items
accurately.
 The percentile
of 50% means
that 50% of
the student
who took the
test scored
27or below.
 With the z-
score of 0 and
t-score of 50,
student B’s
score is on the
mean.
 Student B with
a stanine of 5
belongs to
 average.
C 18 45% 6.68% -1.5 35 2  Student C was
able to answer
45% of the
items
accurately.
 The percentile
of 6.68%
means that
6.68% of the
student who
took the test
scored 18 or
below or it
means that
student C
performed
better than
6.68 percent
of the other
students.
 With the z-
score of -1.5
and t-score of
35, student C’s
score is one
and half
standard
deviation
below the
mean.
 Student C with
a stanine of 2
belongs to
below
average.
D 33 82.5% 84.13% 1 60 7  Student D was
able to answer
82.5% of the
items
accurately.
 The percentile
of 84.13%
means that
84.13% of the
student who
took the test
scored 33 or
below or it
means that
 student D
performed
better than
84.13 percent
of the other
students.
 With the z-
score of 1 and
t-score of 60,
student D’s
score is one
standard
deviation
above the
mean.
 Student D with
a stanine of 7
belongs to
above
average.
E 39 97.5% 97.72% 2 70 9  Student E was
able to answer
97.5% of the
items
accurately.
 The percentile
of 97.72%
means that
97.72% of the
student who
took the test
scored 39 or
below or it
means that
student D
performed
better than
97.72 percent
of the other
students.
 With the z-
score of 2 and
t-score of 70,
student E’s
score is two
standard
deviation
above the
mean.
 Student D with
 a stanine of 9
belongs to
above
average.
II. SCENARIO-BASED/PROBLEM SOLVING LEARNING
The following scenarios are about test scores and the two frames of reference: norm and
criterion-referenced interpretations. Answer the questions briefly.
1. Donna just learned about her performance in the National Achievement Test. She received both
norm-referenced and criterion-referenced scores. Focusing on her performance in Mathematics,
she was able to obtain a percentile rank of 84. However, in the criterion-referenced
interpretation, she was told that she did not meet the minimum acceptable level of proficiency.
Her percentage score is below 75%. Donna does not understand if such case is possible. How
would you explain this to her?
 First thing I would do is to explain and show to her the difference between the norm and
criterion referenced interpretation. Norm-referenced measures compare a person’s knowledge
or skills to the knowledge or skills of the norm group while criterion-referenced tests compare a
person’s knowledge or skills against a predetermined standard, learning goal, performance
level, or other criterion. I will let her understand what does 84 percentile rank means. So here it
goes: Focusing on her performance in Mathematics, with a percentile rank of 84 utilizing the
norm-referenced interpretation, it means that Donna scored higher than 84% of her peers in the
norming group. Now, with the criterion referenced interpretation where each student’s
performance is compared directly to the standard, Donna’s percentage score is below 75%
which does not meet the acceptable level of proficiency set as the standard to be proficient. So
simply speaking, Donna excels among her classmates but she did not meet the standard score to
be classified as proficient.
2. Julo’s z-score in a 60-item test is -1. During the parent-teacher conference, her parents do not
understand what this means? Other than z-score, which norm-referenced score do you think is
best to use? Why would you use such particular score?
 With Julo’s z-score which is -1 in a 60=item test. It means that his score is one standard
deviation below the mean. Other than z-score, I think the norm-referenced score best to use is
stanine because parents can easily classify the performance of their child whether they belong
to below average, average or above average.
3. Joseph, a grade 6 student, received a stanine score of 5 on a standardized test in English. A
stanine of 5 reveals that Joseph’s performance in English is only average. Does this indicate that
Joseph’s score is in the 50th percentile for 6th grade?
 I think no because with the stanine of 5, there are several equivalent percentile ranks could be
possible. Actually 50th percentile is one of them so it means that Joseph’s score does not indicate
only that his score is in the 50 th percentile, it could be 42 nd, 46th, etc. and it just depends on the z-
score or t-score to classify the exact percentile rank.

4. In Mr. Estardo’s Grade 7 Mathematics class, quarter grades were based on summative test
(which include the periodical test) and three performance tasks. The performance tasks target
the performance/product level assessment. This level comprises 30% of the grade. One of the
tasks is an out-of-class project. However, one of the students failed to submit the project
despite frequent reminders. How should Mr. Estardo compute her grade for the period?
 As a future educator, as much as possible, I want to be fair in grading my students. In Mr.
Estardo’s case, before computing the grades of the student who failed to submit the project
despite frequent reminders, Mr. Estardo must talk to her first for not complying the
requirement and she should validate it. If her reasons are valid and acceptable, Mr. Estardo
should not compute her grade for the time being and give her a change to comply the project or
he can give a special project that still can target the performance/product level of assessment.
On the other hand, with further analysis, then Mr. Estardo find out that the student was not
really giving any effort to comply the said project, then he has no choice but to compute the
student’s grades regardless of the lacking project.