Lesson 7

Analysis Data from
Alternative Methods
Lesson 7
Lesson Objectives:
At the end of the lesson, the student should be able to;
• Use quantitative analysis to report the results of alternative methods of

assessment;
• Present and summarize results of alternative methods of assessment to make
them useful for learners; and
• Create a set of criteria, factors, and characteristics to be assessed using
alternative methods
Overview
• The assessment results needs to be analyzed to learn whether or not the criteria
on the student learning outcomes were met. To give meaning to the information
that has been collected, it needs to be analyzed for context, understanding, and
to draw conclusions. This step gives the information meaning, it is essential to
effectively communicate and utilize the assessment results.
How do we quantify results from rubrics?
In the creation of rubrics, there are scales that represent the degree of
performance. This degree of performance can range from high to low degree of
proficiency .
5
4
1
3
5
4
1
3
13/15
Examples of Degree of Proficiency
1. Beginner Moving toward Proficiency Proficiency Very Proficiency
1 Points 2 Points 3 Points 4 Points
2. Poor Needs Improvement Good Very Good

1 Points 2 Points 3 Points 4 Points
3. Minimal Partial Complete

1 Points 2 Points 3 Points
4. Poor Fair Good Excellent
1Points 2 Points 3 Points 4 Points
• The points depends on the quality of the behavior shown by the learners
performance. The reliability of the assigned points can be determined when
the scoring of two or more observers to the same behavior is consistence.
Such procedure entails the use of multiple raters or judges to rate the
performance.
How do we quantify results from scale and
checklist?
• Scale could be a measure of noncognitive dimensions of students behavior. When
the items in the scale are answered by students, the response format quantifies the
behavior measured by the scale. The types of format very depending on the nature
of the behavior measured.
LIKERT SCALE
The likert scale is used to measure student’s favorability and unfavorability toward a
certain object. The favorability will depend on the degree of agreement or
disagreement to a standpoint.
Example:
The current president is doing his work well.
___Strongly Agree ___Agree ___Disagree ___Strongly Disagree
To quantify the scales, a numerical score can be assigned to each of

the responses. To get the total score for the overall scale, the points for
each item can be summated. The total score is a representation of the
overall trait being measured.
VERBAL FREQUENCY SCALE
This is used to measure how often a habit is done.
Example:
I read a book.
___Always ___Often ___Sometimes ___Rarely ___Never
Similar to the idea of quantifying a Likert Scale, a Verbal Frequency scale is

scored by assigning numerical values for every response. The total score for the
habit can also be estimated through total score by summating the scores of all
the items. The higher score means high frequency of the habit while the low
score means lower frequency for the habit.
GRAPHIC SCALE
This scale uses illustrations to represent the degree of presence or absence of the
characteristics measured. This is usually used for respondents, such as young children, who
have limited vocabulary.
Example:
Rate how you like the following food:
1. PIZZA
1 2 3 4 5
2. SPAGHETTI
1 2 3 4 5
3. HAMBURGER
1 2 3 4 5
How do we quantify results from
portfolio?
Assessment data generated from portfolios can both be qualitative or quantitative. When
assessing portfolios using quantitative approach, scales and rubrics can be used. The
scales and other measures need to specify the criteria required in assessing the portfolio.
Qualitative assessment requires criteria and narrative feedback provided to the learner.
The following criteria can be used when assessing portfolios :
1. COMPLETENESS OF THE EVTRIES- All the parts of the portfolio listed by the teacher are
presented.
2. ACCURACY OF THE REFLECTIONS- An authentic reflections is made for every entry in the
portfolio. The reflections provides the insights on the realization of the learner about his or her
weaknesses and the improvement that needs to be done.
3. ORGANIZATIONS OF THE CONTENT AND PROPER SEQUENCES- The portfolio can be
classified according to lessons and the entries show the draft and final work with proper label.
There are markers or tabs provided so that the teachers can easily browse through the
contents. There is a table of contents found at the start of the portfolio. Every entry is properly
labeled.
How do we summarize results?
When results of assessment are summarized, the teacher needs to think about two things:
1. THE KIND OF SCORES THAT WILL BE PRESENTED- The teacher may requires to
have the raw score, percentage or transmuted grade. The average and summation of
scores may be required depending on the grading system.
2. THE TABULAR OR GRAPHICAL PRESENTATION OF THE SCORE- Scores can be
presented in tabular of graphical manner. Below is an example of a tabular presentation
of learners scores in a formative assessment.
Learning Exercise 1 % Exercise 2 % Exercise 3 %
Competency (10 Items) Correct (10 Items) Correct (10 Items) Correct
Multiples 2 (2 out of 20 % 4 40% 7 70%
Two digit by 10 items)
one digit
numbers
Multiples 3 30% 3 30% 8 80%
One to two
digit numbers
1000
Multiples 2 20% 5 50% 8 80%
three one
digit numbers
using the
associative
property of
multiplication
.
THANK YOU EVERYONE AND HAVE A
GOOD DAY!
Reference:
IwZXh0bgNhZW0CMTAAAR3yblu_mMunoj6NlSkJjHRnmncHjo_tybKzWXeGYnqcd8q75_IBs86wKso
_aem_AbgSmKJmA_OEYoXUG1eCrQ6Dvlrl8MSIq39VhV6ewBYODBiA3H2CM62xgsBa1z0VdYYiEc
v8G5M0mzYzP2aC9oBG
Prepared by:
Milkee Dumangas
Ma. Precilla Delacruz
Syra Mae Vidal

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Analysis Data from

• Use quantitative analysis to report the results of alternative methods of

2. Poor Needs Improvement Good Very Good

3. Minimal Partial Complete

To quantify the scales, a numerical score can be assigned to each of

Similar to the idea of quantifying a Likert Scale, a Verbal Frequency scale is

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