finals - E-EDUC215 (module 8) Flashcards
Designed to interpret the performance of the students compared to the other students in the same class
normative-reference interpretation
Designed to interpret the performance of the students with respect to a particular criterion or standard
criterion-referenced interpretation
The individual’s performance in the test is generally described in terms of the percentage of the correct responses to items in a clearly-defined learning task
criterion-referenced interpretation
The test is on what the person knows and what he can do, NOT on how he compares with others
criterion-referenced interpretation
Example of this is solving a problem involving addition of similar fractions with 80% accuracy.
criterion-referenced interpretation
refers to the number of correct items
score
refers to collected scores that have NOT been organized numerically
raw scores
What are the four ways to organize test results?
- Ordering or arranging the scores from highest to lowest or vice versa
- Ranking
- Preparing frequency distribution table
- Graphing the scores
It is a relative arrangement in a series according to magnitude (degree or level) from highest to lowest or lowest to highest.
ranking
To rank same scores, do not get the average of the numbers assigned to them. True or false?
False
It is a listing of the possible score values and the number of students who obtained the test scores.
frequency distribution
It is needed when there are many test scores, usually 30 or greater than.
frequency distribution
To organize test scores into a frequency distribution, determine and pick some convenient class intervals and tabulate the number of each score that falls into a particular class interval or step. True or false?
True
Grouping test scores in a frequency distribution makes the test scores meaningful. True or false?
True
If most of the test scores are high, the test is ____.
easy
If most are at the center, the test is ____.
moderately difficult
If most are low, the test is ____.
difficult
Maximum number of steps or class intervals
20
Minimum number of steps or class intervals
7
ideal number of steps or class intervals
10-15
The ____ is determined by dividing the range by the desired number of steps or class intervals.
interval size
This number should approach, or equal but not exceed the lowest score and is exactly divisible by the interval size.
lower limit
The corresponding ____ can be established by adding the values of the interval size less than 1 to the lower limits.
upper limit
midpoint of the class interval and often labeled CM or X
class mark
characterized by class boundaries which are the the true or real limits
class intervals
Is a diagram which makes a systematic presentation of class frequency distribution together with the comparisons and relationship of the class.
graph
A graph consisting of bars side by side vertically representing the frequencies of classes in the frequency distribution
bar graph or histograph/m
A linear graph representing the frequency distribution of midpoints of the classes in a class frequency distribution
line graph or frequency polygon
is the term given to the analysis of data that helps describe, show or summarize data in a meaningful way such that, for example, patterns might emerge from the data.
descriptive statistics
Descriptive statistics do not, however, allow us to make conclusions beyond the data we have analysed or reach conclusions regarding any hypotheses we might have made. They are simply a way to describe our data. True or false?
True
____ therefore enables us to present the data in a more meaningful way, which allows simpler interpretation of the data.
descriptive statistics
these are ways of describing the central position of a frequency distribution for a group of data.
measures of central tendency
In this case, the ____ is simply the distribution and pattern of marks scored by the 100 students from the lowest to the highest.
frequency distribution
Give concise information about the nature of the distribution of test scores
measures of central tendency
Serve as the representatives of the entire distribution of the set of test scores
measures of central tendency
Present appropriate ways of how the scores tend toward the center
measures of central tendency
A ____ is either, an average, midpoint, or the most frequent score in a distribution of scores
measure of central tendency
The most common measures of central tendencies are the:
mean, median and mode
arithmetic average of a set of scores
mean
frequently used because it is subject to less error and easily calculated
mean
the symbol used for Mean
x̄
the score scale that separates the top half of the group from the bottom half
median
the point that divides the distribution of arranged test scores from the highest to lowest or vice versa in half
median
the score which has 50% of the remaining cases above it and 50% below it
median
the score that occurs frequently
mode
possible to have two or more modes (bimodal, trimodal)
mode
The ____ allow educators to determine the typical numerical point in a set of data.
measures of central tendency
