MIDTERM4.1Utilization of Assessment Data

Name: Rizza Mae A.
Sebastian
Course and Year: BEED 2
Utilization of 4.1
Assessment Data
Pretest
For each item, write the letter of the correct answer on the space provided before
the item number.
1. John got a score of 50 in the science test which is 80th percentile. What does
it imply? ANSWER: A.
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.
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?
ANSWER: C.
About 50% of the test scores fall between 27 and 33.
a. About 50% of the test scores fall between 24 and 36.
b. About 68% of the test scores fall between 27 and 33.
c. About 68% of the test scores fall between 24 and 36.
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/she consider?
ANSWER: D.
a. Percentage correct
b. Percentile rank
c. Raw score
d. Standard score
4. When teachers use a norm-referenced framework in interpreting student

performance, what does it mean?
ANSWER: C.
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.
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?
ANSWER: A.
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.
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?
ANSWER: C.
a. Ability-referenced
b. Criterion-referenced
c. Growth-referenced
d. Norm-referenced
7. When interpreting test results, which of the following types of scores is least
meaningful?
ANSWER: A.
a. Raw score
b. Percentage correct score
c. Percentile rank
d. Standard score
8. Which of the following is not true about grading?

ANSWER: D.
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.
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?
ANSWER: B.
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.
10. Mean is to Central Tendency while standard deviation is to

ANSWER: D.
a. Difficulty
b. Discrimination
c. Reliability
d. Variability
Learning Outcome
At the end of Section 4.1, students are expected to:

 Provide meaning to test results using norm-referenced and
criterionreferenced interpretation.
Time Frame
Week 15
Materials Needed
Activity sheets and handouts

Writing materials
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.
ANSWER:
This is a Criterion-referenced interpretation (CR) because the test was to
determine the students' knowledge about fraction which already have a
given criteria that will determines where the level of student's knowledge is
about it, not compare it to the performance of other students.
2. In a Math test, Amy's scored in the 90th percentile. This connotes that
Amy's score is greater than 90% of the scores of students who took the
Math test.
ANSWER:
This is a Norm-referenced interpretation (NR) because Amy's
performance is compared to other learner's performances. It also
discriminate between high and low achievers.
3. Shiela, a kindergartener, can select the specified number of objects when

verbally given the numbers from 1 to 10. She was able to answer the
teacher's questions correctly to achieve an advanced level of
proficiency.
ANSWER:
This is a Criterion-referenced interpretation (CR) because it only provide
meaning to Shiela's scores by describing what she can and cannot do in
light of a standard.
4. 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.
ANSWER:
This is a Norm-referenced interpretation (NR) because John's T-score is
compared to the standard deviation of the group/class he belongs.
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.
ANSWER:
This is a Norm-referenced interpretation (NR) because he is compared to
his group's scores. It shows that his score is less than the rest of his
6. Purita took a spelling test. With a point awarded to each correct answer,
Purita garnered a score of 20.
ANSWER:
This is a Criterion-referenced interpretation (CR) because it only measured
the knowledge of Purita that garnered 20 points without being compared
to her group.
ACTIVITY 2: COMPARISON AND CONTRAST
Compare and contrast norm and criterion-referenced interpretations. Complete the

graphic organizer below. Use bullet points.
ANSWER:

MIDTERM4.1Utilization of Assessment Data

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Name: Rizza Mae A.

Course and Year: BEED 2

4. When teachers use a norm-referenced framework in interpreting student

6. In interpreting test scores, Ms. Valer compared her students’ performance to

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

9. Roy’s score in a reading assessment was low. When analyzing a text/story, he

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

At the end of Section 4.1, students are expected to:

Activity sheets and handouts

ACTIVITY 1: FRAMES OF REFERENCE

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

3. Shiela, a kindergartener, can select the specified number of objects when

4. 4. John's T-score in a Science test is 40. This means he is a distance of one

5. Christian received a stanine of 3 on a reading subtest of a standardized

Compare and contrast norm and criterion-referenced interpretations. Complete the

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