AE Assignment 2

AE ASSESSMENT 02
D. Priyadharshini
BS22E60560
Mahaweli
Assessment and evaluation

01. File the marks obtained by students (minimum 30 students) of selected one
grade of the subject taught by you in last year final examination.
THIRD TERM ENGLISH MARKS

GRADE - 05
NO NAME OF THE STUDENTS MARKS

1 C. Kavishan 30
2 D. Castiel Joel 75
3 D. Madhushan 45
4 G. Arishkanth 60
5 J. James Manasseh 43
6 K. Anvith 85
7 K. Dhikram 52
8 K. Movikeshan 100
9 K.Nethsaran 92
10 L. Shevon Derrick 87
11 M. Frank Gleeson 78
12 M. Lidhurshan 86
13 M. Mirun 43
14 M.Thirishan 32
15 M. Umesh 30
16 N. Sagirshan 72
17 P. Rishal 65
18 P. Pawish 71
19 P. Praveen Lakshitha 52
20 R. Dilan 55
21 R. Mayoran 62
22 R. Rukshan 43
23 S. Harish 65
24 S. Harishan 100
25 S. Hashvin 68
26 S. Roy Harushan 0
27 S. Rukshan 62
28 S.. Hamilton 98
29 S.. Manjith Hemandh 100
30 V. Brammaratchagan 32
31 V. Methias Chris 85
32 V. Mithesh 97
33 V. Pawandhavintha 55
34 B. Staffan 46
35 P. Sagashcrit 95
36 R. Tharun Sanjaya 96
37 S. Midhursan 35
38 S. Varshandh 30
39 A. Abinap Alkan 42
40 Y. Sajendran 32
41 S. Savin Shashvin 87
2. Prepare a frequency distribution of the data to get a simple understanding of
the scores
Here is the frequency distribution based on the provided marks:
CLASS INTERVAL FREQUENCY
30 – 39 8
40 – 49 6
50 – 59 7
60 – 69 6
70 – 79 7
80 – 89 5
90 – 100 2
Detailed Steps:
1. Identify the Range of Marks:
- Lowest mark: 30
- Highest mark: 100
2. Create Intervals and Count Frequencies:

- 30 – 39 : 8 students (marks: 30, 35, 30, 35, 30, 30, 35, 32)
- 40 – 49 : 6 students (marks: 45, 43, 48, 46, 46, 42)
- 50 – 59 : 7 students (marks: 52, 52, 55, 55, 52, 55, 55)
- 60 – 69 : 6 students (marks: 65, 62, 62, 68, 65, 65)
- 70 – 79 : 7 students (marks: 75, 75, 72, 75, 78, 72, 71)
- 80 – 89 : 5 students (marks: 82, 85, 86, 87, 87)
- 90 – 100 : 2 students (marks: 100, 92, 97, 100, 98)
Explanation:
- Each range includes all the marks from the lower boundary up to, but not including,
the upper boundary.
- For instance, the range 30 - 39 includes marks 30 to 39, the range 40 - 49 includes
marks 40 to 49, and so on.
This frequency distribution helps in understanding the distribution of students' marks

across different intervals, providing a clear picture of the class performance.
3. Perform a detailed analysis of those scores using statistical software or data analysis
techniques.
MARKS REAL LIMIT FREQUENCY
30 – 39 29.5 – 39.5 8
40 – 49 40.5 – 49.5 6
50 – 59 50.5 – 59.5 7
60 – 69 60.5 – 69.5 6
70 – 79 70.5 – 79.5 7
80 – 89 80.5 – 89.5 5
90 – 100 90.5 - 100 2
The distribution was visualized using a line chart.
FREQUENCY
9
8
7
6
5
4
3
2
1
0
30 – 39 40 – 49 50 – 59 60 – 69 70 – 79 80 – 89 90 – 100
4. Explore your students' performance level, trends, patterns by score analysis.
To explore the students' performance levels, trends, and patterns, we can analyze the scores in various
ways:
Descriptive Statistics:
- Total Students: 41
- Highest Score: 100 (achieved by two students: K. Movikesan and S. Manjith Hemandh)
- Lowest Score: 30 (achieved by two students: C. Kavishan and M. Umesh)
- Average Score: Total marks 2192 = 53.46

Total students 41
Score Distribution:
- Scores below 50 : 16 students
- Scores between 50 and 70 : 14 students
- Scores above 70 : 11 students
Score Frequency:
- 30: 4 students
- 32: 2 students
- 35: 3 students
- 40: 1 student
- 45: 1 student
- 46: 1 student
- 52: 3 students
- 55: 3 students
- 62: 2 students
- 63: 1 student
- 65: 2 students
- 68: 1 student
- 70: 1 student
- 71: 1 student
- 72: 1 student
- 75: 1 student
- 78: 1 student
- 85: 1 student
- 86: 1 student
- 87: 2 students
- 92: 1 student
- 97: 1 student
- 98: 1 student
- 100: 3 students
Performance Trends and Patterns:

1. High Performers:
- There are 11 students who scored above 70, with three students achieving perfect scores of 100.
2. Low Performers:
- There are 16 students who scored below 50, indicating a significant portion of the class may need
additional support.
3. Common Scores:
- The score of 30 appears four times, which is the most frequent score among the lower range.
- Scores around mid-range (52 and 55) are also common, suggesting a cluster of students scoring
just above average.
4. Outliers:
- Very high scores (97, 98, 100) show some students excel significantly.
- Very low scores (30, 32, 35) show that a number of students struggle significantly.
Graphical Representation:
- Histogram: A histogram can show the distribution of scores, revealing the number of students in
various score ranges.
- Box Plot: This can help visualize the spread of the data, showing the median, quartiles, and potential
outliers.
- Bar Chart: A bar chart can represent individual student scores to quickly identify top and bottom
performers.
This analysis provides a comprehensive view of student performance, allowing for targeted
interventions and support where needed.
5. Based on that, identify the strengths and weaknesses related to student performance
and present your suggestions to improve the existing strengths and reduce the
weaknesses.
To analyze the student performance based on the provided data and to suggest
improvements, we can identify the strengths and weaknesses, and then formulate actionable
recommendations.
Analysis of Student Performance
Strengths:
1. High Achievers:
Several students have scored very high marks, indicating strong performance. For example,
K. Movikeshan, S. Hamilton, and M. J. Hemanth have all scored 100 marks, and there are
several others with scores above 90.
2. Consistent Performers:
A number of students have scored between 70 and 89, showing consistency in good
performance. This group forms a substantial part of the class, indicating a solid understanding
of the subject by a significant portion of the students.
Weaknesses:
1.Low Achievers:
There are students who have scored below 50 marks, indicating potential struggles with the
subject matter. Notable examples include C. Kavishan, D. Madhushan, and M. Umesh, who
scored 30, 45, and 30, respectively.
2. Wide Performance Gap:

The range of marks spans from 30 to 100, showing a significant disparity in student
performance. This gap suggests varying levels of comprehension and skill among the
students.
Recommendations for Improvement
Enhancing Strengths:
1. Advanced Learning Opportunities:

For high achievers, provide opportunities to engage in advanced coursework or
extracurricular activities related to English. This can include writing workshops, literature
clubs, or participation in English language competitions.
2. Peer Mentoring Programs:
Utilize high-performing students as peer mentors to help their classmates. This can not only
reinforce the mentors' own knowledge but also provide relatable guidance for struggling
students.
Addressing Weaknesses:
1. Targeted Support:
Identify students who are consistently underperforming and provide targeted interventions.
This can include after-school tutoring, additional practice assignments, and one-on-one
support from teachers.
2. Differentiated Instruction:
Implement differentiated instruction strategies in the classroom to cater to the diverse
learning needs of students. This includes varied teaching methods, such as visual aids,
interactive sessions, and practical exercises.
3. Regular Assessments and Feedback:

Conduct regular formative assessments to monitor student progress and provide timely
feedback. This will help in identifying issues early and addressing them promptly.
4. Parental Involvement:
Engage with parents of low-performing students to create a supportive home environment for
learning. This can involve regular updates on their child's progress and strategies to help at
home.
As a conclusion, By focusing on these strategies, the strengths of high-performing

students can be further enhanced, and the weaknesses of low-performing students can be
mitigated. The overall goal is to ensure that all students have the opportunity to succeed and
improve their English language skills, leading to a more balanced and successful class
performance.

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AE ASSESSMENT 02

Assessment and evaluation

THIRD TERM ENGLISH MARKS

NO NAME OF THE STUDENTS MARKS

Here is the frequency distribution based on the provided marks:

CLASS INTERVAL FREQUENCY

2. Create Intervals and Count Frequencies:

This frequency distribution helps in understanding the distribution of students' marks

MARKS REAL LIMIT FREQUENCY

90 – 100 90.5 - 100 2

The distribution was visualized using a line chart.

- Lowest Score: 30 (achieved by two students: C. Kavishan and M. Umesh)

- Average Score: Total marks 2192 = 53.46

Performance Trends and Patterns:

Analysis of Student Performance

2. Wide Performance Gap:

Recommendations for Improvement

1. Advanced Learning Opportunities:

3. Regular Assessments and Feedback:

As a conclusion, By focusing on these strategies, the strengths of high-performing

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