We will use Statistical Concepts particularly

those Descriptive Statistics to summarize data

sets that we have gathered in the classroom in
order to describe students performances
Steps
Mean, Median, Mode
 In a positively skewed or right-skewed distribution,
the majority of the data values fall to the left of the
mean and cluster at the lower end of the distribution;
the “tail” is to the right.
 For example, if an instructor gave an examination and
most of the students did poorly, their scores would tend
to cluster on the left side of the distribution. A few high
scores would constitute the tail of the distribution,
which would be on the right side.
In a symmetric distribution, the data values
are evenly distributed on both sides of the
mean. In addition, when the distribution is
unimodal, the mean, median, and mode are
the same and are at the center of the
distribution.
 When the majority of the data values fall to the right
of the mean and cluster at the upper end of the
distribution, with the tail to the left, the distribution
is said to be negatively skewed or left-skewed.
Also, the mean is to the left of the median, and the
mode is to the right of the median.
A negatively skewed distribution results if the
majority of students score very high on an
instructor’s examination. These scores will tend
to cluster to the right of the distribution.
Percentile, Decile, Quartile
Standard Score
Is percentile rank the same as
percentage?
Answer:
NO
Can we compare Apple from Orange?
 Marks are assigned to provide feedback about
student achievement. Marks should reflect academic
achievement, and nothing more!
 They are not intended for rewards or punishments.
 But when a single mark represents a hodgepodge
of factors (e.g., achievement, attitude, attendance,
punctuality, or conduct) or systems (e.g.,
comparisons with other students, comparisons with
standards of effort, or improvement), interpretation
or comparison of such marks becomes a hopeless
task.
 Various types of marking systems have been used in the
schools. They may be considered along two dimensions:
 1. Type of comparison involved.
 2. Type of symbol used.
Also known as graded “on the curve.”
Norm-referenced
Grades Percentage of students
90-95 10%
85-89 20%
80-84 40%
75-79 20%
70-74 10%
 𝑠𝑐𝑜𝑟𝑒
𝐺𝑟𝑎𝑑𝑒 = 𝑥 40 + 60
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜.𝑜𝑓 𝑖𝑡𝑒𝑚𝑠

𝑠𝑐𝑜𝑟𝑒
𝐺𝑟𝑎𝑑𝑒 = 𝑥 (−4) + 5
𝑡𝑜𝑡𝑎𝑙 𝑛𝑜.𝑜𝑓 𝑖𝑡𝑒𝑚𝑠
In SSCT the grading system is considered as combining and
weighting and also averaging

Quizzes Problem Projects/ Exam

sets Performa (Midterm
/Assigned nces/ or Final)
works
Grade 30% 25% 5% 40%
Midterm Grade is computed differently
Final Grade is also computed Differently

𝑀𝑖𝑑𝑡𝑒𝑟𝑚 𝐺𝑟𝑎𝑑𝑒 + 𝐹𝑖𝑛𝑎𝑙 𝐺𝑟𝑎𝑑𝑒

Final Rating =
2
  Other forms of grading is weighted and based on
cumulative e.g.
Midterm Final
Quiz Performance, Assign Exam Midter Quizz Perform Assigne Exam
Attendance, ed m es ance, d Works
including non Works Grade Attenda
written works nce,
includin
g non
written
works

Grade 30% 25% 15% 30% 25% 20% 15% 15% 35%
End