UNIT 4: AN OVERVIEW ON THE ANALYSIS AND

INTERPRETATION OF ASSESSMENT RESULTS

Introduction
Statistics is critical in evaluating students' performance, particularly in interpreting and
analyzing their scores through assessment activities. Teachers should be able to use these
statistics effectively, especially in decision-making. As a result, a classroom teacher should have a
strong background in statistical processes in order to accurately describe and assess a student's
performance on a given test.

What this Module is about

This lesson covers the essential techniques for describing, analyzing, and interpreting
assessment data. The subjects covered in this module include textual, tabular, and graphical data
presentations, measures of trend, and measures of dispersion, measurements of relative positions,
additional measures, and measurement level.

Learning Outcomes
At the end of the module, the student should be able to:
a. Interpret assessment results accurately and utilize them to help learners improve their
performance and achievement; and
b. Utilize assessment results to make informed-decisions to improve instruction.

Test Your Knowledge

As we move on to this module, let's see how much you've learned about this topic. Kindly
respond to the following question. Fill in the blanks with your response.
1. What do you think is the importance of using textual presentation in data?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________.
2. There are three formats in which the data is summarized: textual, tabular, and
graphical presentation. Which one do you believe is perhaps the most significant for
you overall?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________.
3. What do you think we need to consider in creating a tabular presentation?
_____________________________________________________________________
_____________________________________________________________________
_____________.
4. What do you think is the importance of using graphical presentation in data?
_____________________________________________________________________
_____________________________________________________________________
___________________.
 Part 1: Pre- Activity 1
Group activity:
Make a research about the population here in Philippines from year 2015-2022, compare
the population and make a presentation using a graphical presentation?

Part 2: Pre-Activity 2
Answer what is being asked.

I.
1. What is the ration level of measurement is like the internal level?
2. What is another measure of position?
3. What is the most primitive level of measurement
4. The most commonly used measure of central position.
5. This is a position measure.

II.
1. It can be utilized in determining the size of the distribution of scores or a portion of it.
a) Mode
b) Measures
c) Ratio scale
d) Nominal Scale
2. The shoe size of 10 randomly selected students in a class are 6,5,4,6,5,6,7,7, and 6. What is the mode?
a) 7
b) 5
c) 6
d) 5.5
3. The sizes of 9 classes in a certain school are 50,52,55,50,51,54,55,53, and 54. What are the mode?
a) 54 & 55
b) 50 & 51
c) 51 & 52
d) 53 & 54
4. Commonly used measure of central position. It is the sum of measures divided by the number of
measures in a variable. It is symbolized as (read x bar)
a) Mean
b) Median
c) Mode
d) Ordinal scale
5. The measure or value which occurs most frequently in a set of data.
a) Interval scale
b) Ration scale
c) Median
d) Mode

PART 3: PRE-TEST 1

Choose the correct answer.

1. It represents a pictorial presentation of frequency distribution.

a) Histogram
b) Bar graph
c) Frequency Polygon
d) Pie graph
2. It is an arrangement of the ate that shows the frequency of occurrence of different values of the variables.
a) Tabular Method
b) Textual Presentation
c) Frequency Table/Distirbution
d) Graphical Presentation
 3. The following are the different parts of Tabular Method, EXCEPT.
a) Row Classifier
b) Introduction
c) Source Note
d) Body
4. In the Stem-and-leaf Plot, in two digit number, the STEM consists of ?
a) First digit
b) Second digit
c) Third digit
d) Zero
5. This involves enumerating the import characteristics, giving emphasis on significant figures and identifying
important features and of the data.
a) Presentation
b) Tabular Method
c) Graphical Presentation
d) Textual Presentation
6. This is for easy reference to the tables
a) Table number
b) Body
c) Source Note
d) Row Classifier
7. It briefly explains the content of the table
a) Body
b) Column Header
c) Source Note
d) Table Title
8. This is the main part of the table.
a) Table Number
b) Source Note
c) Body
d) Tabular Method
9. It describes the data in each column
a) Row Classifier
b) Table Title
c) Column Header
d) Table Number
10. It shows the classes or categories.
a) Stem-and-leaf Plot
b) Tabular Method
c) Table title
d) Row Classifier

PRE-TEST 2
I.
Choose the letter of the correct answer.
1. Aims to interpret the data collected for the phenomenon through numeric variables and statistics.
a) Qualitative Analysis
b) Analyzing balance sheet
c) Quantitative Analysis
d) Quantitative Data
2. Gender, marital status, college, major, and blood type is an example of
a) Nominal scale
b) Interval scale
c) Ordinal scale
d) Ratio scale
3. Data are arranged in some specified order or rank. When objects are measured in this level, we can say that
one is better or greater than the other.
a) Ordinal scale
b) Interval scale
c) Nominal Scale
d) Ratio Scale
 4. To illustrate, suppose Maria got 50 in Math got 50 in math while Martha got 40. We can say that maria got
higher than Martha by 10 points.
a) Nominal scale
b) Interval scale
c) Ordinal scale
d) Ratio scale
5. The average of the given numbers and is calculated by dividing the sum of given numbers by the total number
of numbers.
a) Mean
b) Mode
c) Median
d) Range
6. In a class there are 20 students and they have secured a percentage of
88,82,88,85,84,80,81,92,83,83,85,84,74,75,76,89,90,89,80,82, and 83. Find the mean percentage obtained by
the class.
a) 84%
b) 86%
c) 83%
d) 87%
7. What is the median of 4 and 7?
a) 5
b) 5.5
c) 6
d) 5.6
8. Find the mode of the given data set: 4,4,6,7,16,16,27,27,37,48.
a) 4
b) 27
c) 16
d) 37
9. Height and weight are examples of
a) Nominal scale
b) Ordinal scale
c) Interval scale
d) Ratio scale
10. The process of assigning meaning to the collected information and determining the conclusions, significance,
and implications of the findings.
a) Quantitative analysis and interpretation
b) Qualitative analysis and interpretation
c) Analyzing and interpreting data
d) Data analysis and research

II.

Answer what is being asked.

1. What are the differences between the nominal scale and ordinal scale?
2. What are the differences between the interval scale and ratio scale?
3. Compute the mean median mode for:
90,80,80,95,75,75,90,85
Include your solution.
 Lesson 1 - Presentation
The study of statistics begins with the collection of data or
measurements. Data collected should be organized systematically for easier
and faster interpretation. Data can be presented in three forms: textual,
tabular, and graphical.
The tabular and graphical forms are used when more detailed
information about the data is to be presented. A table is used when you want
to present a data in a systematic and organized manner so that reading and
interpretation will be simpler and easier.
A.1 Textual Presentation
Ungrouped data can be presented in textual form, as in paragraph
form. This involves enumerating the important characteristics, giving
emphasis on significant figures and identifying important features of the data.

Stem-and-leaf plot is a table which sorts data according to a certain

pattern. It involves separating a number into two parts. In a two-digit number,
the stem consists of the first digit, and the leaf consists of the second digit.
While in a three-digit number, the stem consists of the first two digits, and leaf
consists of the last digit. In a one-digit number, the stem is zero.

By looking at the stem-and-leaf plot, we can easily rank the data or put
them in order. Thus, the ten lowest scores are: 3, 9, 10, 10, 12, 13, 13, 14, 15,
and 16, while the ten highest scores are: 40, 40, 40, 41, 42, 43, 46, 48, 50, and
50.
 A. 2. Tabular Method
Sometimes, we could hardly grasp information from a textual
presentation data. Thus, we may present data by using tables. By organizing
the data in tables, important features about the data can be readily understood
and comparisons can be easily made. Thus, a table shows complete
information regarding the data. A table has the following parts:
1. Table number: This is for easy reference to the table.
2. Table title: It briefly explains the content of the table.
3. Column header: It describes the data in each column.
4. Row classifier: It shows the classes or categories.
5. Body: This is the main part of the table.
6. Source note: This is placed below the table when the data written are not
original.

Another type of tabular presentation is the frequency table also known

as a frequency distribution. It is an arrangement of the data that shows the
frequency of occurrence of different values of the variables.
The frequency distribution table for ungrouped data is simply an
arrangement of data from lowest to highest which shows the frequency of
occurrence of each value in a set. This is best used when the range of values
is not too wide

Notice that the range of the ages is 5 that is subtracting 14, the lowest age,
from19, the highest age. However, if the range is more than 15, the best way is to group
the data into classes using the grouped frequency distribution table.
 The frequency distribution for grouped data is an arrangement of data into different
classes or categories. It involves counting the data which fall into each class.
Below are the steps in constructing a frequency distribution table:
1. Find the range of scores: Range = Highest score - Lowest score = 99 - 67 = 32
2. Decide on the number of class interval k
Maximum = 20
Minimum = 7
Ideal = 10 – 15
3. Determine the class size i of the interval.
4. Determine the lower limit LL and upper limit of the lowest class interval (the
class interval containing the lowest score).
LL = score or number closest to but less than the lowest score and preferably a
multiple of the class size i.
In the given set of scores, the lowest score is 67. The number closest to 67 that
is divisible by the class size i = 5 is 65. Thus, LL = 65. UL = LL + (i - 1). Thus, UL = 65
+ (5 - 1) = 69.

5. Determine the other class intervals by consecutively adding the class size i to
LL and UL until the interval containing the highest score is contained and make
a tally. Thus,

The limits that define the class intervals as indicated above are called apparent
limits. To reflect the continuity of scores, the true limits or class boundaries are
indicated. These are obtained by adding all upper limits and subtracting all lower limits
on-half of the difference between successive adjacent lower and upper limits.
For this particular data, the number to be added and subtracted is 0.5 Other
information usually included in a frequency distribution are:
X = the class mark or class midpoint of the class interval =
<cf = the less than cumulative frequency = the frequency of the interval plus all
frequencies below the interval
>cf = the greater than cumulative frequency = the frequency of the interval plus all
frequencies above the interval
A.3 Graphical Presentation

A graph is a diagram which makes a systematic presentation of a class frequency distribution

together with comparison and relationship of the classes. As a graph is usually perceptible, it is
easily understood.
There are two most common methods for graphing frequency distribution: Histogram and
the frequency polygon. Histogram represents a pictorial prese ntation of a frequency
distribution. It may be thought of as a series of rectangles and frequencies, respectively. In
histogram, the bases is equal to the length of the interval, and the height is equal to the
frequency. It resembles a bar graph. Frequency polygon is another method of graphing
frequency distribution. It is also pictorial but it is constructed by joining with straight lines a series
of points which are the midpoints of the steps as against their corresponding frequencies. It looks
like a zig zag line.

Lesson 2 - Quantitative Analysis and Interpretation

2.1 Levels of Measurement
Statistics deals mostly with measurements. We define measurement as the assignment of symbols
or numerals to objects or events according to some rules. Since rules are used for the assignment
of symbols, then this would yield different scales of measurement. There are four measurement
scales, namely, nominal, ordinal, interval, and ratio.
1. Nominal Scale
This is the most primitive level of measurement. The nominal level of measurement is used when
we want to distinguish one object from another for identification purposes. In this level, we can say
that one object is different from another, but the amount of difference between them cannot be
determined. We cannot tell that one is better or worse than the other. Gender, nationality, and civil
status are of nominal scale.
2. Ordinal Scale
In the ordinal level of measurement, data are arranged in some specified order or rank. When
objects are measured in this level, we can say that one is better or greater than the other. But we
cannot tell how much more or how much less of the characteristic one object has than the other.
The ranking of contestants in a beauty contest, of siblings in the family, or of honor students in the
class are of ordinal scale.
4. Ratio Scale
The ratio level of measurement is like the interval level. The only difference is that the
ratio level always starts from an absolute or true zero point. In addition, in the ratio level, there is
always the presence of units of measure. If data are measured in this level, we can say that one
object is so many times as large or as small as the other. For example, suppose Mrs. Reyes weighs
50 kg, while her daughter weighs 25 kg. We can say that Mrs. Reyes is twice as heavy as her
daughter. Thus, weight is an example of data measured in the ratio scale.
2.2 Measures of Central Tendency
2.2.1 Measures of Central Tendency for Ungrouped Data
2.2.1.1 The Mean
The mean (also known as the arithmetic mean) is the most commonly used measure of
central position. It is the sum of measures divided by the number of measures in a variable. It is
symbolized as (read as x bar).
The mean is used to describe a set of data where measures cluster or concentrate at a
point. As the measure cluster around each other, a single value appears to represent distinctively
the total measures. It is, however, affected by extreme measures, that is, very high or very low
measures can easily change the value of the mean.
To find the mean of ungrouped data, use the formula where = the summation of x (sum of the
measure) N = number of values of x
2.2.1.3 The Median

The median is the middle entry or term in a set of data arranged in either increasing or
decreasing order. The median is a positional measure. Thus, the values of the individual measures
in a set of data do not affect it. It is affected by the number of measures and not by the size of the
extreme values.
To find the median of a given set of data, take note of the following:

1. Arrange the data in either increasing or decreasing order.

2. Locate the middle value. If the number of cases is odd, the middle value is the median. If the
number of cases is even, take the arithmetic mean of the two middle measures.
2.2.1.4 The Mode
The mode is another measure of position. The mode is the measure or value which occurs
most frequently in a set of data. It is the value with the greatest frequency. To find the mode for a
set of data -
1. Select measure that appears most often in the set;
2. If two or more measures appear the same number of items, and the frequency they appear is
greater than any of other measures, then each of these values is a mode;
3. If every measure appears the same number of items, then the set of data has no mode.
Example 1: The shoe size of 10 randomly selected students in a class are 6, 5, 4, 6, , 5, 6, 7, 7
and 6. What is the mode?
Answer: The mode is 6 since it is the shoe size that occurred the most number of times.
Example 2: The sizes of 9 classes in a certain school are 50, 52, 55, 50, 51, 54, 55, 53 and 54.
Answer: The modes are 54 and 55 since the two measures occurred the same number of times.
The distribution is bimodal.

2. 3 Measures of Dispersion
The three measures of central tendencies that you have learned on the previous lesson
do not give an adequate description of the data. We need to know how the observations spread out
from average or mean. It is quite possible to have two sets of observati ons with the same mean and
median that differs in the variability of their measurements about the mean. Measures of dispersion
are sometimes called measures of variability.

The measures of dispersion can be utilized in determining the size of the distribution of
scores or a portion of it. They can be used to find the deviation of scores from the mean scores.
Measures of dispersion can also be sued to establish the actual similarities or the difference(s) of
the distribution. In general, these measures are employed to further characterize the distributions
of scores. Consider the following measurements, in liters, for two samples of apple juice in a tetra
packed by companies A and B.
Sample A Sample B
0.97 1.06
1.00 1.01
0.94 0.88
1.03 0.91
1.11 1.14
Both samples have the same mean. It is quite obvious that company
A packed apple juice with a more uniform content than company B. We say
that the variability or the dispersion of the observations from the mean is less
for sample A than for sample B. Therefore, in buying apple juice, we would feel
more confident that the tetra pack we select will be closer to the advertised
mean if we buy from company A. Statistics other than the mean may provide
additional information from the same data. This statistics are the measure of
dispersion. Measures of dispersion or variability refer to the spread of the
values about the mean. These are important quantities used by statisticians in

evaluation. Smaller dispersion of scores arising from the comparison often indicates more
consistency and more reliability.
 Lesson 3 Measures of Variability or Dispersion
The range is the simplest measure of variability. It is the difference between the largest ad
smallest measurements. The main advantage of the range is that it does not consider every
measure in the data.
R= H-L where: R = Range,
H = Highest measure,
L = Lowest measure Range
– high and lows.
Limitations: Based on only two extreme observations
Interquartile range - measures variability based on percentiles.
Q3(75th percentile) -Q1 (25th percentile)
Limitations: Leaves our many observations
Mean Deviation – the average of the absolute deviations.
∑|x-µ| / n
Limitations: Less sensitive to deviations in the distribution

2.3.6 Variance and Standard Deviation

Standard deviation is the most important measure of variation or dispersion. It is the
average distance of all the scores that deviates from the mean value. It shows variation about the
mean. It is also known as the square root of the variance.

Variance is one of the most important measures of variability or dispersion. It shows

variation about the mean.

Variance - Based on distances from the mean (X - mean).

Takes the square of each deviation from the average and then averages the
squares.
∑(x-µ) 2 / n
Standard Deviation - the square root of the variance

Measures of Relative Positions

An individual score has meaning only in relation to the rest of the scores. Thus, to
interpret a score, we have to use the entire distribution as basis for interpreting individual scores.
We learned that the median is that point in the distribution below which lie 50% of the scores. In
exactly the same manner, we calculate the values on the scale below which lie a certain
percentage of the scores. These values are called quantiles.
Examples:
P90 = the 90th percentile value is the value in the distribution below which lie 90% of all the scores.
In a class consisting of 50 pupils, a pupil whose final grade corresponds to P90 is said to belong to
the upper 10% of the entire pupils in the class. This also means that his grade is better than 90%
(50) = 45 pupils in the class.
P10 = the 10th percentile value is the value below which lie 10% of all the scores in the distribution.
P50 = the 50th percentile value below which lie 50% of all the other scores in the distribution. Thus,
P50 is the same as the median.
Choose the letter of the correct answer.
1. It is a method by which the people organize, summarize, and communicate information using a variety
of tools such as tables graphs and diagrams.
a) Presentation of Data
b) Organization of Data
c) Sampling Techniques
d) Processing of Data
1. It is a method of presenting data using statistical table.
a) Textual Presentation
b) Tabular Presentation
c) Graphical Presentation
d) Statistical Presentation
2. It is most useful in displaying data that changes continuously over time.
a) Bar Graph
b) Line Graph
c) Pictorgraph
d) Pie or Circle Graph
3. It is used to show relationships/comparison between groups.
a) Bar graph
b) Pie or circle Graph
c) Line Graph
d) Pictograph
4. It uses small identical or figures or objects called isotopes in making comparisons.
a) Line Graph
b) Bar Graph
c) Pictograph
d) Pie or Circle Graph

1. This is the most primitive level of Measurements.

a) Nominal Scale
b) Ordinal Scale
c) Interval Scale
d) Ratio Scale
2. In this part we can say that one is better or greater than another one.
a) Ratio scale
b) Nominal scale
c) Ordinal scale
d) Interval scale

3. On this level we can say not only one object is greater or less than another.
a) Ordinal scale
b) Interval scale
c) Ratio scale
d) Nominal scale
4. Either we can say that the one object is so many times as large or as Small as the one.
a) Interval scale
b) Ratio scale
c) Nominal scale
d) Ordinal scale
MODIFIED TRUE OR FALSE: Write true if the statement is correct write false if the statement is not and change
the wrong statement.

5. The median is the middle entry or term in a set of data.

6. The mean is the measure or value which occurs most frequently.
7. The median is the commonly used measure of central position.
8. Every measure appears the same number of items then the set of data has mode.
9. As the measure cluster around each other a double value appears to represent distinctively the total
measures
10. The mode is another measure of position.
 ACTIVITY

Instruction: Answer the following question.

1. The test scores of 18 students in Analytic Geometry and Calculus I are as follows: 27,
48, 33, 39, 52, 25, 50, 47, 42, 32, 21, 28, 42, 45, 55, 20, 37, and 38.
Determine the following:
a. Q1
b. P68
c. D6

2. The table below gives the age distribution of 100 individuals living in the vicinity of
Escolta.
Age Frequency
55 - 59 2
50 - 54 5
45 - 49 10
40 - 44 12
35 - 39 15
30 - 34 16
25 - 29 13
20 - 24 10
15 - 19 4
10 - 14 4

Solve for the following:

a. P85
b. Q3
c. D3

3. James is found of playing the dice and every roll he jots down the result every time.
These are the result that he jotted down. 4,3,4,3,5,5,6,6,1,2,4,3,2,5,6,3,5,4,5,4
Make a frequency distribution table among the numbers given above.

4. The test scores of 25 students in Linear Programming are as follows:

44,45,,50,19,42,33,22,24,35,43,40,30,33,43,21,28,48,38,27,17,44,22,40,50,33
Craft a histogram for the frequency distribution.

5. Find the mean, median and mode of the sets of data and give their textual
presentation.
Results are an overview of the statistical and analytical information gathered to assess how effectively pupils
met a specific learning objective. Results give an overview of how well students perform in terms of attaining
objectives and results that have been set by professors, programs, colleges, and/or the uni versity. Individual
scores or raw data should be given in appendices rather than the results section because results are a concise
description of the data, unless they are used as examples. The results section should provide all pertinent
findings. In order to support conclusions when reporting outcomes, findings must be thoroughly discussed.
Select the medium to display results that makes them clearest to a range of audiences when presenting results
in assessment reports.
PRE-TEST ANSWER
1. It represents a pictorial presentation of frequency distribution.
a) Histogram
b) Bar graph
c) Frequency Polygon
d) Pie graph
2. It is an arrangement of the ate that shows the frequency of occurrence of different values of
the variables.
a) Tabular Method
b) Textual Presentation
c) Frequency Table/Distirbution
d) Graphical Presentation
3. The following are the different parts of Tabular Method, EXCEPT.
a) Row Classifier
b) Introduction
c) Source Note
d) Body
4. In the Stem-and-leaf Plot, in two digit number, the STEM consists of ?
a) First digit
b) Second digit
c) Third digit
d) Zero
5. This involves enumerating the import characteristics, giving emphasis on significant figures
and identifying
important features and of the data.
a) Presentation
b) Tabular Method
c) Graphical Presentation
d) Textual Presentation
6. This is for easy reference to the tables
a) Table number
b) Body
c) Source Note
d) Row Classifier
7. It briefly explains the content of the table
a) Body
b) Column Header
c) Source Note
d) Table Title
8. This is the main part of the table.
a) Table Number
b) Source Note
c) Body
d) Tabular Method
9. It describes the data in each column
a) Row Classifier
b) Table Title
c) Column Header
d) Table Number
10. It shows the classes or categories.
a) Stem-and-leaf Plot
b) Tabular Method
c) Table title
d) Row Classifier
1. Aims to interpret the data collected for the phenomenon through numeric variables and statistics.
a) Qualitative Analysis
b) Analyzing balance sheet
c) Quantitative Analysis
d) Quantitative Data
2. Gender, marital status, college, major, and blood type is an example of
a) Nominal scale
b) Interval scale
c) Ordinal scale
d) Ratio scale
3. Data are arranged in some specified order or rank. When objects are measured in this level, we can
say that
one is better or greater than the other.
a) Ordinal scale
b) Interval scale
c) Nominal Scale
d) Ratio Scale
PRE-TEST 2
4. To illustrate, suppose Maria got 50 in Math got 50 in math while Martha got 40. We can say that
maria got
higher than Martha by 10 points.
a) Nominal scale
b) Interval scale
c) Ordinal scale
d) Ratio scale
5. The average of the given numbers and is calculated by dividing the sum of given numbers by the
total number
of numbers.
a) Mean
b) Mode
c) Median
d) Range
6. In a class there are 20 students and they have secured a percentage of
88,82,88,85,84,80,81,92,83,83,85,84,74,75,76,89,90,89,80,82, and 83. Find the mean percentage
obtained by
the class.
a) 84%
b) 86%
c) 83%
d) 87%
7. What is the median of 4 and 7?
a) 5
b) 5.5
c) 6
d) 5.6
8. Find the mode of the given data set: 4,4,6,7,16,16,27,27,37,48.
a) 4
b) 27
c) 16
d) 37
9. Height and weight are examples of
a) Nominal scale
b) Ordinal scale
c) Interval scale
d) Ratio scale
10. The process of assigning meaning to the collected information and determining the conclusions,
significance,
and implications of the findings.
a) Quantitative analysis and interpretation
b) Qualitative analysis and interpretation
c) Analyzing and interpreting data
 POST-TEST ANSWER

1. It is a method by which the people organize, summarize, and communicate information using a
variety of tools such as
tables graphs and diagrams.
a) Presentation of Data
b) Organization of Data
c) Sampling Techniques
d) Processing of Data
PART 4: POST TEST 1
2. It is a method of presenting data using statistical table.
a) Textual Presentation
b) Tabular Presentation
c) Graphical Presentation
d) Statistical Presentation
3. It is most useful in displaying data that changes continuously over time.
a) Bar Graph
b) Line Graph
c) Pictorgraph
d) Pie or Circle Graph
4. It is used to show relationships/comparison between groups.
a) Bar graph
b) Pie or circle Graph
c) Line Graph
d) Pictograph
5. It uses small identical or figures or objects called isotopes in making comparisons.
a) Line Graph
b) Bar Graph
c) Pictograph
d) Pie or Circle Graph
1. This is the most primitive level of Measurements.
a) Nominal Scale
b) Ordinal Scale
c) Interval Scale
d) Ratio Scale
2. In this part we can say that one is better or greater than another one.
a) Ratio scale
b) Nominal scale
c) Ordinal scale
d) Interval scale
3. On this level we can say not only one object is greater or less than another.
a) Ordinal scale
b) Interval scale
c) Ratio scale
d) Nominal scale
4. Either we can say that the one object is so many times as large or as Small as the one.
a) Interval scale
b) Ratio scale
c) Nominal scale
d) Ordinal scale
MODIFIED TRUE OR FALSE
5.The median is the middle entry or term in a set of data. TRUE
6. The mean is the measure or value which occurs most frequently. FALSE, MODE
7. The median is the commonly used measure of central position. FALSE, MEAN
8. Every measure appears the same number of items then the set of data has mode. FALSE, HAS NO
MODE
9. As the measure cluster around each other a double value appears to represent distinctively the total
measures
FALSE, SINGLE
10. The mode is another measure of position. TRUE