Venus F.

Mahusay
BSE-English III

Ed 6
Prof. Rebecca Baskial

Chapter 10
TYPES OF TEST SCORES
Raw and Percentage of Scores
- Raw scores are obtained by simply counting the number of correct
responses in a test following the scoring direction.
- Percentage scores are useful in describing a students performance
based on a criterion.
Percentile Rank
- Percentile Rank gives the percent of scores that are at or below a raw
or standard score. It is used to rank in a reference sample. Percentile
ranks do not represent equal units. Hence, they should not be
subjected to arithmetic operations.
Standard Score
- Standard Score is a derived score which utilizes the normal curve to
show how a students performance compares the distribution of scores
above and below the arithmetic mean. Among the standard scores are
the z-score, T-sore and stanine.
a. Z-score
The z-score gives the number of standard deviations of a test score
above or below the mean.
Formula:
x x
Z=
s
Where x is the test score,

is the average score and s is the

standard deviation. A negative z-score means it is below the average,

while a positive z-score means it is above average.
b. T-score
In a T-score scale, the mean is set to 50 instead of 0, and the
standard deviation is 10. To transform a z-score of -1.5 converts to a Tscore of 35. This implies that based on the test scores, the student
performed below the average.
c. Stanine
Stanine, short for standard nine, is a method of scaling scores on a
nine-point scale. Stanine scores of 1, 2 and 3 are below average; 4, 5
and 6 are average; 7, 8 and 9 are above average.

Venus F. Mahusay
BSE-English III

Ed 6
Prof. Rebecca Baskial

As you noticed the standard scores and the percentile rank

communicate the same thing albeit in slightly different ways.
TYPES OF TEST SCORE INTERPRETATIONS
Norm-referenced Interpretations
- The term norm originated from the Latin word norma which means
percept or rule. By definition, it pertains to the average score in a test.
There are other types of norms that can be reported: international,
national and local norm groups, and special norm groups.
- Norm-referenced interpretations are explanations of a learners
performance in comparison with other learners of the same age or
grade.
- The use of standard scores and percentile ranks are common in normreferenced interpretations.
- Norm-referenced evaluations determine the learners place or rank.
- The purpose of norm-referenced measures is to discriminate between
high and low achievers.
Nitko and Brookhart (2011) stated five guidelines when interpreting normreferenced test scores.
1. Detect any unexpected pattern of scores.
2. Determine the reasons for score patterns.
3. Do not expect surprises for every student.
4. Small differences in subtest scores should be viewed as chance
fluctuations.
5. Use information from various assessments and observations to
explain performance on other assessments.
Criterion-referenced Interpretations
- Criterion-referenced interpretations provide meaning to tests scores
by describing what the learner can and cannot do in light of a
standard as it was derived from the word kriterion or standard. Test
scores allow for absolute interpretations and not comparative.
- Criterion-referenced scores include percentage correct, speed of
performance, quality ratings and precision of performance (Nitko &
Brookhart, 2011).
- Criterion-referenced is used in diagnosing students needs and
monitoring their progress. It is preferred mode of assessment in an
outcome-based education framework.

Venus F. Mahusay
BSE-English III

Ed 6
Prof. Rebecca Baskial

Chapter 11
B. Approaches to Grading
Local and international schools offering basic and tertiary education use
codes in reporting student progress and achievement. Below are the common
ones.
1. Numerical Grades (100, 99, 98, ... )
The system of using numerical grades is popular and well-understood.
They are preferred because they conveniently summarize overall student
performance. Numerical grades do not actually describe the strengths and
weaknesses of learners.
2. Letter Grades (A, B, C, ... )
Letter grades have the same advantages and disadvantages of numerical
grades. They appear to be less intimidating compared to numerical grades.
Letter grades are typical in America grade schools and high schools.
3. Two-category grades (Pass-Fail, Satisfactory-Unsatisfactory)
This is less stressful to students because they need not fear about low
grade point averages. Some students may tend to aspire for just a minimum
level of competence to pass the subject/course.
4. Checklists
A checklist may be simple or elaborate. Checklists are common in the
elementary level and can very well replace or supplement traditional grading
and reporting systems.
5. Standard-based (Advanced, Proficient, ..., Beginning or Similar)
Standards-based grading requires teachers to base grades from definite
learning standards, and compels them to distinguish product, process and
progress criteria in assigning grades (Guskey, Swan & Jung, 2011).

Venus F. Mahusay
BSE-English III

Ed 6
Prof. Rebecca Baskial

PHILIPPINE BASIC EDUCATION RATING SYSTEM

New Percentage Distribution of Grade Components
Learning Areas/Tracks
Witten Work
(WW)
Grades 1-10
Languages; AP;EsP
Science; Math
MAPEH; EPP/TLE
Grades 11-12
Core Subjects
Academic Track
All of other subjects
Work Immersion / Research /
Business Enterprise Simulation /
Exhibit / Performance
Technical-Vocational & Livelihood
(TVL)/ Sports/Arts and Design
Track
All other subjects
Work Immersion / Research /
Exhibit / Performance

Performance
Tasks (PT)

Quarterly
Assessment
(QA)

30%
40%
20%

50%
40%
60%

20%
20%
20%

25%

50%

25%

25%
35%

45%
40%

30%
25%

20%
20%

60%
60%

20%
20%