Measures of Central Tendency Discussion Paper
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Parts 1 & 2 (combined) Excel Spreadsheet/Table, Class Statistics Document (Measures of Central Tendency), and Alignment of Tasks with Course Objectives –
I left one row and one column for Measures of Central Tendency blank. You need to complete the tables.
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Table 1 Students’ Grades  Midterm /53  Final /47  Case Study /50  Test Writing /40  Alternative Assessment/50  Electronic Gradebook /30  Participation /50  Final Grade/ 320 
Bennet, Elizabeth Measures of Central Tendency Discussion Paper  48/A  41/B  47/A  37/A  49/A  30/A  45/B+  93%/A 
Caulfield, Holden  
Eyre, Jane  
Finch, Atticus  
Gatsby, Jay  
Samsa, Gregor  
Table 2 Measure of Central Tendency  
(MEAN) (round) outliers  44/B  
(MEDIAN)  44/B  
(MODE)  No mode  
(RANGE)  Measure of variability
11 
I left one row as a sample. You need to complete the table. Use the syllabus to determine which tasks align with which objectives.
Table 3  Midterm  Final  Case Study  Test Writing  Alternative Assessment  Elec. Grade book  Participation 
Course Objective  
1. Develop instructional plans based upon a variety of assessment data. 
X 
X 
X 

2. Identify assessments that produce valid and reliable results. Measures of Central Tendency Discussion Paper  
3. Interpret and analyze assessment data to identify student needs and instructional differentiation.  
4. Create formative and summative, informal and formal, performance, authentic, and portfolios aligned to instructional objectives. 
Part 2 cont.: Class Statistics Word Document (analysis about mastery) – Please note some data have been omitted with the use of …..
I will make a brief analysis of the three statistics (measures of central tendency) for each assignment. I will analyze what the statistics mean (e.g., mastery, partial mastery, nonmastery, etc.) for each assignment and whether the measures of central tendency represent mastery, explaining why or why not. I will also address range, skew, outliers or other information as necessary. Measures of Central Tendency Discussion Paper
The mean score for the midterm was …. showing ……… This mean is also the median; this helps me to determine that there wasn’t an outlier in the grades. The mode is ….The range for the midterm grade is ……….. This range indicates.….. Skew…..Outliers….
The final has a mean of a ….., which tells me ……… However, the range for this test is ……; this helps me understand……
The next assignment, the case study project……
In the test writing …..
In the alternative assessment (performance task) assignments ……
Participation….
Lastly the electronic grade book assignment ….
Part 2 cont.: Mastery of the class for each objective (judgements about mastery)
Using the information from Tables 1 & 2, I will now make judgments about the overall class mastery of each course objective (found in Table 3) after analyzing the statistics for the tasks.
For the first objective, the case study, electronic gradebook, and participation scores represent …… The scores for all three of the assignments recommend that the students ….. The lowest scores seemed to come from participation which could have affected the data ……
For the second objective ……
For the third objective ….
For the last objective …. Measures of Central Tendency Discussion Paper
Part 3: Analysis on Student Mastery–
I have picked two students to analyze and report on mastery looking at the alignment of each of the tasks to the course objectives (found in Table 3). I will provide 23 recommendations for overall continued growth in the subject area and/or remediation activities.
Student 1 (review mastery of each objective and make recommendations)
For the first objective …..
For the second objective ……
For the third objective …..
For the last objective …..
Recommendations—
Student 2 (review mastery of each objective and make recommendations)
For the first objective …..
For the second objective ……
For the third objective …..
For the last objective …..
Recommendations…
EDF 4444
You will track data from fictional students in the class using Excel or other format. Follow the course syllabus for the grading scheme to determine an evaluation of the students’ and class’s success in mastering course objectives. Be sure to attach the rubric to your project. Measures of Central Tendency Discussion Paper
Components
For this project you will turn in 3 parts. Part 1 will contain your spreadsheet and grade calculations. Part 2 will be a Word document with the required components. Part 3 will address student performance.
Part 1 Excel Spreadsheet/Table
You will create an Excel spreadsheet or your first data table, listing each student’s name in rows on the left hand column and providing spaces for each of the raw scores for assignments and then converted to letter grades (rounded to the nearest whole number) in columns for the EDF 4444 class. Be sure to compute the final letter and number grade (as found in grading scale below and rounded to the nearest whole number) for each student and include in your spreadsheet/table. You will find the students and their grades on the attached sheet. Put names in alphabetical order according to their last names.
Part 2 Class Statistics Word Document/Tables
(1) Provide a second table calculating the class mean (round to the nearest whole number), median, and mode (include all) for each assignment (listed in the order presented in the task). You may wish to add this data on your excel spreadsheet/table. Present the mean, median, and mode as a raw score and letter grade.
(2) Then provide a brief analysis of these three statistics (measures of central tendency) for each assignment. Do not simply repeat the numbers calculated but analyze what the statistics mean (e.g., mastery, partial mastery, nonmastery, etc.) for each assignment. Do the measures of central tendency represent mastery? Explain why or why not. Also consider addressing range, skew, outliers or other information as necessary. Research what it suggests if the mean and median are the same, etc. Measures of Central Tendency Discussion Paper
(3) Provide a third table aligning each of the tasks with the objectives they are to measure – see the course syllabus for this information about tasks and objectives.
(4) Using the information from your tables, now make judgments about the overall class mastery of each course objective (see objectives below). Organize your discussion around mastery of the four course objectives and the course tasks that are aligned with each as provided in our class syllabus using the table you have just created. I should see 4 separate paragraphs – each one focusing on a course objective. Be sure to use assessment concepts correctly.
Part 3 Analysis on Student Mastery
Pick two students to analyze and report on mastery. Using the information in the syllabus regarding assignments and alignment to each of the course objectives, provide a report on the students’ mastery of each of these four objectives. Provide 23 recommendations for overall continued growth in the subject area and/or remediation activities regardless of how well a student has mastered the objectives. Measures of Central Tendency Discussion Paper
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Course Objectives:
The teacher candidate will be able to:
 Develop instructional plans based upon a variety of assessment data.
 Identify assessments that produce valid and reliable results.
 Interpret and analyze assessment data to identify student needs and instructional differentiation.
 Create formative and summative, informal and formal, performance, authentic, and portfolios aligned to instructional objectives.
Student Grades
Jay Gatsby
Midterm Exam 49 Final Exam 43 Case Study 50 Test Writing 38 Alternative Assessment 50 Electronic Grade Book 30 Participation 50

Gregor Samsa
Midterm Exam 45 Final Exam Measures of Central Tendency Discussion Paper 42 Case Study 45 Test Writing 40 Alternative Assessment 48 Electronic Grade Book 30 Participation 50

Holden Caulfield
Midterm Exam 38 Final Exam 39 Case Study 38 Test Writing 35 Alternative Assessment 45 Electronic Grade Book 28 Participation 34

Elizabeth Bennet
Midterm Exam 48 Final Exam 41 Case Study 47 Test Writing 37 Alternative Assessment 49 Electronic Grade Book 30 Participation 45 
Atticus Finch
Midterm Exam 43 Final Exam 39 Case Study 46 Test Writing 36 Alternative Assessment 48 Electronic Grade Book 28 Participation 45 
Jane Eyre
Midterm Exam 39 Final Exam 40 Case Study Measures of Central Tendency Discussion Paper 48 Test Writing 35 Alternative Assessment 44 Electronic Grade Book 28 Participation 30

Participation  50 
*2 Exams (53 pts. for Midterm and 47 pts. for Final)  100 
*Test Writing

40 
*Performance (Alternative) Assessment and Scoring Tool

50 
* Case Study Project  50 
* Electronic Grade Book  30 
TOTAL  320 
GRADE  PERCENTAGE 
A  94100% 
A  9193% 
B+  8890% 
B  8587% 
B  8284% 
C  7881% 
D  7077% 
F  below 70% Measures of Central Tendency Discussion Paper 
Electronic Grade Book Rubric
Name______________________________________________________________________________
Mastery  Partial Mastery  Minimal Mastery  
Accuracy of Data Tables
(6 points) 
All three data tables are correct and include all information.
(6 points) 
The data tables may have missing information.
(5 points) 
The data tables lack most information.
(40 points) 

Calculations of Class Statistics
(6 points) 
The class statistics are calculated correctly.
(6 points) 
The class statistics are calculated somewhat correctly.
(5 points) 
The class statistics are calculated incorrectly.
(40 points) 

Analysis
Of Class Statistics /Judgments
(12 points)

The analysis of the statistics for each task is accurate and judgments about mastery of course objectives are well developed. Assessment concepts are used correctly.
(1210 points) 
The analysis of the statistics for each task is somewhat appropriate and/or judgments about mastery of course objectives partially developed.
Assessment concepts used are partially correct. Measures of Central Tendency Discussion Paper (95 points) 
The analysis of the statistics for each task is inappropriate and/or judgments about mastery of course objectives lack development.
Assessment concepts used are incorrect.
(40 points) 

Analysis on Students’ Performance
(6 points) 
The analysis on students’ mastery is aligned to course objectives and contains 23 appropriate recommendations for future work.
(65 points) 
The analysis on students’ mastery is somewhat aligned to course objectives and/or provides less than 2 and/or sketchy recommendations for future work.
(43 points) 
The analysis on students’ mastery lacks the inclusion of two students, alignment to course objectives, and/or appropriate recommendations for future work.
(20 points) 

Part 2 cont.: Class Statistics Word Document (analysis about mastery) –
The mean score for the midterm was 44, proving that the students scored an A. The mean was also calculated as the median, which was crucial in determining the grade outlier; there were no outliers for this case. However, there was no mode. When assessing the midterm range, the measure of variability was 11, meaning there was a higher dispersion rate among students. For the final exam, the mean and mode was 41, which was a B, proving no outliers. For the mode, the final exam exhibited a mode of 39 while the range had a measure of variability of 4, meaning that there were lower outliers and skewness. The next assignment was the case study that projected a mean of 46, which is an A meaning that most students met the subject objectives. However, the range for the case study was 12, which helps me understand that more effort needs to be put in place to minimize the dispersion rate. In test writing, the mean and median had a tie of 37, an A. Hence, considering that the mode had a measure of variability of 5, it proves that the assignment met most of the objectives. In the alternative assessment (performance task) assignments, the mean and mode scored an A with a onepoint discrepancy (47 and 48), respectively. Therefore, a measure of the variability of 6 proves that the results are reliable. Lastly, the electronic grade book assignment had a mean and median of 29, meaning the students clearly understood the course requirements. That can be explained using the mode of variability, which was 2, marking high competence among students. Measures of Central Tendency Discussion Paper
Part 2 cont.: Mastery of the class for each objective (judgments about mastery)
Test writing and electronic grade books have developed instructional plans for assessing course objectives that reflect various assessment data. That is evident by these subjects scoring a mean and median of A and A, respectively. However, participation had the lowest grade, meaning that the educators need to make extra efforts to enhance the students’ grades. For the second objective, which entails identifying assessments that provide reliable and valid results, case study and test writing proved to have higher scores of A for both tests, while the final exam yielded a B. Such results enable the examiners to understand that final exams bring various difficulties to the students and thus the need to formulate better strategies to improve performance. The objective of interpreting and analyzing assessment data to identify student needs and instructional differentiation was to provide them with an alternative assessment and their participation. In that case, the alternative test resulted in a mean of A, while participation yielded a mean of B. In such cases, strategies to enhance participation are required. Lastly, the objective of creating formative and summative, informal and formal, performance, authentic, and portfolios aligned to instructional objectives was assessed through final test writing, alternative assessment, and participation tests. In all these areas, the mode of variability was lower. Hence, educators can easily determine how to enhance overall grades without affecting the presenting variance. Measures of Central Tendency Discussion Paper
Part 3: Analysis of Student Mastery–
Student 1: Jay Gatsby
Jay Gatsby meets all objectives, scoring A and A in most subjects. However, that is not the case with the objective that requires the identification of assessments that produce valid and reliable results, particularly in his final exam, in which he scored a B. In such a case, there is a need to reflect on his final exam with the help of the teacher to identify better ways to boost his grades.
Student 2: Samsa, Gregor
Samsa Gregor meets two of the four objectives: developing instructional plans based on various assessment data and interpreting and analyzing assessment data to identify student needs and instructional differentiation. That is because, in the tests that fall under these objectives, the student has scored As in all of them. However, in the objectives that entail identifying assessments that provide reliable and valid results and the objective on creating formative and summative, informal and formal, performance, authentic, and portfolios aligned to instructional objectives, the student scored B and B+. In such a case, the educator and the students must evaluate the weaknesses in these areas and promptly address the issue. That is because the results from these areas have greatly affected the overall grade. Measures of Central Tendency Discussion Paper
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