-
Norm-Referenced
A score interpretation based on a comparison of a test taker's performance to that of other people
- Relative
- applied to both maximum performance tests and typical response tests
-
Criterion-Referenced
The test taker's performance is compared to a specified level or standard of performance
- Absolute
- maximum performance tests
-
Characteristics of NOrmal Distribution
- unimodal
- symmetrical
- refereed to as the Gaussian or bell-shaped curve
- mean = median
-
Standard Scores
- linear transformations of raw scores to a scale with a predetermined mean and standard deviation
- retain a direct relationship with the raw scores and the distribution retains its original shape
- reflect interval level measurement
- use standard deviation units to indicate where a subject's score is located relative to the mean of the distribution
- z-scores; mean of 0, SD of 1
- T-Scores: mean of 50, SD of 10
- IQ scores: mean of 100, SD of 15
- CEEB SDcores: mean of 500, SD of 100
-
Normalized Standard Scores
- 1) standard scores based on underlying distributions that were not originally normal, but were transformed into normal distributions
- 2) Often involve nonlinear transformations and may not retain a direct relationsihp with the original raw scores
- 3) Normlized standard scores are typically interpreted in a manner similar to other standard scores
-
Percentile Rank
Interpreted as reflecting the percentage of individuals scoring below a given point in a distribution
-
Quartile Scores
Based on percentile ranks
- The lower 25% receive quartile score of 1
- 26-50% a quartile score of 2
- 51-75% a quartile score of 3
- The upper 25% a quartile of 4
-
Decile Scores
- Divides the distribution of percentile ranks into ten equal parts
- The lowest decile score is 1 corresponds to scores with a percentile ranks between - and 1-%
- The highest decile score is 10 and corresponds to scores with percentile ranks between 90 and 100%
-
Grade Equivalents
Norm-referenced score interpretation that identifies the academic "grade level" achieved by the student
-
Limitations of Grade Equivalents
- 1) Based on assumptions that are not accurate in many situations
- 2) There is not a predictable relationship between grade equivalents and percentile ranks
- 3) A common misperception is that students should receive instruction at the level suggested by their grade equivalents
-
Age Equivalents
share many of the limitations of Grade Equivalents and as a general rule they should also be avoided
-
Criterion-Referenced Score Interpretations
- 1) the examinee's performance is not compared to that of other people, but to a specified level of performance
- 2) empasize what the examinee knows or what they can do, not their standing relative to other test takers
- 3) the most important consideration is how clearly the knowledge or skill domain is specified or defined
- 4) common for tests designed for criterion-referenced interpretations to assess more narrowly focused content domains
- 5) Percent Correct: the student correctly answered X% of the questions
- 6) Mastery Testing: a "cut score" is established and all scores equal to or above this score are reported as "pass"
- 7) Standard Based Interpretations: Not proficient, Partially Proficient, Proficient & Advanced Performances; A, B, C, D, & F
|
|