Deck 4: Understanding Assessment Scores

Question 1

A T score has a fixed mean of __________ and a fixed standard deviation of ___________.

A)60;10
B)100;15
C)50;10
D)50;1

Answer 1

C

Question 2

One reason for choosing either norm-referenced or criterion-referenced interpretation involves

A)the breadth of the construct being measured.
B)the type of scores yielded by the tests.
C)the original purpose of the test.
D)the makeup of the original norm group.

Answer 2

A

Question 3

Raw scores

A)contain standards with which the scores can be compared.
B)represent the original test results that describe the number of correctly answered questions.
C)have a standard deviation of 1 and a mean of 60.
D)are also described as derived scores,which are crucial to test score interpretation.

Answer 3

B

Question 4

In a test which results in a report that describes how well the test taker does in comparison with other individuals,it is important to consider whether the

A)norm group is clearly defined.
B)cut-off scores have been clearly established.
C)content domain is clearly defined.
D)Angoff method was followed during test construction.

Question 5

________________ can help clinicians in the verbal or written communication of test results

A)Norm-referenced interpretations
B)Qualitative descriptions of test scores
C)Percentile ranks
D)Criterion-referenced interpretations

Question 6

Grade equivalents are useful because they

A)are equal units of measurement.
B)predict the grade level a student is ready for.
C)can easily provide a basis of comparison of a student's performance with other students at a given grade level.
D)are comparable across tests and subtests within the same test.

Question 7

Z scores,T scores,and deviation IQs are examples of

A)stanines.
B)standard scores.
C)raw scores
D)percentile ranks.

Question 8

The group scores to which each individual is compared are referred to as

A)criteria
B)norms
C)standards
D)modes

Question 9

A raw score can be transformed into any type of standard score by first

A)converting the raw score to a Z score.
B)calculating the percentile rank.
C)determining the quartile of the score.
D)converting the raw score to a T score.

Question 10

Criterion referenced test interpretation is commonly used with

A)professional licensure or certification tests.
B)projective personality assessments.
C)career maturity tests.
D)intelligence tests for children.

Question 11

Aptitude,intelligence,and achievement tests are all examples of

A)typical-performance tests.
B)tests in which the Angoff method was applied during test construction.
C)tests with common means and standard deviation scores.
D)maximum-performance tests.

Question 12

Miguel's score on a reading comprehension test is in the 80^th percentile.This means that Miguel

A)scored higher than 20 percent of the students who took the test.
B)achieved a raw score of 40 on the test.
C)achieved the cut-off score for competency in the content being assessed.
D)scored higher than 80 percent of the students who took the test.

Question 13

In __________________ test interpretation,content domain is an important consideration.

A)norm-referenced
B)intelligence
C)projective
D)criterion-referenced

Question 14

Which type of normalized standard score is widely used in education and categorizes test performance in nine broad units?

A)Sten scores
B)Stanines
C)Normal curve equivalent NCE)
D)Deviation IQs

Question 15

A type of standard score with a mean of 100 and a standard deviation of 15 is

A)deviation IQs.
B)Z scores.
C)T scores.
D)percentiles.

Question 16

Percentile scores

A)can be added and averaged.
B)provide an equal-interval scale of measurement.
C)are equally spaced across all parts of a distribution.
D)are commonly used to compare the relative ranking of an individual's test score.

Question 17

In order to convert a raw score to a Z score,the following values are needed:

A)1)the raw score of the test taker,2)the mean of the raw scores,and 3)the percentile rank.
B)1)the raw score of the test taker,3)the standard error,and 3)the percentile rank.
C)1)the standard error,2)the mean of the raw scores,and 3)the standard deviation of the raw scores.
D)1)the raw score of the test taker,2)the mean of the raw scores,and 3)the standard deviation of the raw scores.

Question 18

A school interested in measuring students' progress in academic subjects throughout the school years might choose to use

A)growth scale values GSV).
B)age and grade equivalents.
C)sten scores.
D)percentile ranks.

Question 19

Denise took an aptitude test that was first taken by a large group of male engineers,on whom the test was standardized.Denise is a nurse.What might be a concern when interpreting her test scores?

A)The content domain is not clearly defined.
B)The sampling procedure for the standardization of the test is not appropriate.
C)The norm group is not relevant.
D)The percentile rankings cannot be interpreted.

Question 20

A test should not be used for purposes not specifically recommended by the test developer unless

A)other sources of information are taken into consideration in the final recommendations
B)the norm group of the test is relevant to the test taker.
C)evidence is obtained to support an alternative use.
D)systematic procedures to verify the accuracy of scoring have been implemented.

Question 21

Discuss some of the guidelines outlined in the Code of Fair Testing Practices in Education to help test users score and interpret tests.

Question 22

Discuss some uses for grade equivalents as well as some potential limitations and factors to consider in their interpretation.

Question 23

Why is it necessary to convert raw scores into standard scores? What are the major types of standard scores and how do they relate to the normal curve?

Question 24

Describe how you would select a norming group if you were developing an achievement test for elementary school students in your state.How would this procedure be different from a norming group selection process that might be used for the development of an inventory measuring depression?