Question 1

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

Accepted Answer

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. 
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.

Question 2

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

Accepted Answer

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. 
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 3

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

Accepted Answer

Grade equivalents are often used in educ

Question 4

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

Accepted Answer

The Code of Fair Testing Practices in Ed

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

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

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

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

Introduction to Assessment

Methods and Sources of Assessment Information

Statistical Concepts

Reliability

Validity

Selecting,administering,scoring,and Interpreting Assessment Results

Assessment of Intelligence and General Ability

Assessment of Achievement

Assessment of Aptitude

Career and Employment Assessment

Clinical Assessment

Assessment in Education

Assessment Issues With Diverse Populations

Communicating Assessment Results

Ethical and Legal Issues in Assessment

Filters

Exam 4: Understanding Assessment Scores

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

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

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

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

Introduction to Assessment

Methods and Sources of Assessment Information

Statistical Concepts

Reliability

Validity

Selecting,administering,scoring,and Interpreting Assessment Results

Assessment of Intelligence and General Ability

Assessment of Achievement

Assessment of Aptitude

Career and Employment Assessment

Clinical Assessment

Assessment in Education

Assessment Issues With Diverse Populations

Communicating Assessment Results

Ethical and Legal Issues in Assessment

Filters