Match between columns Premises: Z-score Z-score Z-score Z-score Z-score Z-score Z-score Z-score Z-score Z-score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Age equivalent score Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Standard Error of Measure SEM): Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Percentile rank Stanine Stanine Stanine Stanine Stanine Stanine Stanine Stanine Stanine Stanine Ceiling Ceiling Ceiling Ceiling Ceiling Ceiling Ceiling Ceiling Ceiling Ceiling T-Score T-Score T-Score T-Score T-Score T-Score T-Score T-Score T-Score T-Score Raw Score Raw Score Raw Score Raw Score Raw Score Raw Score Raw Score Raw Score Raw Score Raw Score Basal Basal Basal Basal Basal Basal Basal Basal Basal Basal Composite score Composite score Composite score Composite score Composite score Composite score Composite score Composite score Composite score Composite score

The Answer of The chronological age for which a raw is...

Deck 2: Assessment of Language Disorders

Question

This type of assessment is used to determine if an individual does, or does not, have language impairment.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Use Space or

to flip the card.

Question

A combination of assessment procedures is used to

A) Identify if the child does or does not have a language impairment.
B) Identify specific targets for intervention.
C) Decide if the child has a language difference or a language disorder.
D) All of the above

Question

This type of assessment is used to assess Subdomains 2 and 4.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

This type of assessment may overidentify children from minority cultures.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

This type of assessment has statistical properties that allow the assessor to compare the individual's performance to that of his or her chronological peer group.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

Qualitative language analysis

A) is part of the two-step LSA.
B) compares the child's language quality with a language-age match.
C) uses both microanalysis and macroanalysis of the LSA.
D) All of the above
E) None of the above

Question

A T-unit analysis

A) is used with older school-age children.
B) examines sentence structure including clauses and coordinating conjunctions.
C) includes an assessment of written work.
D) All of the above
E) None of the above

Question

A Language Sample Analysis

A) is a criterion-referenced assessment.
B) evaluates an individual's spontaneous or self-generated speech in naturalistic setting.
C) provides information needed to develop intervention goals.
D) has been proposed as the best means to identify children with language impairment.
E) All of the above

Question

An assessment tool is said to have Validity if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

Question

This type of assessment is easy to administer and score.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

This type of assessment is useful for a child from a culturally and linguistically diverse background.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

An assessment tool is said to have Reliability if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

Question

The mean length of utterance MLU) refers to

A) the number of words used by a child.
B) an average for utterance length.
C) the transcript of a speech sample.
D) the length of time required to take a speech sample.
E) All of the above

Question

This type of assessment is useful across all subdomains.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

This type of assessment uses a short-term teaching session to determine if a child can learn tasks.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

This type of assessment can be used to monitor student progress during intervention.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

Mazing analysis

A) measures interruptions in discourse.
B) counts false starts, revisions, fillers, repetitions, and pauses.
C) used with older school-age children.
D) All of the above
E) None of the above

Question

The number of different words NDW) is

A) a quantitative analysis of language content.
B) a measure of levels of vocabulary diversity.
C) compared to normative data.
D) All of the above
E) None of the above

Question

This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

A) Norm-referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question

An advantage of criterion-referenced tests is that the assessments are efficient to administer.

Question

Norm-referenced tests are used to compare an individual's ability to those of his or her peers.

Question

List and describe the steps in the assessment process.

Question

Screening is the initial assessment process used to identify children who have language impairments.
:

Question

Norm-referenced tests are generally more valid than criterion-referenced tests.

Question

Discourse skills include: topic control, topic maintenance, conversational repair, informativeness, and conjunction cohesion.

Question

Criterion-referenced tests are use to compare the individual's performance with a pre-specified standard or a specific skill.

Question

How will you use the Communication Subdomains to identify targets for intervention?

Question

Language Sample Analysis LSA) is a criterion-referenced assessment because the child's output is compared to developmental data.

Question

Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

Question

T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

Question

What are the features of a well-written report?

Question

Norm-referenced tests over identify children from minority groups.

Question

Match between columns

Z-score

The chronological age for which a raw score is the average score.

Z-score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Z-score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Z-score

A total score that consists of the sum or mean score on two or more subtests.

Z-score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Z-score

The actual score number of items correct) on a test.

Z-score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Z-score

A standard score with a mean of 5 and a standard deviation of 2.

Z-score

A standard score with a mean of 50 and a standard deviation of 10.

Z-score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Age equivalent score

The chronological age for which a raw score is the average score.

Age equivalent score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Age equivalent score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Age equivalent score

A total score that consists of the sum or mean score on two or more subtests.

Age equivalent score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Age equivalent score

The actual score number of items correct) on a test.

Age equivalent score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Age equivalent score

A standard score with a mean of 5 and a standard deviation of 2.

Age equivalent score

A standard score with a mean of 50 and a standard deviation of 10.

Age equivalent score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Standard Error of Measure SEM):

The chronological age for which a raw score is the average score.

Standard Error of Measure SEM):

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Standard Error of Measure SEM):

When the student misses a specific number of sequential items on a test, testing is discontinued.

Standard Error of Measure SEM):

A total score that consists of the sum or mean score on two or more subtests.

Standard Error of Measure SEM):

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Standard Error of Measure SEM):

The actual score number of items correct) on a test.

Standard Error of Measure SEM):

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Standard Error of Measure SEM):

A standard score with a mean of 5 and a standard deviation of 2.

Standard Error of Measure SEM):

A standard score with a mean of 50 and a standard deviation of 10.

Standard Error of Measure SEM):

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Percentile rank

The chronological age for which a raw score is the average score.

Percentile rank

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Percentile rank

When the student misses a specific number of sequential items on a test, testing is discontinued.

Percentile rank

A total score that consists of the sum or mean score on two or more subtests.

Percentile rank

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Percentile rank

The actual score number of items correct) on a test.

Percentile rank

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Percentile rank

A standard score with a mean of 5 and a standard deviation of 2.

Percentile rank

A standard score with a mean of 50 and a standard deviation of 10.

Percentile rank

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Stanine

The chronological age for which a raw score is the average score.

Stanine

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Stanine

When the student misses a specific number of sequential items on a test, testing is discontinued.

Stanine

A total score that consists of the sum or mean score on two or more subtests.

Stanine

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Stanine

The actual score number of items correct) on a test.

Stanine

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Stanine

A standard score with a mean of 5 and a standard deviation of 2.

Stanine

A standard score with a mean of 50 and a standard deviation of 10.

Stanine

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Ceiling

The chronological age for which a raw score is the average score.

Ceiling

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Ceiling

When the student misses a specific number of sequential items on a test, testing is discontinued.

Ceiling

A total score that consists of the sum or mean score on two or more subtests.

Ceiling

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Ceiling

The actual score number of items correct) on a test.

Ceiling

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Ceiling

A standard score with a mean of 5 and a standard deviation of 2.

Ceiling

A standard score with a mean of 50 and a standard deviation of 10.

Ceiling

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

T-Score

The chronological age for which a raw score is the average score.

T-Score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

T-Score

When the student misses a specific number of sequential items on a test, testing is discontinued.

T-Score

A total score that consists of the sum or mean score on two or more subtests.

T-Score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

T-Score

The actual score number of items correct) on a test.

T-Score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

T-Score

A standard score with a mean of 5 and a standard deviation of 2.

T-Score

A standard score with a mean of 50 and a standard deviation of 10.

T-Score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Raw Score

The chronological age for which a raw score is the average score.

Raw Score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Raw Score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Raw Score

A total score that consists of the sum or mean score on two or more subtests.

Raw Score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Raw Score

The actual score number of items correct) on a test.

Raw Score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Raw Score

A standard score with a mean of 5 and a standard deviation of 2.

Raw Score

A standard score with a mean of 50 and a standard deviation of 10.

Raw Score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Basal

The chronological age for which a raw score is the average score.

Basal

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Basal

When the student misses a specific number of sequential items on a test, testing is discontinued.

Basal

A total score that consists of the sum or mean score on two or more subtests.

Basal

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Basal

The actual score number of items correct) on a test.

Basal

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Basal

A standard score with a mean of 5 and a standard deviation of 2.

Basal

A standard score with a mean of 50 and a standard deviation of 10.

Basal

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Composite score

The chronological age for which a raw score is the average score.

Composite score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Composite score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Composite score

A total score that consists of the sum or mean score on two or more subtests.

Composite score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Composite score

The actual score number of items correct) on a test.

Composite score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Composite score

A standard score with a mean of 5 and a standard deviation of 2.

Composite score

A standard score with a mean of 50 and a standard deviation of 10.

Composite score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

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Deck 2: Assessment of Language Disorders

This type of assessment is used to determine if an individual does, or does not, have language impairment.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

A combination of assessment procedures is used to

This type of assessment is used to assess Subdomains 2 and 4.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

This type of assessment may overidentify children from minority cultures.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

Unlock Deck

k this deck

This type of assessment has statistical properties that allow the assessor to compare the individual's performance to that of his or her chronological peer group.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

Unlock Deck

k this deck

Qualitative language analysis

A) is part of the two-step LSA.
B) compares the child's language quality with a language-age match.
C) uses both microanalysis and macroanalysis of the LSA.
D) All of the above
E) None of the above

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Unlock for access to all 33 flashcards in this deck.

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A T-unit analysis

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A Language Sample Analysis

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An assessment tool is said to have Validity if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

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Unlock for access to all 33 flashcards in this deck.

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This type of assessment is easy to administer and score.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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This type of assessment is useful for a child from a culturally and linguistically diverse background.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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k this deck

An assessment tool is said to have Reliability if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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k this deck

The mean length of utterance MLU) refers to

A) the number of words used by a child.
B) an average for utterance length.
C) the transcript of a speech sample.
D) the length of time required to take a speech sample.
E) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

Unlock Deck

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This type of assessment is useful across all subdomains.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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This type of assessment uses a short-term teaching session to determine if a child can learn tasks.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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This type of assessment can be used to monitor student progress during intervention.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Unlock Deck

Unlock for access to all 33 flashcards in this deck.

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Mazing analysis

A) measures interruptions in discourse.
B) counts false starts, revisions, fillers, repetitions, and pauses.
C) used with older school-age children.
D) All of the above
E) None of the above

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Unlock for access to all 33 flashcards in this deck.

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The number of different words NDW) is

A) a quantitative analysis of language content.
B) a measure of levels of vocabulary diversity.
C) compared to normative data.
D) All of the above
E) None of the above

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Unlock for access to all 33 flashcards in this deck.

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This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

A) Norm-referenced
B) Criterion referenced
C) Dynamic
D) All of the above

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Unlock for access to all 33 flashcards in this deck.

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An advantage of criterion-referenced tests is that the assessments are efficient to administer.

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Norm-referenced tests are used to compare an individual's ability to those of his or her peers.

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Unlock for access to all 33 flashcards in this deck.

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List and describe the steps in the assessment process.

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Screening is the initial assessment process used to identify children who have language impairments.
:

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Norm-referenced tests are generally more valid than criterion-referenced tests.

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Discourse skills include: topic control, topic maintenance, conversational repair, informativeness, and conjunction cohesion.

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Criterion-referenced tests are use to compare the individual's performance with a pre-specified standard or a specific skill.

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How will you use the Communication Subdomains to identify targets for intervention?

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Language Sample Analysis LSA) is a criterion-referenced assessment because the child's output is compared to developmental data.

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Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

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T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

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What are the features of a well-written report?

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Norm-referenced tests over identify children from minority groups.

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Match between columns

Z-score

The chronological age for which a raw score is the average score.

Z-score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Z-score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Z-score

A total score that consists of the sum or mean score on two or more subtests.

Z-score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Z-score

The actual score number of items correct) on a test.

Z-score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Z-score

A standard score with a mean of 5 and a standard deviation of 2.

Z-score

A standard score with a mean of 50 and a standard deviation of 10.

Z-score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Age equivalent score

The chronological age for which a raw score is the average score.

Age equivalent score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Age equivalent score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Age equivalent score

A total score that consists of the sum or mean score on two or more subtests.

Age equivalent score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Age equivalent score

The actual score number of items correct) on a test.

Age equivalent score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Age equivalent score

A standard score with a mean of 5 and a standard deviation of 2.

Age equivalent score

A standard score with a mean of 50 and a standard deviation of 10.

Age equivalent score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Standard Error of Measure SEM):

The chronological age for which a raw score is the average score.

Standard Error of Measure SEM):

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Standard Error of Measure SEM):

When the student misses a specific number of sequential items on a test, testing is discontinued.

Standard Error of Measure SEM):

A total score that consists of the sum or mean score on two or more subtests.

Standard Error of Measure SEM):

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Standard Error of Measure SEM):

The actual score number of items correct) on a test.

Standard Error of Measure SEM):

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Standard Error of Measure SEM):

A standard score with a mean of 5 and a standard deviation of 2.

Standard Error of Measure SEM):

A standard score with a mean of 50 and a standard deviation of 10.

Standard Error of Measure SEM):

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Percentile rank

The chronological age for which a raw score is the average score.

Percentile rank

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Percentile rank

When the student misses a specific number of sequential items on a test, testing is discontinued.

Percentile rank

A total score that consists of the sum or mean score on two or more subtests.

Percentile rank

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Percentile rank

The actual score number of items correct) on a test.

Percentile rank

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Percentile rank

A standard score with a mean of 5 and a standard deviation of 2.

Percentile rank

A standard score with a mean of 50 and a standard deviation of 10.

Percentile rank

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Stanine

The chronological age for which a raw score is the average score.

Stanine

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Stanine

When the student misses a specific number of sequential items on a test, testing is discontinued.

Stanine

A total score that consists of the sum or mean score on two or more subtests.

Stanine

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Stanine

The actual score number of items correct) on a test.

Stanine

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Stanine

A standard score with a mean of 5 and a standard deviation of 2.

Stanine

A standard score with a mean of 50 and a standard deviation of 10.

Stanine

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Ceiling

The chronological age for which a raw score is the average score.

Ceiling

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Ceiling

When the student misses a specific number of sequential items on a test, testing is discontinued.

Ceiling

A total score that consists of the sum or mean score on two or more subtests.

Ceiling

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Ceiling

The actual score number of items correct) on a test.

Ceiling

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Ceiling

A standard score with a mean of 5 and a standard deviation of 2.

Ceiling

A standard score with a mean of 50 and a standard deviation of 10.

Ceiling

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

T-Score

The chronological age for which a raw score is the average score.

T-Score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

T-Score

When the student misses a specific number of sequential items on a test, testing is discontinued.

T-Score

A total score that consists of the sum or mean score on two or more subtests.

T-Score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

T-Score

The actual score number of items correct) on a test.

T-Score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

T-Score

A standard score with a mean of 5 and a standard deviation of 2.

T-Score

A standard score with a mean of 50 and a standard deviation of 10.

T-Score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Raw Score

The chronological age for which a raw score is the average score.

Raw Score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Raw Score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Raw Score

A total score that consists of the sum or mean score on two or more subtests.

Raw Score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Raw Score

The actual score number of items correct) on a test.

Raw Score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Raw Score

A standard score with a mean of 5 and a standard deviation of 2.

Raw Score

A standard score with a mean of 50 and a standard deviation of 10.

Raw Score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Basal

The chronological age for which a raw score is the average score.

Basal

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Basal

When the student misses a specific number of sequential items on a test, testing is discontinued.

Basal

A total score that consists of the sum or mean score on two or more subtests.

Basal

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Basal

The actual score number of items correct) on a test.

Basal

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Basal

A standard score with a mean of 5 and a standard deviation of 2.

Basal

A standard score with a mean of 50 and a standard deviation of 10.

Basal

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

Composite score

The chronological age for which a raw score is the average score.

Composite score

The specific number of sequential items on a test or subtest that must be answered correctly before a student can continue taking the test.

Composite score

When the student misses a specific number of sequential items on a test, testing is discontinued.

Composite score

A total score that consists of the sum or mean score on two or more subtests.

Composite score

An indication of an individual’s relative standing in terms of percentage; the percentage of people or scores that fall at or below a specific score.

Composite score

The actual score number of items correct) on a test.

Composite score

A boundary of confidence that can be placed around a test score, calculated from the standard deviation and the reliability of the test.

Composite score

A standard score with a mean of 5 and a standard deviation of 2.

Composite score

A standard score with a mean of 50 and a standard deviation of 10.

Composite score

A score calculated by obtaining the difference between the person’s actual score and the mean of the normal distribution and dividing that value by the standard deviation.

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