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Norms and The Meaning of Test Scores

The document discusses psychological test norms and how they are used to interpret test scores. It provides the following key points: 1. Norms are established by administering a test to a representative sample group and analyzing their scores as a basis for comparing individual scores. 2. An individual's raw score on a test is meaningless without norms to place it in the context of the sample group's performance. 3. Norms allow comparison of a person's performance both within a single test and across different tests on comparable measures.

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Eden Marie Mendoza
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1K views4 pages

Norms and The Meaning of Test Scores

The document discusses psychological test norms and how they are used to interpret test scores. It provides the following key points: 1. Norms are established by administering a test to a representative sample group and analyzing their scores as a basis for comparing individual scores. 2. An individual's raw score on a test is meaningless without norms to place it in the context of the sample group's performance. 3. Norms allow comparison of a person's performance both within a single test and across different tests on comparable measures.

Uploaded by

Eden Marie Mendoza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Norms and the Meaning of Test Scores

*GZTS: Guilford-Zimmerman Temperamental Test (300 items, 10 scales) (Gen. Activity, Restraint,
Ascendance, Sociability, Emotional stability, Objectivity, Friendliness, Thoughtfulness, personal
relations, Masculinity)

Example: comparison of Japanese and Filipino w/ using the scale of Ascendance; Japanese = look at
themselves lower (respect for authority); they have different norms

*crystallized intelligence: obtained through schooling

*fluid intelligence

 Norming: a procedure that facilitates the test user’s interpretation of test scores; in the absence of
additional interpretative data, a raw score on any psychological test is meaningless

Example: friendliness: Filipino male vs Filipino female norms are different

The nature of norms

 Scores on psychological tests are most commonly interpreted by reference to norms that represent
the test performance of the standardized sample; the norms are thus empirically established by
determining what persons in a representative group actually do on the test

Item generation-qualitative item analysis-final version-pilot=N=big #

 Scores on psychological tests are most commonly interpreted by reference to norms that represent
standardization sample
 The norms are thus empirically established by determining what persons in a
representative group actually do on the test
 Any individual’s raw score is then referred to the distribution of scores obtained by the
standardization sample, to discover where he or she falls in that distribution.

Purpose of norms

1. They indicate the individual’s relative standing in the normative sample, and thus permit
an evaluation of his performance in reference to other persons
2. They provide comparable measures that permit a direct comparison of that individual’s
performance in different tests.

*norm referenced assessment: giving meaning of the result of the test taker through using of norms

*criterion referenced assessment: evaluation is based on how much of the standard the test taker is able to
meet

The Nature of Norms

Derived scores (norms) are expressed in one of two major ways:


1) Developmental level attained (more useful in IQ because it is connected)
2) Relative position within a specified group

Normative sample- that group of people whose performance on a particular test is analyzed for reference
in evaluating the performance of individual test takers.

 Members of the normative sample will all be typical with respect to some characteristic(s) of the
people for whom the particular test was designed.
 A test administration to this representative sample of test takers yields a distribution/s of scores.
These data constitute the norms of the test.

Sampling to Develop Norms

The process of administering a test to a representative sample of test takers for the purpose of establishing
norms (test standardization)

Sampling Methods

In the process of test development, a test developer has targeted some defined group as the population for
which the test was designed.

Administering of test to Sample: practical purposes

A. Stratified sampling: considered certain characteristics that must be proportionately represented in


the sample (helps prevent sampling bias & ultimately aids in the interpretation of the findings).
B. Stratified random sampling: when members from the identified strata are obtained randomly
C. Purposive sampling: if we arbitrarily select some sample because we believed it to be
representative of the population
D. Incidental/Convenience sampling: often used for practical reasons, utilizes the most available
individuals. Generalization of findings from incidental samples must be made with caution.

Developing norms for standardized test

 The testdeveloper administers the test according to the standard set of instructions that will be
used in the test, including the recommended setting (for the test).
 The test developer summarizes then data using descriptive statistics, including measures of
central tendency and variability.
 The test developer also provides a precise description of the standardization sample itself.
 In or der to best assist future test users, test developers are encouraged to “describe the
populations described

Types of norms

a. Percentile norms: expression of the percentage of people whose score on a test or measure falls
on a particular raw score; ranking that conveys information about the relative position of a score
within a distribution of scores; converted score that refers to a percentage of test takers;
Percentage correct: refers to a distribution of test scores- the number of items that were
answered correctly divided by the total number of items and multiply by 100 (percentile: get
lower)
b. Standard scores: express the individual’s distance from the mean in terms of the standard
deviation of the distribution; computing z-scores; conversion of standard scores
Mean SD
Z scores 0 1
T scores 50 10 MMPI
Deviation 100 15
IQ scores
GRE/SAT 500 100
scores
STEN 5.5 2 16PF
STANINE 5 2 SRA VERBAL
NON-VERBAL
DIFFERENTIAL
TEST
SD(z) + M : how to transform z to other standard
scores

e.g. if z= -1 what is T?

10(-1) + 50= 40

Convert: z=15

Convert into derivation IQ: 15(1.5)+100= 122.5

Mr. X: T=60; Mr. Y: 60%ile: MR X

Mr. Z= 70%ile Mr. AA = 80%ile

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