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    MSC 4

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    Casey Led Ogellag
    This chapter discusses different types of test scores and interpretations. It describes raw scores, percentile ranks, z-scores, t-scores, stanines, and other scores. Norm-referenced interpretations compare a learner's performance to others, determining their rank. Criterion-referenced interpretations describe what a learner can do against a standard. The chapter provides guidelines for interpreting norm-referenced scores and explains how criterion-referencing is used to diagnose needs and monitor progress.

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    MSC 4

    Uploaded by

    Casey Led Ogellag
    31 views18 pages
    This chapter discusses different types of test scores and interpretations. It describes raw scores, percentile ranks, z-scores, t-scores, stanines, and other scores. Norm-referenced interpretations compare a learner's performance to others, determining their rank. Criterion-referenced interpretations describe what a learner can do against a standard. The chapter provides guidelines for interpreting norm-referenced scores and explains how criterion-referencing is used to diagnose needs and monitor progress.

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    This chapter discusses different types of test scores and interpretations. It describes raw scores, percentile ranks, z-scores, t-scores, stanines, and other scores. Norm-referenced interpretations compare a learner's performance to others, determining their rank. Criterion-referenced interpretations describe what a learner can do against a standard. The chapter provides guidelines for interpreting norm-referenced scores and explains how criterion-referencing is used to diagnose needs and monitor progress.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    31 views18 pages

    MSC 4

    Uploaded by

    Casey Led Ogellag
    This chapter discusses different types of test scores and interpretations. It describes raw scores, percentile ranks, z-scores, t-scores, stanines, and other scores. Norm-referenced interpretations compare a learner's performance to others, determining their rank. Criterion-referenced interpretations describe what a learner can do against a standard. The chapter provides guidelines for interpreting norm-referenced scores and explains how criterion-referencing is used to diagnose needs and monitor progress.

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    of 18

    CHAPTER10

    UTILIZATION OF
    ASSESSMETN DATA
    In this chapter:

     We shall look into the types of test


    score.
     Present test score interpretations
    using norm and criterion-referenced
    interpretation.
    TYPES OF TEST SCORES

    Results of tests are in the form of scores, and these


    maybe:
     Raw scores
     Percentile Rank
     Z-scores
     T-scores
     Stanines; or level, category or proficiency scores (Harris, 2003)
    RAW AND PERCENTAGE SCORES

     Raw scores are obtained by simply counting the number of correct


    responses in a test following the scoring directions.
     The percentage score useful in describing a student’s performance
    base on criterion.
    PERCENTILE RANK

     A percentile rank gives the percent of scores that are at or below a


    raw or standard scores.
     This should not be confused with the percentage of the correct
    answer.
     Percentile rank do not represent equal units. Hence, they should not
    be subjected to arithmetic operations.
    STANDARD SCORES

     A standard score is a derived score which utilizes the normal curve


    to show how student’s performance compares with the distribution
    of score above and below the arithmetic mean.
     Among the standard scores are the Z-SCORE, T-SCORE, and
    STANINE.
    Z-SCORE

     The z-score gives the number of standard deviations of a test score


    above or below the mean.
     The formula is:
    𝑋−𝑋
    Z=
    𝑆

    where;
    x is the test score
    x is the average score
    s is the standard deviation
    T-SCORE

     Some teachers are not comfortable with using z-score because of


    negative numbers. More so, it may adversely affect student
    motivation. To fix this, we can translate it to a percentile rank using
    the normal table or convert the z-score to a scale that does not
    include negative values like the t-score.
    STANINE

     Stanine, short for standard nine, is method of scaling scores on nine-


    point scale. A raw score is converted to a whole number from a low
    1 to a high 9
    NORMAL CURVE EQUIVALENT

     NCE is normalized standard score within the range 1-99.


     It has a mean of 50 and a standard deviation of 21.06.
     NCE is preferred by some because of its equal-interval quality.
    DEVELOPMENTAL SCORES

     A grade equivalent (GE) describe a learner’s developmental


    growth. It gives a picture as to where he/she is on an achievement
    continuum .
     Note that is GE is an estimate of a learner’s location in the
    development continuum and not the grade lever where he/she
    should be placed (Frechting & Myerberg, 1983).
    TYPES OF TEST SCORE
    INTERPRETATIONS
    A. NORM-REFERENCED
    INTERPRETATION
     The term “norm” originated from the Latin word norma which mean
    precept or rule. By definition, it pertains to the average score in the
    test.
     Norm-referenced interpretations are explanation of the learners
    performance in comparison with other learner’s of the same age or
    grade.
     Norm-referenced evaluations determine the learner’s place or rank.
    Nitko & brookhart stated 5 guidelines when
    interpreting norm-referenced test scores

    1. Detect any unexpected patter of scores


    2. Determine the reasons for score patterns
    3. Do not expect surprises for every student
    4. Small differences in subtest score should be viewed as chance
    fluctuation
    5. Use information from various assessments and observations to
    explain performance on other assesments
    CRITERION-REFERENCED
    INTERPRETATIONS
     The word “criterion” came from the Greek word kriterion which
    means standard. And so, criterion reference interpretations provide
    meaning to tests scores by describing what the learner can and
    cannot do in light of a standard.
     Criterion-referenced scores include percentage correct, speed of
    performance, quality ratings and precision of performance.
     Criterion-referencing is used in diagnosing student’s needs and
    monitoring their progress.
    Prepared by:

    Medel DG. Enrile Jr.


    Ronalyn Bueno
    Angelo Eglip

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