Test Scores

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Test Scores
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Standards for Scoring Educational Tests

• Administrating and scoring according to manual
• Scores interpreted with other information
• Computer scoring must be validated
• Report scores in an understandable fashion
• Explanation of testing limitations

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Definitions

• Scores numeric representation of assessment
  results
• Raw scores number of points earned
• Norm-referenced scores
• Criterion referenced scores

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Specific Norm-referenced Scores

• Age scores typical performance
• Mental age mental ability related to age group
• Developmental age scores like age yet with
  younger populations
• Quotient scores extension of age usually ratio IQ
• MA
• CA x 100 Ratio IQ
• Grade scores

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Disadvantages of Age and Grade Scores

• Lead to inaccurate generalizations
• Reliability decreases as age increases
• Scores decrease independently
• Units are not equal
• Different tests are not comparable
• Tests cannot be averaged
• Some tests estimate scores
• Scores may not indicate skill development

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Percentile Ranks

• Most recommended for reporting evaluation results
• Advantages - applicability
• Disadvantage unequal differences eg.90-95 and
  50-55

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Standardized Scores

• Comparative
• Based on normalized distribution of raw scores
• Translated to percentile scores
• Uniform mean and standard deviation
• Compare subtests and/or tests
• Student performance indicators (norms)

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Standard Scores

• SS scores related to the mean or average score in
  norm group
• Quotient scores IQ
• Normal Distribution (page 133)
• Advantages maintain position
• Score of choice for reporting
• Disadvantages more difficult to interpret
• Different standard deviations

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Selecting and Using Assessment Instruments
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Testing Concerns

• Standard procedures must be followed
• Childs best efforts must be enlisted by the
  establishment and maintenance of adequate rapport
• Responses must be correctly scored

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Preparation for Testing

• Preparation of the tester
• Preparation of the testing environment
• Preparation of the student
• introduction, information from the student,
  explanation of the purpose, description of the
  test activities, encouragement of student

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Student Information

• Length of test
• Test activities
• Test difficulty
• Confirmation of responses
• Timed test

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Recording Student Responses

• Concealment of protocol
• Verbatim recording of student responses
• Accurate scoring during administration

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General Guidelines for Administration

• Student request for repetition of test items
• Asking students to repeat responses
• Student modification of responses
• Confirming and correcting student responses
• Reinforcing student work behavior
• Encouraging students to respond
• Questioning students
• Coaching
• Administration of timed items

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Administering Test Items

• Basic introduction information
• Where to begin???
• Basal is the point in the test at which it can be
  assumed that the student would receive full
  credit for all easier items
• Ceiling is the point at which it can be assumed
  that the student would receive no credit for all
  more difficult test items

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Ending the Test and Retesting

• All scheduled activities are completed
• Time allotted is over
• Student fatigue/loss of concentration
• Equivalent-form reliability (immediate)
• Only one form (delay at least 2-4 weeks)

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Observation of Test Behaviors

• Do and say
• Approach to task
• (Especially beginning of a task)
• General work methods
• Signs of disability
• Attitudes

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Response Style

• Response mode
• Latency
• Length
• Organization
• Method of expressing inability to respond
• Idiosyncratic responses

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General Work Style

• Activity level
• Attention to task
• Perseverance
• Need for reassurance

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Scoring the Test

• Critical step in evaluation
• Check and recheck
• ASAP

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Chronological Age (CA)

• Hyphen not decimal 10-6 vs. 10.6
• Years (12 mo)
• Months (30 days)
• Days (gt 15 round up)

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Calculate the students chronological age
Students DOB Date of testing Chronological age
Nov. 20, 1995 Oct. 6, 1999
June 28, 1985 August 15, 2003
12-6-91 1-5-02
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Converting Raw Scores to Derived Scores

• Allows compare/contrast with other students
  performance
• Age equivalents, grade equivalents, percentile
  ranks, standard scores

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Interpreting Test Results

• Test behavior
• Consistence
• Strengths
• Weaknesses
• Representative behavior
• Choice of tests scores
• Grade equivalents
• Percentile ranks
• Standard scores (normalized distribution)

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Measurement Error

• Error always present
• Confidence intervals
• Increase in level of confidence increase in
  confidence interval
• 68 95-105
• 95 90-110

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Reporting Results

• 1.) SS preferred
• 2.) report CI not single scores
• 3.) describe scores in relation to range of
  performance

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General Principles of Report Writing

• Focus on Abilities
• Describe the student
• Report percentile ranks
• Clearly interpret the results
• Avoid jargon and technical terminology
• Use a suitable writing style
• Proofread the report

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Report Writing Content Outline

• Identifying information
• Students name, address, date of birth,
  chronological age and gender
• Evaluators name
• Date or dates of evaluation
• Location of evaluation

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• Background information
• Reason for assessment
• Relevant educational, family, social, and medical
  histories
• Observation of the students behavior during the
  evaluation, including physical appearance,
  general behavior, responses to the testing
  session, specific behavior (e.g activity level,
  communication style, unusual conduct)

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• Summary of the test score results
• Tests administered
• Total and subtests scores
• Standard error of measurement for the scores
• (if available)
• Purpose of the test
• Means and standard deviations of the scores

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• Discussion and interpretation of results
• Description of student performance in relevant
  areas and interpretation of student strengths,
  weaknesses,and gaps in performance overall and in
  each area assessed.

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• Recommendations
• Responses to referral questions, placement
  suggestions, and suggestions for intervention,
  including instructional, material, and equipment
  considerations.

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Computers in Assessment

• Test administration
• Test scoring
• Test interpretation and reporting

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Modification of Testing Procedures

• It is possible to modify after attempt at
  standard administration
• Can not compare performance to norm
• Can provide useful information
• Should be reported as alternative scores

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Possible modifications

• Instructions
• Demonstration
• Time limits
• Presentation and response mode
• Aids
• Prompts
• Feedback
• Positive reinforcement
• Physical location
• Tester

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Determine the Raw Scores

• Basal is three consecutive correct responses
• Ceiling is three consecutive incorrect responses.