Interpreting Test Scores-II

Interpreting Test Scores

INTRODUCTION
Raw scores are considering as points scored in test when the test is scored according to
the set procedure or rubric of marking. These points are not meaningful without
interpretation or further information. Criterion referenced interpretation of test scores
describes students’ scores with respect to certain criteria while norm referenced
interpretation of test scores describes students’ score relative to the test takers. Test
results are generally reported to parents as a feedback of their young one’s learning
achievements. Parents have different academic backgrounds so results should be
presented them in understandable and usable way. Among various objectives three of the
fundamental purposes for testing are (1) to portray each student's developmental level
within a test area, (2) to identify a student's relative strength and weakness in subject
areas, and (3) to monitor time-to-time learning of the basic skills. To achieve any one of
these purposes, it is important to select the type of score from among those reported that
will permit the proper interpretation. Scores such as percentile ranks, grade equivalents,
and percentage scores differ from one another in the purposes they can serve, the
precision with which they describe achievement, and the kind of information they
provide. A closer look at various types of scores will help differentiate the functions they
can serve and the interpretations or sense they can convey.
OBJECTIVES
After completing this unit, the students will be able to:

• learn basic and significant concepts of statistics
• understand and usage of central tendency in educational measurements
• understand and usage of measure of variation in educational measurements
• planning and administration of test

Download Files

chapter-8.pdf (0.98 MB )