psyche

1. NORMS AND
THE MEANING
OF TEST
SCORES
CHAPTER III:

2. NORMS
refer to the performance by defined
groups on particular tests. Norms are
used to give information about
performance relative to what has been
observed in a standardization sample
Purposes of Norms:
1. Norms indicate the individual’s relative standing in the
normative sample and thus permit evaluation of his/her
performance in refer to other persons.
2. Norms provide compared measures that permitted a
direct comparison of the individual performance on
different test.

3. Statistical Concept
1. Frequency Distribution
A device for organizing and presenting
grouped data.

4. 2.Graphical Representation
The information provided by a
Frequency Distribution can also be
presented graphically in the form of a
distribution curve.
• Histogram
• Frequency Polygon

6. 4. Variability
The measures of variation will enable you to
know how varied the observations are.
• Range- highest and lowest score
• Standard Deviation- square root of the variance
Variance- the average of the squared
differences of the mean
3. Central Tendency
A single value that attempts to describe a
set of data by identifying the central position within
that set of data.
• Mean
• Mode
• Median

8. I. DEVELOPMENTAL NORMS
• Used when the variable of interest tends to
change in predictable way across some
portion of lifespan
1. Mental Age- indicate the average
performance of different samples of test
takers who were at various ages at the
time the test was administered.

9. 2. Grade Equivalents- same as the age
norms but based on average
performance of individual in a
specific grade
 Grade norms are appropriate only
for common subjects taught
throughout the grade levels
covered by the test.

10. 3. Ordinal Scale- are designed to identify
the stage reached by the child in the
development of specific behavior
functions.

11. II. WITHIN-GROUP NORMS
can be described as a test scoring method.
It is the most common normative strategy for
testing. This type of scoring is very common in
psychological and intelligence measures
1. Percentiles
It indicates the individual’s relative
position in the standardization sample.
Percentiles should not be confused with the
familiar percentage scores.
Percentiles show each individual’s
relative position in the normative sample but
not the amount of difference between scores.

12. 2.Standard Scores
(more commonly referred to as a z-score) a)allows
us to calculate the probability of a score occurring within
our normal distribution and (b) enables us to compare two
scores that are from different normal distributions. The
standard score does this by converting scores in a normal
distribution to z-scores in what becomes a standard normal
distribution.
Normalizes Standard Scores-
are standard scores
expressed in terms of a
distribution that has been
transformed to fit a normal
curve.

13. 3.Deviation IQ
Is a way of measuring an individual's generalized
intelligence. It uses statistics to analyze a person's
intelligence relative to their age. Deviation IQ is
scored based on how an individual deviates from the
average IQ of 100. It measures IQ as a normal
distribution with the average IQ being a 100 with a
standard deviation of +/- 15.

14. III. RELATIVITY OF NORMS
Relativity of norms is a concept
regarding normative scores and how they differ
when compared between different groups
1.INTERTEST COMPARISON
An IQ, or any other score, should always
be accompanied by the name of the test on
which it was obtained.
Example: If the school records show that Bill
received an IQ of 94 and Terry an IQ of 110,
such IQs cannot be accepted at face value
without further information.
An individual’s relative standing in
different functions may grossly misinterpreted
through lack of comparability of test norms

15. 2.NORMATIVE SAMPLE
Sample of the test takers who are
representative of the population for whom the
test is intended.
Psychological test norms are in no sense
absolute, universal or permanent. They merely
represent the test performance of the persons
constituting the standardization sample. In
choosing such a sample, an effort is usually
made to obtain a representative cross-section
of the population for which the test is
designed.

16. Sample
Population
Example
If the population is defined to include only 14-
year-old school children rather than all 14-year-old
children, then a school sample would be
representative.
3. NATIONAL ANCHOR
NORMS
National anchor norms are used
to consider two tests that were normed by
using the same sample. In other words, each
member of the sample population took both
tests.

17. 4. SPECIFIC NORMS
Subgroup norms- created when narrowly defined groups
are sample. (Ex. Age, grade, type of curriculum, sex,
geographical region, etc)
Local norms- often developed by the test users themselves
within a particular setting.
5. FIXED REFERENCE GROUP
A system of scoring wherein the distribution of
scores obtained on the test from one group of
testtakers (the fixed reference group) is used as the
basis for the calculation of test scores for future
administrations

18. ITEM RESPONSE THEORY
It is a theory of testing based on the relationship
between individuals’ performances on a test item and the
test takers’ levels of performance on an overall measure
of the ability that item was designed to measure.
IRT models are used to
establish a uniform “sample-
free” scale of measurement
that is applicable to individuals
and groups of widely varying
ability levels and to test
content widely varying
difficulty levels.

19. COMPUTERS AND THE
INTERPRETATION OF TEST
SCORES
The obvious uses of computers- and those
developed earliest- represented simply an unprecedented
increase in the speed with which data analyses and
scoring processes could be carried out. The use of
computers in the automated administration of
conventional tests may also be considered in this
category, in so far as they provide easier and better ways
of administering such tests.
TECHNICAL DEVELOPMENT

20. HAZARDS AND GUIDELINES
The Testing Standards (AERA, APA, NCME, 1985)
include several standards pertaining to computer-based
testing. A more comprehensive and detailed set of
guidelines has been developed with special reference to
computer uses in the various aspects of testing.

21. DOMAIN REFERENCED TEST
INTERPRETATION
Is the concept that an examinee’s scores on a
test are interpreted with reference to the particular
cognitive ability being assessed rather than in
comparison with the performance of a population of
individuals (norm referenced testing)

22. THANK YOU! 