The two types of score interpretation

1. Speaker: Lyza Mae L. Cuatriz

2. 
Norm-referenced
Interpretation
Latin word “norma”
“Norma” means precept or rule

3. 
A norm-referenced
assessment tends to be general
as it covers a wider scope of
content measuring a variety of
skills. (Kubizyn & Borich
2010)
Norm-referenced
Interpretation

4. When using percentile ranks, Campbell (1995)
cautioned test interpreters that;
(1)Percentile units are not necessarily equal in size
and;
(2)It is of critical importance that the norms be
developed using a comparable cohort of
students
Norm-referenced
Interpretation

5. 
Guidelines when interpreting norm-referenced
test scores.[Nitko & Brookhart (2011)]
1. Detect any unexpected pattern of scores.
2. Determine the reasons for score patterns.
3. Do not expect surprises for every student.
Norm-referenced
Interpretation

6. 
4. Small differences in subtest scores should
be viewed as chance fluctuations.
5. Use information from various assessments
and observations to explain performance on
other assessments.
Norm-referenced
Interpretation

7. 
Greek word “kriterion”
“Kriterion” means standard
Criterion-referenced
Interpretation

8. 
Mastery tests generate criterion-referenced
interpretations. Multiple choice questions,
alternate response items, short-response
and essays enable criterion-referenced
interpretations since these test formats can
be used to measure specific body of
knowledge or skills set that students have
acquired. (Kubizyn & Borich 2010)
Criterion-referenced
Interpretation

9. 
Criterion-referenced scores
include percentage correct, speed
of performance, quality ratings
and precision of performance.
(Nitko & Brookhart 2011)
Criterion-referenced
Interpretation

10. 
Norm-
referenced and
Criterion-
referenced
Interpretations
Specification of
achievement
domain to be
measured
Relevant and
representative
sample of test
items
The same test
item rules
The principles
of VALIDTY
and
RELIABILITY
Miller, Linn & Gronlund (2009)