Norms

Question 1

a method of evaluation and a
way of deriving meaning from test scores by evaluating an individual testtaker’s score and
comparing it to scores of a group of testtakers.

the meaning of an individual
test score is understood relative to other scores on the same test.

Answer 1

norm-referenced testing and assessment

Question 2

goal of norm-referenced

tests is

Answer 2

to yield information on a testtaker’s standing or ranking relative to some comparison
group of testtakers.

Question 3

behavior that is usual,

average, normal, standard, expected, or typical.

Answer 3

Norm

Question 4

are the test
performance data of a particular group of testtakers that are designed for use as a reference
when evaluating or interpreting individual test scores.

Answer 4

norms

Question 5

definition, “particular

group of testtakers”

Answer 5

broadly (e.g., “a sample representative of the adult population of the United States”) or narrowly (e.g., “female inpatients at the Bronx Community
Hospital with a primary diagnosis of depression”)

Question 6

group of people
whose performance on a particular test is analyzed for reference in evaluating the performance
of individual testtakers.

Answer 6

normative sample

Question 7

verb to norm

the process of
deriving norms.

modified to describe a particular type of norm derivation: race norming

Answer 7

norming

Question 8

the controversial practice of norming on the basis of race or
ethnic background.

Answer 8

race norming

Question 9

consist of descriptive statistics
based on a group of testtakers in a given period of time rather than norms obtained by formal
sampling methods

Answer 9

user norms or program norms

Question 10

The process of administering a test to a representative sample of testtakers for the purpose of
establishing norms

Answer 10

standardization or test standardization.

Question 11

it has clearly specified

procedures for administration and scoring, typically including normative data.

Answer 11

standardized

Question 12

To understand

how norms are derived, an understanding of ____ is necessary

Answer 12

sampling

Question 13

process of developing a test, a test developer has targeted some defined
group as the population for which the test is designed.

Answer 13

Sampling

Question 14

the complete universe

or set of individuals with at least one common, observable characteristic.

Answer 14

population

Question 15

tests that have clearly
specified procedures for administration, scoring, and
interpretation in addition to norms.

Answer 15

standardized test

Question 16

Type of “Standard Error”

Answer 16

Standard error of measurement

Standard error of estimate

Standard error of the mean

Standard error of the difference

Question 17

statistic used to estimate the extent to which an observed score
deviates from a true score

Answer 17

Standard error of measurement

Question 18

an estimate of the degree of error involved in predicting

the value of one variable from anothe

Answer 18

Standard error of estimate

Question 19

A measure of sampling error

Answer 19

Standard error of the mean

Question 20

statistic used to estimate how large a difference between two scores
should be before the difference is considered statistically significant

Answer 20

Standard error of the difference

Question 21

portion of the universe of people deemed to be representative
of the whole population

Answer 21

sample

sample of the population

Question 22

process of selecting the portion of the universe deemed to be
representative of the whole population

Answer 22

sampling

Question 23

sampling

Answer 23

stratified sampling

stratified-random sampling

Question 24

help prevent sampling bias and ultimately aid in the interpretation of the findings.

Answer 24

stratified sampling

Question 25

If such sampling were random (or, if every member of the population had the same chance of being included in the sample), then the procedure would be

Answer 25

stratified-random sampling

Question 26

Two other types of sampling procedures

Answer 26

purposive sampling incidental sampling

Question 27

If we arbitrarily select some sample because we believe it to be representative of the population, then we have selected

Answer 27

purposive sample

Question 28

one that is convenient or available for use. if you have ever been placed in a subject pool for experimentation with introductory psychology students.

Answer 28

incidental sample or convenience sample

Question 29

Developing norms for a standardized test

Answer 29

provide information to support recommended interpretations of the results, including the nature of the content, norms or comparison groups, and other technical evidence

Question 30

Types of Norms

Answer 30

Percentiles Age norms Grade norms National norms National anchor norms Subgroup norms Local norms

Question 31

an expression of the | percentage of people whose score on a test or measure falls below a particular raw score.

Answer 31

Percentiles

Question 32

concept of a percentile

Answer 32

a description of performance on a test | is the concept of percentage correct

Question 33

a converted score that refers to a percentage of testtakers.

Answer 33

percentile

Question 34

the distribution of raw scores—more specifically, to the number of items that were answered correctly multiplied by 100 and divided by the total number of items.

Answer 34

Percentage | correct

Question 35

indicate the average performance | of different samples of testtakers who were at various ages at the time the test was administered.

Answer 35

Age norms | Also known as age-equivalent scores, age norms

Question 36

indicate the average test performance of testtakers in a given school grade indicate the average test performance of testtakers in a given school grade mean or median score for children at each grade level is calculated.

Answer 36

Grade norms

Question 37

primary use of grade norms

Answer 37

convenient, readily understandable gauge of how one student’s performance compares with that of fellow students in the same grade convenient, readily understandable gauge of how one student’s performance compares with that of fellow students in the same grade

Question 38

term applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life.

Answer 38

developmental norms

Question 39

a normative sample that was nationally representative of the population at the time the norming study was conducted. may be obtained by testing large numbers of people representative of different variables of interest such as age, gender, racial/ethnic background, socioeconomic strata, geographical location (North, East, South, West, Midwest), and different types of communities within the various parts of the country ( rural, urban, suburban).

Answer 39

national norms

Question 40

provide the tool for such a comparison. provide some stability to test scores by anchoring them to other test scores.

Answer 40

National anchor norms

Question 41

equivalency of scores on different tests is calculated with | reference to corresponding percentile scores.

Answer 41

equipercentile method

Question 42

normative sample can be segmented by any of the criteria initially used in selecting subjects for the sample. What results from such segmentation are ... The test manual or a supplement to it might report normative information by each of these subgroups.

Answer 42

Subgroup norms

Question 43

provide normative information with respect to the local population’s performance on some test local company personnel director might find some nationally standardized test useful in making selection decisions but might deem the norms published in the test manual to be far afield of local job applicants’ score distributions

Answer 43

Local norms

Question 44

the distribution of scores obtained on the test from one group of testtakers the basis for the calculation of test scores for future administrations of the test.

Answer 44

fixed reference group scoring system fixed reference group

Question 45

Test items common to each new version of the SAT and each previous version of it are employed in a procedure permits the conversion of raw scores on the new version of the test into fixed reference group scores

Answer 45

anchoring

Question 46

One way to derive meaning from a test score is to evaluate the test score in relation to other scores on the same test.

Answer 46

norm-referenced

Question 47

a standard on | which a judgment or decision may be based.

Answer 47

criterion

Question 48

a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard.

Answer 48

Criterion-referenced testing and assessment

Question 49

focus in the criterion-referenced approach is on how scores relate to a particular content area or domain, the approach has also been referred ...

Answer 49

domain- or content-referenced testing and assessment

Question 50

difference between norm-referenced and criterion-referenced | approaches to assessment has to do with

Answer 50

area of focus regarding test results.

Question 51

usual area of focus is how an individual performed relative to other people who took the test.

Answer 51

norm-referenced | interpretations of test data

Question 52

usual area of focus is the testtaker’s performance: what the testtaker can or cannot do; what the testtaker has or has not learned; whether the testtaker does or does not meet specified criteria for inclusion in some group, access to certain privileges, and so forth.

Answer 52

criterion-referenced interpretations of test data,

Question 53

criterion-referenced tests are frequently | used to gauge achievement or mastery, they are sometimes referred

Answer 53

mastery tests.

Question 54

help ensure that prediction and inferences from | measurement are reasonable

Answer 54

statistical tools

Question 55

Culture and Inference considerations

Answer 55

responsible test | users not to lose sight of culture as a factor in test administration, scoring, and interpretation.

Question 56

in selecting a test for use, the responsible test user does

Answer 56

advance research on the test’s | available norms to check on how appropriate they are for use with the targeted testtaker population.

Question 57

In interpreting data from psychological tests, it is frequently helpful to

Answer 57

to know about the culture of | the testtaker, including something about the era or “times” that the testtaker experienced

Question 58

Culturally Informed Assessment: Some “Do’s” and “Don’ts”

Answer 58

1 page, DO | 2nd page, DONT

Question 59

Be aware of the cultural assumptions on which a test is based

Answer 59

Take for granted that a test is based on assumptions that | impact all groups in much the same way

Question 60

Consider consulting with members of particular cultural communities regarding the appropriateness of particular assessment techniques, tests, or test items

Answer 60

Take for granted that members of all cultural communities will automatically deem particular techniques, tests, or test items appropriate for use

Question 61

Strive to incorporate assessment methods that complement the worldview and lifestyle of assessees who come from a specific cultural and linguistic population

Answer 61

Take a “one-size-fits-all” view of assessment when it comes to evaluation of persons from various cultural and linguistic populations

Question 62

Be knowledgeable about the many alternative tests or measurement procedures that may be used to fulfill the assessment objectives

Answer 62

Select tests or other tools of assessment with little or no regard for the extent to which such tools are appropriate for use with a particular assessee

Question 63

Be aware of equivalence issues across cultures, including equivalence of language used and the constructs measured

Answer 63

Simply assume that a test that has been translated into another language is automatically equivalent in every way to the original

Question 64

Score, interpret, and analyze assessment data in its cultural context with due consideration of cultural hypotheses as possible explanations for findings

Answer 64

Score, interpret, and analyze assessment in a cultural vacuum