As a second-grade teacher, you receive the standardized achievement test scores for Molly and discover that she has gotten a grade-equivalent score of 4 on the reading subtest. You should conclude that Molly:
A) Had slightly below-average performance on the subtest.
B) Exhibited performance in the gifted range on the subtest.
C) Performed as well as the average fourth grader on the subtest.
D) Answered 40 of the questions on the subtest correctly.
Ques. 2Which one of the following reflects the use of a grade-equivalent score?
A) Ms. Eskers's fifth graders are given a writing achievement test in which they are compared to norms for a variety of grade levels.
B) Mr. Rosenthal's fifth graders are given a mathematics achievement test in which they are compared to a norm group consisting only of fifth graders.
C) Mr. Huang's eighth graders are given a physical fitness test in which their scores are reported in terms of the percentage of people getting the same or lower score.
D) Ms. Richard's eighth-grade students are given a history achievement test for which each student's test performance is compared to students at exactly the same age level.
Ques. 3Which one of the following best describes how an age-equivalent score for a standardized achievement test is determined?
A) The student's performance is compared to standards for the age-group identified by experts in child development.
B) The student's performance is compared to the average performance of students at various age levels.
C) The student's performance is compared to that of other students at the same age level, and a percentile rank is calculated.
D) The student's performance is compared to that of other students at the same age level, and a criterion-referenced score is calculated.
Ques. 4When an assessment instrument has a norm group, you know that it:
A) Has cutoffs regarding what is acceptable performance.
B) Has a distribution of test scores that fit a bell curve.
C) Can be interpreted with reference to others who have taken the assessment.
D) Comes with a manual that provides information about reliability and validity.
Ques. 5Which of the following questions cannot be addressed through the use of a correlation coefficient?
A) Do taller students tend to like science more than shorter students?
B) Do students who read more books tend to be less interested in reading?
C) Do students who like math tend to get better grades?
D) Do students in Ms. Martin's class tend to score higher than students in Ms. Tucker's class the standardized math tests?
Ques. 6When a correlation coefficient is a negative number, it must be concluded that:
A) The variables will have a negative effect on students.
B) As the one variable increases, the other variable decreases.
C) The variables are weakly correlated.
D) An error was made in computing the number
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