A percentile score of 50 on an achievement test indicates that
A. half the norm group had lower scores.
B. half the items were marked correctly.
C. the raw score is at least 50.
D. this person failed the test.
Ques. 2Grade equivalent scores are least useful for
A. comparing performance on two tests.
B. describing growth in achievement.
C. interpreting scores to students.
D. reporting to parents.
Ques. 3At the end of grade 5, Erik has a grade-equivalent score of 6.5 in reading. When he is at the end of grade 6 his score will most likely be
A. 7.0
B. 7.5
C. greater than 7.5
D. less than 6.0
Ques. 4Which of the following best describes test norms?
A. actual performance of representative groups
B. desired performance based on expert judgment
C. standards set by testing selected groups
D. test scores that have been normalized
Ques. 5When making criterion-referenced interpretations of standardized tests, educators must be sure that
A. the total test is reliable.
B. the norms are adequate.
C. there are enough items for each interpretation.
D. there are provisions for using percentile scores.
Ques. 6Which of the following best illustrates a criterion-referenced interpretation?
A. Comparing test performance with that of others.
B. Comparing performance on two different tests.
C. Describing the nature of the individual's performance.
D. Evaluating the correlation of test scores with a criterion.
Ques. 7Brent earned a score of 91 on a 100-item achievement test. Which of the following interpretations is most justified?
A. He is in the top half of the group.
B. His percentile score is 91.
C. His stanine score is 8.
D. His percentage-correct score is 91.
Ques. 8A student in grade 6 earned a raw score of 50 on an achievement test. Which of the following interpretations is most justified?
A. The grade equivalent score is 6.0.
B. The percentage-correct score is 50.
C. The percentile score is 50.
D. The score is interpreted without more information.
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