Scoring & Interpretation of Standardized Assessments​

T/F: I took a statistics class during my undergraduate or previous education.

• True

• False

Indicate your comfort level, on a scale from 1-5, with administering a standardized assessment.

1 = hate it, I'm not comfortable at all

5 = I'm a pro

• 1

• 2

• 3

• 4

• 5

Indicate your comfort level, on a scale from 1-5, with scoring a standardized assessment.

1 = hate it, I'm not comfortable at all

5 = I'm a pro

• 1

• 2

• 3

• 4

• 5

Indicate your comfort level, on a scale from 1-5, with interpreting and explaining a standardized assessment to other professionals and/or parents/caregivers.

1 = hate it, I'm not comfortable at all

5 = I'm a pro

• 1

• 2

• 3

• 4

• 5

T/F: By using a normed basal/ceiling on an assessment, we can decrease the amount of items we need to administer in order to identify the child's abilities.

• True

• False

The point during administration, after which, all other items will no longer be answered correctly (considered too difficult), and results in the examiner stopping the administration of the test.​

• Basal

• Ceiling

The point on test, associated with a given level of functioning or skill, for which an examiner is confident, that all items prior to that item would be answered correctly (considered too easy). The items below this point, although not administered to the student, are afforded full credit.  ​

• Basal

• Ceiling

Degree of error in the score from one administration to another

• Raw Score

• Standard Score

• Growth Scale Value

• Confidence Interval

Growth Scale Value: measures (a)   over time with multiple administrations of same assessment​

T/F: Percentile rank is equivalent to percent of correct answers on the test​

• True

• False