Theoretically, an average score at a given grade level. This score relates a student's raw score to the average scores obtained by norming groups at different grade levels. This score is often greatly distorted because there are so many variations in what is actually taught at each grade level.

The difference between the highest and lowest scores plus 1.

The middle number; the point where there is one-half above and one-half below, thus dividing the group into two equal parts: the 50th percentile…..

Describes the degree to which a given test measures what it says it is measuring.

Information and data gathered along the way that is used to improve, modify, or revise a program, curriculum, or unit of instruction to enhance student learning. This type of evaluation helps guide ongoing classroom instruction.

A teacher-constructed list of characteristics used as criteria for ranking the quality of students' work, along with some type of guide for scoring or grading. Usually, this guide describes the criteria along with a numerical range or scale to indicate the degree of quality or mastery shown by the work. There are many different types of these, all of which are useful for the project or performance assessment.

The results of this test will significantly impact the lives of the students, teachers, administration, and school. Often, the scores determine eligibility for programs, school admission, etc. Examples include graduation tests, the SAT and ACTs, end-of-grade tests, and tests at the end of selected grades, which indicate whether a student will be retained or promoted to the next grade level.

A collection and evaluation of student products and performances selected for inclusion based on agreed-upon criteria. These generally illustrate a range of abilities and special talents showing growth, self-reflection, and achievement. They may be composed of the student's best work or work that shows improvement over time.

A test that assesses specific skills to determine individual strengths and weaknesses, usually in reading and math. Teachers should use this type of test to guide them in planning instruction based on student needs. Such tests should be tied to curriculum and content objectives.

A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

Agreed-upon values used to measure levels of attainment that students should work toward in content, process, performance, or lifelong learning—specific indicators of what students should know and be able to do due to their education.

Theoretically, an average score at a given grade level. This score relates a student's raw score to the average scores obtained by norming groups at different grade levels. This score is often greatly distorted because there are so many variations in what is actually taught at each grade level.

The extent to which a score differs from a certain reference point, usually the norm, midpoint, or average.

The difference between the highest and lowest scores plus 1.

A combination of natural and acquired talents, interests, and abilities that a student may innately possess or have learned. These usually indicate the ability to learn more and develop proficiency in a given area, subject, or skill.

A numeric rating scale of attitudes or values indicating most to least, strongly agree to strongly disagree, etc. The respondent uses this scale to indicate attitudes about people, places, ideas, concepts, activities, or objects. It helps put a numeric measurement onto qualitative ideas and other things that are hard to measure objectively.

The average of a set of scores or numbers; the sum divided by the number of scores. Extremes in scores skew this number. For instance, giving a student a zero significantly affects his average.

Describes the degree to which a given test measures what it says it is measuring.

The division of achievement distribution into four equal parts. The scale is 0-25, 26-50, 51-75 and 76-100. The number of persons per "division" is the same.

Consistency in scoring no matter who the scorer is. As such, it includes differences of opinion among scorers as to whether responses are scored as right or wrong. This is much easier to accomplish with a test that has a given correct answer for each item.

Describes the degree to which a given test measures what it says it is measuring.

The difference between the highest and lowest scores plus 1.

A numeric rating scale of attitudes or values indicating most to least, strongly agree to strongly disagree, etc. The respondent uses this scale to indicate attitudes about people, places, ideas, concepts, activities, or objects. It helps put a numeric measurement onto qualitative ideas and other things that are hard to measure objectively.

A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

One of the points on a 99-point scale. Each point reflects the distribution of ranked scores and shows a person's relative standing within a particular group. One's position on this scale indicates the percentage of those above and below them. This term is not to be confused with percentage.

The number of points or a given part out of 100. The scores on many classroom tests and report card grades are based on the percentage a student has gotten correct.

The upper limit a given test or assessment can measure. Individuals are said to have reached this point when their abilities exceed the highest performance level at which the test can make reliable discriminations. These create problems in measuring the progress of gifted or high-achieving students who may hit this point before beginning a unit of study or a school year.

A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

A numeric rating scale of attitudes or values indicating most to least, strongly agree to strongly disagree, etc. The respondent uses this scale to indicate attitudes about people, places, ideas, concepts, activities, or objects. It helps put a numeric measurement onto qualitative ideas and other things that are hard to measure objectively.

A statistical measure of the dispersion in a set of scores, beginning with the mean or average. Usually, the standard deviation is a 15-point range. It indicates what percent of scores are higher and lower than the mean.

Doing the same thing every time. Accuracy and predictability in measurement over time with different students and scorers in different environments.

The division of achievement distribution into four equal parts. The scale is 0-25, 26-50, 51-75 and 76-100. The number of persons per "division" is the same.

Statistics developed by test makers to represent specific populations and how the average person in that population would do on a particular test. Norms may include grade, age, percentile, or standard score and provide a basis for comparison.

Mathematically, the sum of a group of numbers divided by the amount of numbers. This term is also used to describe the center, the normal, or the general level of knowledge, which is minimally acceptable. On a report card, a grade of "C" usually indicates average.

The division of achievement distribution into four equal parts. The scale is 0-25, 26-50, 51-75 and 76-100. The number of persons per "division" is the same.

A number that indicates a ratio of mental age to chronological age. The average of this number is thought to be 100. At one time, this score was considered to be the sole measurement of intelligence; however, that is no longer the case. This number is not a fixed number throughout one's life.

The results of this test will significantly impact the lives of the students, teachers, administration, and school. Often, the scores determine eligibility for programs, school admission, etc. Examples include graduation tests, the SAT and ACTs, end-of-grade tests, and tests at the end of selected grades, which indicate whether a student will be retained or promoted to the next grade level.

A broad general term used to describe any systematic approach or plan for gathering, using, synthesizing, and evaluating data to find out more about a student, establish the effectiveness of curriculum, instruction, and program, determine strengths and weaknesses, appraise ability and performance and see what has been learned.

A criterion-referenced test that shows the extent to which a student has mastered a given set of objectives or skills. This assessment provides the teacher with information about what the student already knows, what he has learned in a given time period, and what he still needs to know.

A sample obtained from some systematic procedure assumed to have all the characteristics of the whole. Tests are used for gathering data, making comparisons, and recording progress.

The use of an assessment to determine the effectiveness of a unit, course of study, or program after completion. An example is a final exam or the test at the end of a unit of study. It should be reliable and generally allows for comparisons among students. It is often used to grade students but may also be used for future curriculum and instruction planning.

Mathematically, the sum of a group of numbers divided by the amount of numbers. This term is also used to describe the center, the normal, or the general level of knowledge, which is minimally acceptable. On a report card, a grade of "C" usually indicates average.

Responsibility for student learning based on agreed-upon criteria such as rubrics or test scores. It includes being responsible for and being able to document results. In most educational accountability systems, teachers are accountable for what they teach and what the child learns. When the curriculum is diverse and flexible and involves higher-level thinking skills, measuring accountability via standardized testing is more complicated.

The extent to which a test does the job it is used and measures what it is supposed to measure.

The number of points or a given part out of 100. The scores on many classroom tests and report card grades are based on the percentage a student has gotten correct.

The average of a set of scores or numbers; the sum divided by the number of scores. Extremes in scores skew this number. For instance, giving a student a zero significantly affects his average.

The upper limit a given test or assessment can measure. Individuals are said to have reached this point when their abilities exceed the highest performance level at which the test can make reliable discriminations. These create problems in measuring the progress of gifted or high-achieving students who may hit this point before beginning a unit of study or a school year.

A type of standardized score based on a scale of nine equal units that range from a high of 9 to a low of 1. In general, values of 1-3 are considered below average, 4-6 average, and 7-9 above average.

A progression showing the steps, guideposts, or reasonable expectations indicating what students are capable of learning and what they should know and be able to do at different ages and grade levels regarding standards. They often provide the framework for teaching and assessing key concepts and skills because they are usually more specific and concrete than standards.

Includes both standardized and specially constructed intelligence and achievement tests that compare students to one another. The performance of others is the standard by which students are measured. Scores are put in rank order and are used to measure one person's results compared to another's. Students who compete with one another for selection when there are a limited number of places may compete via norm-referenced tests.

A number that indicates a ratio of mental age to chronological age. The average of this number is thought to be 100. At one time, this score was considered to be the sole measurement of intelligence; however, that is no longer the case. This number is not a fixed number throughout one's life.

Consistency in scoring no matter who the scorer is. As such, it includes differences of opinion among scorers as to whether responses are scored as right or wrong. This is much easier to accomplish with a test that has a given correct answer for each item.

The extent to which a test does the job it is used and measures what it is supposed to measure.

The upper limit a given test or assessment can measure. Individuals are said to have reached this point when their abilities exceed the highest performance level at which the test can make reliable discriminations. These create problems in measuring the progress of gifted or high-achieving students who may hit this point before beginning a unit of study or a school year.

A set of tests that were normed or standardized on the same group of students so that the results of each test can be compared. Often, these tests measure similar kinds of abilities and skills. It is also used to indicate any series of tests given together; each test in the series provides different types of information.

The division of achievement distribution into four equal parts. The scale is 0-25, 26-50, 51-75 and 76-100. The number of persons per "division" is the same.