INTERPRETING STANDARDIZED TESTS About the Student Ernalita Domingo emigrated from the Philippines in August, two years ago She transitioned from ESL to a regular classroom at the end of the first school year Ernalita's mother and father are college graduates from a university in Manila and speak English Score Interpretation After the tests are given and scores are obtained for Ernalita Domingo In the last module, you wrote a letter to Ernalita Domingo's parents explaining the testing process Now that the scores are returned, you must now interpret Ernalita's scores by answering the questions following the score reports The responses to each of these questions will be graded on a 10 point scale When you do not include all the required information as instructed or give inaccurate information, points will be deducted There will also be a 10 point scale used to assess your writing Be sure to use complete sentences and appropriate grammar and punctuation Another 10 points will be given for using terminology that parents can easily understand and writing that is written in a positive format for parents, emphasizing strengths before needs Because this is a simulation of a formal document, please avoid using abbreviations unless you have written out the word first with the abbreviation written in parentheses Be certain that you give scores when requested and check over your work to ensure that you have included all required information When criterion referenced test scores are reviewed, the scores to meet the standard should always be included Remember that the easiest scores for parents to understand are percentiles, so you are encouraged to use percentiles when reporting norm referenced test scores You are doing an exercise of this type because these are tests given in schools Before you interpret tests used by educational diagnosticians, you need to be able to analyze and interpret test results that are already familiar to you Review the questions and the two score reports for Ernalita Then respond to each of the questions Write your responses using language that Ernalita's parents can understand using complete sentences and appropriate grammar and punctuation, stressing positive information before negative Student Name Ernalita Domingo Write the definition of each of the scoring types (percentile, stanine, scaled score) mentioned in the norm referenced data and give an example from Ernalita's scores of each of the scoring types It is best to look at the percentile rank first and determine where the student's skills fall You may use the Psychometric Conversion Table to accomplish this If you determine that a student's percentile rank is within the average range, for example, that would indicate that the national stanine and scaled score for that specific area skill would be in the average range as well (They use NP for national percentile, NS for national stanine, and SS for Scaled Score ) Please note The scaled scores presented in the table below cannot be interpreted using the scaled score column provided on the Psychometric Conversion Table As mentioned in the PowerPoint presentation, scaled score ranges vary from one test to another Write one sentence describing Ernalita's overall CORE performance when compared to that of the national norm group on this norm referenced test (NRT) Then, identify and discuss at least five specific subtest scores that support this generalization about her Be sure to include scores What are Ernalita's major strengths according to the NRT scores Use specific subtest scores to support your generalization In what areas does Ernalita show a need for improvement, according to the NRT subtest scores Use specific subtest scores to support your generalization What cautions must Ernalita's parents use when reviewing her NRT scores Write two or three sentences describing Ernalita's overall performance on the criterion referenced test (CRT) Refer to all four scores (use numbers and performance levels) to support your generalizations about her Describe how Ernalita's performance on the NRT and the CRT compare with each other Use specific subtest scores from the NRT and specific Achievement Profile scores from the CRT profile to support your comparisons From what you see in the NRT and CRT reports, what are some specific activities Ernalita's parents might do at home to support her learning in the coming year Refer to specific NRT subtests and the CRT Achievement Profile scores to support your suggestions Norm Referenced Test Individual Student Report Student Ernalita Domingo Grade 7 Teacher Ms Shaker Test Form M School Grant Middle School District Geronimo SD Score VOC RCOMP RTOT SPELL CAP PUNCT USAGE LT MCONC MPROB MCOMP MTOT CORE SS 222 250 236 234 257 244 223 240 290 287 293 290 252 NP 10 49 25 21 59 35 12 32 90 89 99 94 54 NS 2 5 4 3 5 4 2 3 8 8 9 8 5 Abbreviations Subtest or Area Total Types of Scores VOC Vocabulary SS Scaled Score RCOMP Reading Comprehension NP National Percentile RTOT Reading Total NS National Stanine SPELL Spelling CAP Capitalization PUNCT Punctuation USAGE Usage and Expression LT Language Total MCONC Mathematical Concepts and Estimation MPROB Mathematical Problems and Data Interpretation MCOMP Mathematical Computation MTOT Mathematics Total CORE Average of Reading, Language, and Mathematics This student's achievement on each of the following sub areas of the test was similar to the performance expected of students who met the standard Reading Writing Main ideas and details of Fiction Conventions and Spelling in Writing Analysis and Interpretation of Fiction Main ideas and details of Non fiction Mathematics Science Number Sense Life Science Measurement Earth Space Science Probability and Statistics Physical Science Algebraic Sense Scientific Inquiry skills Geometric Sense Science, Technology, Society Making Mathematical Connections Mathematical Reasoning This student's achievement in each of the following sub areas of the test was below the performance expected of students who met the standard Reading Writing Critical reading of Fiction Content, Organization Style Analysis and Interpretation of Non fiction Critical reading of Nonfiction Mathematics Mathematical Communication Problem Solving

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INTERPRETING STANDARDIZED TESTS About the Student Ernalita Domingo emigrated from the Philippines in August, two years ago. She transitioned from ESL to a regular classroom

INTERPRETING STANDARDIZED TESTS

About the Student

Ernalita Domingo emigrated from the Philippines in August, two years ago. She transitioned from ESL to a regular classroom at the end of the first school year. Ernalita's mother and father are college graduates from a university in Manila and speak English.

Score Interpretation - After the tests are given and scores are obtained for Ernalita Domingo

In the last module, you wrote a letter to Ernalita Domingo's parents explaining the testing process. Now that the scores are returned, you must now interpret Ernalita's scores by answering the questions following the score reports. The responses to each of these questions will be graded on a 10-point scale. When you do not include all the required information as instructed or give inaccurate information, points will be deducted. There will also be a 10-point scale used to assess your writing. Be sure to use complete sentences and appropriate grammar and punctuation. Another 10 points will be given for using terminology that parents can easily understand and writing that is written in a positive format for parents, emphasizing strengths before needs.

Because this is a simulation of a formal document, please avoid using abbreviations unless you have written out the word first with the abbreviation written in parentheses. Be certain that you give scores when requested and check over your work to ensure that you have included all required information. When criterion-referenced test scores are reviewed, the scores to meet the standard should always be included. Remember that the easiest scores for parents to understand are percentiles, so you are encouraged to use percentiles when reporting norm-referenced test scores.

You are doing an exercise of this type because these are tests given in schools. Before you interpret tests used by educational diagnosticians, you need to be able to analyze and interpret test results that are already familiar to you.

Review the questions and the two score reports for Ernalita. Then respond to each of the questions. Write your responses using language that Ernalita's parents can understand using complete sentences and appropriate grammar and punctuation, stressing positive information before negative.

Student Name: Ernalita Domingo

Write the definition of each of the scoring types (percentile, stanine, scaled score) mentioned in the norm-referenced data and give an example from Ernalita's scores of each of the scoring types. It is best to look at the percentile rank first and determine where the student's skills fall. You may use the Psychometric Conversion Table to accomplish this. If you determine that a student's percentile rank is within the average range, for example, that would indicate that the national stanine and scaled score for that specific area/skill would be in the average range as well. (They use NP for national percentile, NS for national stanine, and SS for Scaled Score.)Please note: The scaled scores presented in the table below cannot be interpreted using the scaled score column provided on the Psychometric Conversion Table. As mentioned in the PowerPoint presentation, scaled score ranges vary from one test to another.

Write one sentence describing Ernalita'soverall CORE performance when compared to that of the national norm group on this norm-referenced test (NRT). Then, identify and discussat least five specific subtest scores that support this generalization about her. Be sure to include scores.

What are Ernalita's major strengths according to the NRT scores? Use specific subtest scores to support your generalization.

In what areas does Ernalita show a need for improvement, according to the NRT subtest scores? Use specific subtest scores to support your generalization.

What cautions must Ernalita's parents use when reviewing her NRT scores?

Write two or three sentences describing Ernalita's overall performance on the criterion-referenced test (CRT). Refer to all four scores (use numbers and performance levels) to support your generalizations about her.

Describe how Ernalita's performance on the NRT and the CRT compare with each other. Use specific subtest scores from the NRT and specific Achievement Profile scores from the CRT profile to support your comparisons.

From what you see in the NRT and CRT reports, what are some specific activities Ernalita's parents might do at home to support her learning in the coming year? Refer to specific NRT subtests and the CRT Achievement Profile scores to support your suggestions.

Norm-Referenced Test

Individual Student Report

Student: Ernalita Domingo Grade: 7

Teacher: Ms. Shaker Test Form M

School: Grant Middle School

District: Geronimo SD

Score	VOC	RCOMP	RTOT	SPELL	CAP	PUNCT	USAGE	LT	MCONC	MPROB	MCOMP	MTOT	CORE
SS	222	250	236	234	257	244	223	240	290	287	293	290	252
NP	10	49	25	21	59	35	12	32	90	89	99	94	54
NS	2	5	4	3	5	4	2	3	8	8	9	8	5

Abbreviations:

	Subtest or Area Total		Types of Scores
VOC	Vocabulary	SS	Scaled Score
RCOMP	Reading Comprehension	NP	National Percentile
RTOT	Reading Total	NS	National Stanine
SPELL	Spelling
CAP	Capitalization
PUNCT	Punctuation
USAGE	Usage and Expression
LT	Language Total
MCONC	Mathematical Concepts and Estimation
MPROB	Mathematical Problems and Data Interpretation
MCOMP	Mathematical Computation
MTOT	Mathematics Total
CORE	Average of Reading, Language, and Mathematics

This student's achievement on each of the following sub-areas of the test was similar to the performance expected of students who met the standard:
Reading	Writing
Main ideas and details of Fiction	Conventions and Spelling in Writing
Analysis and Interpretation of Fiction
Main ideas and details of Non-fiction

Mathematics	Science
Number Sense	Life Science
Measurement	Earth/Space Science
Probability and Statistics	Physical Science
Algebraic Sense	Scientific Inquiry skills
Geometric Sense	Science, Technology, & Society
Making Mathematical Connections
Mathematical Reasoning
This student's achievement in each of the following sub-areas of the test was below the performance expected of students who met the standard:
Reading	Writing
Critical reading of Fiction	Content, Organization & Style
Analysis and Interpretation of Non-fiction
Critical reading of Nonfiction

Mathematics
Mathematical Communication
Problem-Solving