Deck 5: An Introduction to Norm-Referenced Assessment

Question 1

An examiner should tell a student if they are getting the answers correct after each test item is administered.

Answer 1

False

Question 2

This score expresses a student's standing in standard deviation units.

A) Standard score
B) Raw score
C) T-score
D) z-score

Answer 2

D

Question 3

This is the name given to the form used during the test administration and for scoring.

A) Protocol
B) Interpolation
C) Item response
D) Scoring sheet

Answer 3

A

Question 4

Factors such as socioeconomic status, race, culture, linguistic background, emotional state and existing disabilities are variables that do not impact student performance on a norm-referenced assessment because these variable have been filtered out during the norming process.

Question 5

In order to estimate expected scores for the norm sample when they were not tested, existing data may be divided into smaller units through a process called

A) extrapolation
B) interpolation
C) standard scores
D) stanines

Question 6

6.4 is an example of an age equivalency.

Question 7

Which of the following is known as the experimental version of a new test?

A) Item pool
B) Response mode
C) Developmental test
D) Norm-referenced test

Question 8

Sandy recently took a test and the chronological age was calculated to be 10 years, 11 months, and 23 days. Which of the following represents the correct rounded chronological age?

A) 10-11
B) 10-12
C) 10.11
D) 10.12

Question 9

Ceilings are thought to represent the level at which more difficult questions would not be passed.

Question 10

Accommodations providing during high stakes testing should mirror those provided to students during classroom-based assessments.

Question 11

When calculating the raw score, all items that appear before the established basal are not counted because they were not administered.

Question 12

The norm group should be representative of the students who

A) will take the test later.
B) lack diversity.
C) perform around the same academic level.
D) speak English.

Question 13

The number of items a student scores correctly on a test is referred to as

A) standard score
B) derived score
C) z-score
D) raw score

Question 14

Which of the following defines the level at which the student could correctly answer all easier items.

A) Raw score
B) Basal
C) Ceiling
D) Percentile rank

Question 15

The federal government caps the number of students who may take alternative assessments at

A) 1%
B) 2%
C) 5%
D) 10%

Question 16

Which score must be obtained in order to determine derived scores?

A) Standard score
B) Raw score
C) Percentile rank
D) Chronological age

Question 17

Teachers should ensure that tests are logical and serve the purpose for which they are intended and recognize that no test has the capability of answering all achievement questions.

Question 18

Accommodations provided during high-stakes testing may not interfere with the content of the assessment.

Question 19

It is best to not get to know a student prior to administering a test in order to reduce test bias.

Question 20

A norm-referenced assessment allows teachers to compare the performance of one student with the average performance of other students who are of the same age or grade.

Question 21

Identify the four primary modes by which an assessment may be accommodated and provide an example of each.

Question 22

Discuss two issues currently debated in the literature regarding high-stakes testing.

Question 23

For which of the following have norm-referenced assessments been developed?

A) To compare a student to a national sample of other students the same age or in the same grade.
B) To compare students within a class.
C) To determine a student's performance in the curriculum.
D) To compare individual academic domains.

Question 24

In the event that a student does not establish a basal, what should the test administrator do?

A) Administer another test.
B) Continue with the current test.
C) Prompt the student so they give the correct answers.
D) Practice the questions so the students can give the correct answers.

Question 25

Identify three ways that test administrators can reduce test bias.

Question 26

During which of the following phases should the examiner take special care to follow test instructions?

A) Test administration
B) Scoring
C) Interpretation
D) All of the above

Question 27

What items represent the ceiling in this assessment?

A) 1-4
B) 5-7
C) 15-17
D) 18-20

Question 28

A large collection of test items thought to effectively represent a particular domain or content area.

A) Item pool
B) Domain
C) Field test
D) Development version

Question 29

Define the seven principles of universal design.

Question 30

Michael's mother received a copy of the standardized assessment he took in school. The results showed that Michael's current achievement level is 5-4. What does that mean?

A) Michael is achieving at a fifth grade, fourth month level.
B) Michael's achievement is somewhere between fourth and fifth grade.
C) Michael's achievement is at level 54.
D) Michael is achieving at a five year, four month level.

Question 31

A test designed to yield average performance scores, which may be used for comparing individual student performances.

A) Field test
B) Developmental version
C) Norm-referenced test
D) Interpolated test

Question 32

Why are items 1-4 not scored?

A) The administrator thought Adam could do those questions so did not ask them.
B) Adam wanted to begin the test at number 5.
C) They are sample questions that do not need to be scored.
D) Based upon Adam's age or grade, the test said to start at number 5.

Question 33

Which of the following expresses the difficulty with using percentile ranks to interpret test results?

A) They are based on a ratio scale.
B) Percentiles are based on an interval scale.
C) Their meaning is not easily understood.
D) Percentile ranks do not represent equal intervals.

Question 34

What items represent the basal in this assessment?

A) 1-4
B) 5-7
C) 15-17
D) 18-20

Question 35

This derived score is scaled so that it's mean is 100, thereby making it easy to make comparisons with other children.

A) z-score
B) T-score
C) scaled score
D) Stanine score
Given the data below, answer the following questions:
Student Name: Adam
1) 11. 0
2) 12. 0
3) 13. 1
4) 14. 1
5) 1 15. 0
6) 1 16. 0
7) 1 17. 0
8) 0 18.
9) 1 19.
10) 1 20.

Question 36

Mrs. Jones plans to administer a standardized test of achievement to Jorge, a student who speaks Spanish and requires ELL services. How can Mrs. Jones determine if the test is appropriate?

Question 37

When test developers create a new test and administer it to a small sample in the population and then make adjustments, this is called

A) standardization
B) field testing
C) sampling
D) interpolation

Question 38

If an examinee asks the examiner if he or she answered an item correctly on a standardized test, the examiner should do which of the following?

A) Confirm if the answer was correct or incorrect.
B) Do not respond to the student's inquiry.
C) Assure the student they are doing well and ask the next question.
D) Confirm responses at the end of each section.

Question 39

What is Adam's raw score?

A) 7
B) 11
C) 14
D) Not able to determine from the data provided.

Question 40

Why are items 18-20 not scored?

A) The administrator ran out of time so the questions were not asked.
B) The student refused to answer.
C) The student hit the ceiling so the questions did not need to be administered.
D) They are extra questions that do not need to be administered.

Question 41

Explain what a basal and a ceiling are and why they are used during test administration.

Question 42

Mr. Kiddle administered a standardized assessment to Margot. Her scores on the reading subtest are provided below. What is Margot's raw score for the reading subtest?
Phonemic awareness 22
Phonics 5
Word knowledge 8

Question 43

Identify at least three best practices used in administering standardized assessments to ensure test results are as accurate as possible.

Question 44

What does it mean when a standardized assessment interpolated the data?

Question 45

Explain the process used in developing a standardized assessment.

Question 46

What is a norm group? What three variable do researchers typically condier when establishing this group?