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The interpretation of norm‐based scores from individualized testing using the Iowa tests of basic skills
Author(s) -
Plake Barbara S.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197901)16:1<8::aid-pits2310160103>3.0.co;2-6
Subject(s) - comparability , psychology , test (biology) , achievement test , norm referenced test , dilemma , criterion referenced test , mathematics education , norm (philosophy) , developmental psychology , interpretation (philosophy) , standardized test , computer science , mathematics , paleontology , combinatorics , political science , law , biology , geometry , programming language
School teachers and administrators are often faced with the dilemma of deciding what level of an achievement test to assign a child whose developmental rate is atypical of his peers. It is not attractive to mismatch the developmental and achievement test level; however, alternative procedures often call for extra testing time. The ITBS has an out‐of‐level option which allows for a developmental/achievement test level match that does not require additional testing. Since the procedures used by ITBS to assign grade equivalent scores do not take grade level into account, questions have been raised about the interpretation of grade equivalent scores achieved from out‐of‐level testing. This research addresses the question of the comparability of equal scores on the same test from children in different grades. The results indicate that the scores are comparable and support the assignment of ITBS levels that match the child's developmental level.