Selecting, Administering, Scoring, and Interpreting Assessment Results 4

Question 1

What are the Scoring Assessment instruments?

Answer 1

hand-scored, computer-scored, sent to the publisher for scoring, or self-scored by the client.

Question 2

What is Hand-scoring?

Answer 2

o the use of scoring keys or templates to aid in the scoring process
o Instructions and conversion charts for transforming raw scores into standard scores.

Question 3

T or F:

Hand-scoring is efficient and cost-effective

Answer 3

False
Hand-scoring is neither efficient nor cost-effective given the time it takes to score the instrument, the need for qualified scorers, and the propensity for errors.

Question 4

Some hand-scored instruments demand that the scorer judge the degree of…….
How does that happen? With example

Answer 4

the degree of correctness of the response or compare the responses to standards provided.

How?
essay questions on many college placement examinations are scored using a holistic scoring procedure.
The raters have model answers that have been given certain weights, and they compare the examinee’s essays to these.
Such raters are asked to assess answers on a 4-point scale and make an overall rating, or holistic judgment, rather than assign a certain number of points to each possible component of the answer.

Question 5

What Computer-scoring involve?

Answer 5

inputting test results or scanning an answer sheet into a software program, which then automatically generates test results.

Question 6

Computer scoring is easier. T or F?

Answer 6

True
Computer scoring is typically easier to perform, less time consuming, requires scorers with less training, and produces fewer scoring errors.

Question 7

What the administrator have to have to use Computer scoring?

Answer 7

have to understand the process of scoring and the information related to standard scores in order to develop competency in the interpretation of computer-scored assessment instruments.

Question 8

How to Interpret Assessment Results

Answer 8

• determine whether the score reflects norm-referenced or criterion-referenced interpretation.
• Another approach to interpreting assessment instruments is based on the interindividual (normative) and intra-individual (ipsative) models.
• Explain the meaning of various standard scores and their implications to the test taker (client).
• Understand factors that can affect assessment interpretation:
• Computer-generated reports or narratives:

Question 9

What is norm-referenced and criterion-referenced interpretation? give example

Answer 9

o Norm-referenced score interpretation involves comparing an individual’s test score to the scores of other people (i.e., a norm group) who have taken the same instrument.
o Using criterion-referenced score interpretation, an individual’s score is measured against a specified standard or criterion. With a criterion-referenced instrument, the focus is not on how the individual’s performance compares with others, but rather on how the individual performs with respect to a particular standard of performance.
o E.g., Driving Tests are criterion-referenced tests, because their goal is to see whether the test taker is skilled enough to be granted a driver’s license, not to see whether one test taker is more skilled than another test taker.

Question 10

Compare between norm-referenced and criterion-referenced tests?
This card for Criterion Referenced Test

Answer 10

• Test what students can actually do.
• It is possible for all students to get As if they are all able to meet the criteria.
• Motivates student to perform “up-to-standard- rather than trying to be better than other students.
• Allow users to interpret what an individual can do without considering the performance of others.
• Design to measure the results of instruction.
• Emphasizes description of performance

Question 11

Compare between norm-referenced and criterion-referenced tests?
This card for Norm References Test

Answer 11

• Relates one candidate’s performance to that of other candidates.
• Places student in a percentage category.
• Seeks a bell-shaped curve in student assessment.
• Percentile Rank is obtained to determine the relative standing in a norm group.
• Emphasize discrimination among individuals

Question 12

Compare between norm-referenced and criterion-referenced tests when it comes to interpretation?
This card for Criterion Referenced Test interpretation

Answer 12

• Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant.
• A student’s score is usualy expressed as percentage.
• Student achievement is reported for individual skits.
• Assessment against fixed standards or criterion
• Example: Driving test LET Citizenship Test Classroom Assessment Competency Based Assessment

Question 13

Compare between norm-referenced and criterion-referenced tests when it comes to interpretation?
This card for Norm References Test interpretation

Answer 13

• Each individual is compared with other examinees.
• A score…usually expressed as percentile, a grade equivalent score, or a stanine.
• Student achievement is reported for broad skill areas, although some norm referenced tests do report student achievement for individual
• Competitive, compares individuals with each other and ranks them
• Example: Olympics

Question 14

What is inter-individual (normative) model?

Answer 14

• Examine differences on the same construct across test takers.
• We look at score variations among the different individuals who took the test.

Question 15

What intra-individual (ipsative) models?

Answer 15

• Using an intra-individual approach, we compare a test taker’s scores on various scales within the same test.
• We are looking for score discrepancies within the individual.
• an instrument provides a profile of an examinee’s scores on various scales and subtests.

Question 16

How to explain the meaning of various standard scores and their implications to the test taker (client)?

Answer 16

o Responsible interpretation of assessment instruments requires counselors to have knowledge about the different methods of scoring and the ways of communicating those results in a manner that clients can understand.
o Counselors should be well informed about the various types of scores, such as percentiles, standard scores, and age and grade equivalents.

Question 17

What are the factors that can affect assessment interpretation?

Answer 17

o Psychometric factors

• (reliability, validity, norms)
• They can impact an individual’s scores and the interpretation of test results.

o Test taker

• (client) factors (gender, age, ethnicity, SES..)
• Test users should evaluate how the test taker’s group membership can affect his or her test results.

o Contextual factors

• When interpreting results, test users should consider the relationship of the test to the instructional program, opportunity to learn, quality of the educational program, work and home environment, and other factors.
• For example, if the test does not align to curriculum standards and how those standards are taught in the classroom, the test results may not provide useful information.

Question 18

What is Computer-generated reports or narratives interpretation?

Answer 18

o Computer-based assessment instruments often provide computer-generated reports or narratives.
o Canned interpretations based on test results.
o The reports may contain very complex and detailed statements or paragraphs that are to be printed out.
o It’s important that counselors not view computer-generated reports or narratives as stand-alone interpretations. Computers are unable to take into account the uniqueness of the test taker and incorporate important contextual elements, such as a client’s personal history, life events, or current stressors. Therefore, computer-generated reports or narratives are considered broad, general descriptions that should not be used without the evaluation of a skilled counselor.
o If a counselor chooses to use computer-generated reports, it is the counselor who is ultimately account-able for the accuracy of interpretations.

Question 19

Provide a full summary for the process of selecting

Answer 19

• identifying the type of information needed,
• identifying available information,
• determining the methods for obtaining information,
• searching assessment resources,
• evaluating and selecting an assessment instrument or strategy

Question 20

Provide a full summary for the process of administration

Answer 20

• Counselors must have important competencies, such as knowledge and training in the instrument being administered
• How an instrument is administered can affect the accuracy and validity of the results.
• The counselor must be aware of the many tasks that occur before, during, and after the administration process.

Question 21

Provide a full summary for the process of scoring

Answer 21

• should be conducted properly and efficiently so that the results are reported accurately and in a timely manner.

Question 22

Provide a full summary for the process of interpretation

Answer 22

• counselors need to be well informed about the various types of scores, such as percentiles, standard scores, and age and grade equivalents.
• should also consider any major differences between the norm group and the test takers