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Norms and Scores
Published in Lucy Jane Miller, Developing Norm-Referenced Standardized Tests, 2020
One of the distinguishing characteristics of a standardized test is the provision of norms to aid in the interpretation of individual scores. Norm-referenced test interpretation involves some method of examining how an individual’s test score compares to the scores of others in some known group. An individual’s test performance is typically interpreted by comparing it to the performance of a group of subjects of known demographic characteristics (age, sex, race, etc.). This known group is called the normative sample or norm group. Norms are usually in the form of a table of equivalents between raw scores (i.e., number of correct responses) and one of several derived scores.
Intervention for children with communication difficulties
Published in James Law, Alison Parkinson, Rashmin Tamhne, David Hall, Communication Difficulties in Childhood, 2017
The most comprehensive meta-analysis of the literature related to intervention for primary speech and language delay comes from the systematic review carried out for the NHS in the UK by Law et al.5 Only the best-quality studies were synthesised in this review. They include randomised and quasi-experimental designs, but studies were only included if the designs incorporated a no-treatment control group. The studies were grouped into four main clinical areas based on the literature available, namely expressive language, receptive language or comprehension, articulation/ phonology and auditory discrimination. Effect sizes from studies with RCT/quasi-experimental designs were averaged across language areas, as in Table 7.1, to allow a comparison between the data from children with primary speech and language delay and those from meta-analyses of studies involving children with secondary delay. Note that an effect size of +1.00 corresponds to a level of progress equivalent to that from the 5th to the 25th percentile on a norm-referenced test, representing a considerable degree of improvement and indeed normalisation in the sense that the child's performance approaches what would be considered normal given the age of the child and the assessment in question.
Tests
Published in Louis Cohen, Lawrence Manion, Keith Morrison, Research Methods in Education, 2017
Louis Cohen, Lawrence Manion, Keith Morrison
A criterion-referenced test provides the researcher with information about exactly what a student has learned, what she can do, whereas a norm-referenced test can only provide the researcher with information on how well one student has achieved in comparison to another, enabling rank orderings of performance and achievement to be constructed. Hence a major feature of the norm-referenced test is its ability to discriminate between students and their achievements – a well-constructed norm-referenced test enables differences in achievement to be measured acutely, i.e. to provide variability or a great range of scores. For a criterion-referenced test this is less of a problem; the intention here is to indicate whether students have achieved a set of given criteria, regardless of how many others might or might not have achieved them, hence variability or range is less important here. Criterion-referencing is often used in outcomes-based education.
Effects of longstanding degraded auditory signal on visuospatial, visuomotor, and visual attention skills in adults with hearing loss
Published in Cochlear Implants International, 2021
Sneha V. Bharadwaj, Patricia L. Matzke, Denise Maricle
A strength of this study is that a comprehensive set of measures was used to evaluate visual functions in a group of adults with early-onset hearing loss. Another strength of this study is that norm-referenced tests were used to evaluate performance of adults with hearing loss which allowed for the use of standardized tasks and comparisons with the normative group associated with the test instruments. A main limitation of the current study is the small sample size. Recruitment of more participants was challenging in a low-incidence disorder given the inclusion criteria of early-onset and severe-profound hearing loss. The small sample size also precluded regression analyses, which may have been helpful in isolating factors predictive of participant performance. Another limitation of the study is that all the visual tasks were carried out in the central field rendering the effects of hearing loss on the peripheral field unaddressed. Finally, this study included a special subset of adult participants who had hearing loss at birth or shortly afterward. Records of participant’s audiological, developmental, social, and medical history were not available. Information reported by the participants including the time frame of their hearing loss diagnosis was within the limits of their knowledge. Consequently, the precise duration of hearing loss could not be ascertained. As mentioned previously, when the adult participants were infants, Universal Newborn Hearing Screening was not in place, thus affecting early identification of hearing loss and early intervention. Due to these reasons, results of the study could not be examined in relation to some of the above-mentioned demographic variables.
The reliability and validity of the perceive, recall, plan and perform assessment in children with a mitochondrial disorder
Published in Disability and Rehabilitation, 2023
Marieke Lindenschot, Saskia Koene, Melissa T. Nott, Maria W. G. Nijhuis-van der Sanden, Imelda J. M. de Groot, Esther M. J. Steultjens, Maud J. L. Graff
Best practice should include assessment of the child’s ability to perform meaningful activities and evaluate the specific motor and/or cognitive difficulties that impact task performance. Ideally, assessments should inform how well children can participate according to their own needs, in line with personalized and value-based care [7]. Furthermore, norm-referenced tests do not provide the information needed for personalized and value-based care, and most existing tests are not applicable due to the heterogeneity of the group or that these children do not perform activities in the ‘standardized’ way [8].
Reading comprehension skill in English as a second language of Japanese middle school students with cochlear implants
Published in Cochlear Implants International, 2023
Kyoko Shirai, Atsushi Kawano, Yoko Ohta, Kiyoaki Tsukahara
To measure English reading comprehension skill, we used the questions in the ‘reading’ section of the English Norm Referenced Test (NRT) developed by the Psychology Test Center (PTC), which is a grade-level relative scholastic achievement test consisting of a total of four sections: Listening, Speaking, Reading, and Writing (Tatsuno et al., 2013). The NRT is widely used as a norm referenced test that measures the academic achievement level of students for each subject in each school grade in Japan.