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Relevant bibliographies by topics / Norm-referenced tests

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Academic literature on the topic 'Norm-referenced tests'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Norm-referenced tests"

1

Montgomery, Patricia C., and Barbara H. Connolly. "Norm-Referenced and Criterion-Referenced Tests." Physical Therapy 67, no. 12 (1987): 1873–76. http://dx.doi.org/10.1093/ptj/67.12.1873.

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Ornstein, Allan C. "Norm-Referenced and Criterion- Referenced Tests: An Overview." NASSP Bulletin 77, no. 555 (1993): 28–39. http://dx.doi.org/10.1177/019263659307755505.

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Merrell, Andrew W., and Elena Plante. "Norm-Referenced Test Interpretation in the Diagnostic Process." Language, Speech, and Hearing Services in Schools 28, no. 1 (1997): 50–58. http://dx.doi.org/10.1044/0161-1461.2801.50.

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This study examines the extent to which norm-referenced tests can assist in addressing two independent clinical questions within the diagnostic process. "Is there a language impairment?" and "What are the specific areas of deficit?" Children’s performance on two tests, the Test for Examining Expressive Morphology and the Patterned Elicitation Syntax Test, was examined from the perspective of each question. For the first question, a discriminant analysis using 40 preschool children (20 with specific language impairment [SLI], and 20 with normally developing language) revealed 90% sensitivity an

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Ebert, Kerry Danahy, and Cheryl M. Scott. "Relationships Between Narrative Language Samples and Norm-Referenced Test Scores in Language Assessments of School-Age Children." Language, Speech, and Hearing Services in Schools 45, no. 4 (2014): 337–50. http://dx.doi.org/10.1044/2014_lshss-14-0034.

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Purpose Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. Method The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger

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BAGLIN, ROGER F. "A PROBLEM IN CALCULATING GROUP SCORES ON NORM-REFERENCED TESTS." Journal of Educational Measurement 23, no. 1 (1986): 57–58. http://dx.doi.org/10.1111/j.1745-3984.1986.tb00234.x.

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Good, Roland H., and John Salvia. "Curriculum Bias in Published, Norm-Referenced Reading Tests: Demonstrable Effects." School Psychology Review 17, no. 1 (1988): 51–60. http://dx.doi.org/10.1080/02796015.1988.12085325.

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Anderson, Karen, Frances Kochan, Lisa A. W. Kensler, and Ellen H. Reames. "Academic Optimism, Enabling Structures, and Student Achievement." Journal of School Leadership 28, no. 4 (2018): 434–61. http://dx.doi.org/10.1177/105268461802800401.

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This study examined the relationships between enabling structures, academic optimism, and student achievement to determine whether academic optimism served as a mediator between the two. Student achievement was measured using both criterion-referenced and norm-referenced tests. Findings indicated a relationship between academic optimism, enabling structures, and student achievement. Also, academic optimism appeared to serve as a mediator between enabling structures and norm-referenced assessments but did not correlate with criterion-referenced tests. This study is one of only a few seeking to

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Gerrits, Ellen. "Taaldiagnostiek Bij Meertalige Kinderen." Toegepaste Taalwetenschap in Artikelen 74 (January 1, 2005): 169–77. http://dx.doi.org/10.1075/ttwia.74.16ger.

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The need for unbiased methods of assessing children's development is an ongoing concern. Inspired by the psychometric tradition of intellectual assessment, traditional norm-referenced language tests rely heavily on children's previous experience, or 'world knowledge'. When test takers differ in their exposure to concepts, words and activities, as is often the case with children from different ethnic, cultural, or economic backgrounds, any assessment tool that taps the child's existing store of knowledge runs the risk of confusing 'difference' with 'disorder'. In recent years, a number of alter

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Hoover, Larry T. "Trends in Police Physical Ability Selection Testing." Public Personnel Management 21, no. 1 (1992): 29–40. http://dx.doi.org/10.1177/009102609202100103.

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Currently police agencies are employing variants of three basic forms of physical ability testing: job simulation exercises, physical agility and/or stamina tests, and norm referenced physical fitness or “wellness” tests. Although job simulation exercises superficially appear most defensible, they lack benchmark standards of minimal performance levels. Physical agility tests can be administered more economically, safely, and conveniently, but generally have substantial adverse impact. Norm referenced wellness tests are gaining in popularity because they solve some of the problems of both simul

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Fabiano-Smith, Leah. "Standardized Tests and the Diagnosis of Speech Sound Disorders." Perspectives of the ASHA Special Interest Groups 4, no. 1 (2019): 58–66. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0018.

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Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published crite

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Dissertations / Theses on the topic "Norm-referenced tests"

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Zhao, Xiaohui. "Investigation of the impact of various factors on the validity of customized norms." Diss., University of Iowa, 2008. http://ir.uiowa.edu/etd/41.

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Blanchard, Janey. "The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.

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<p> This research study compared the three commonly used norm-referenced assessments (Northwest Evaluation Assessment, STAR Enterprise, and AIMSweb) to the Minnesota Comprehensive Assessment. The basic question was which one of the three assessments provided the best predictive validity scores to the Minnesota Comprehensive Assessment. Yearly scores from three years were gathered to evaluate which one of the three assessments had a stronger correlation score to the MCA. The study was confined to using 4<sup>th</sup> grade scores from three different schools located on a Native American reserva

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Peters, Richard G. "Judgments of academic achievement by teachers and standardized, norm-referenced tests revisited : an issue of educational and political policy." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832995.

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The purpose of this study was to investigate the degree of concurrence between teachers' judgments of the academic achievement of students and the results of standardized,norm-referenced achievement tests. Although this issue had been addressed before, results reported in the literature lacked a sensitivity to the informational needs of educational policy makers and were obfuscated by significant differences in research design and analytical techniques. This study attempted to address the potential moderating effect of teachers' pre-established notions of students' knowledge, academic subject

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Bush, Joan Spooner. "A Comparison of Traditional Norming and Rasch Quick Norming Methods." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277818/.

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The simplicity and ease of use of the Rasch procedure is a decided advantage. The test user needs only two numbers: the frequency of persons who answered each item correctly and the Rasch-calibrated item difficulty, usually a part of an existing item bank. Norms can be computed quickly for any specific group of interest. In addition, once the selected items from the calibrated bank are normed, any test, built from the item bank, is automatically norm-referenced. Thus, it was concluded that the Rasch quick norm procedure is a meaningful alternative to traditional classical true score norming fo

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Pester, Amber M. "Language Intervention Effects of Norm-Referenced and Criterion-Referenced Test Scores." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1050351250.

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Rosales, Ava Dawn Innerarity. "A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematics." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1061.

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The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing students to enter and complete postsecondary studies in STEM areas to ensure their global competitiveness and place the economy in the stable standing experienced over the decades The U.S. has been known for its innovation; however, in the changing global climate, countries like India and China are out-producing, out-graduating and becoming the technological centres of the 2

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Peters, Wole. "Sensitivity to Growth over Time in Pre-Post Norm-Referenced Tests." Thesis, 2013. http://hdl.handle.net/1969.1/149249.

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There is very little in the literature about the sensitivity of norm-referenced tests to growth of diverse groups of test takers, particularly low-achieving test takers, who operate at the lowest 15 percentile of their peers. To bridge the knowledge gap, this study examined the sensitivity to growth of norm-referenced achievement tests. The purpose of the study is to determine the sensitivity of norm-referenced test to the growth of low-achieving students in prekindergarten through 12th grade. Four analysis were performed to test eight identified norm-referenced test for their sensitivity to t

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Trinkle, James M. II. "Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education." 2013. http://liblink.bsu.edu/uhtbin/catkey/1720622.

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Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second language. Additionally, these federal initiatives also mandate that all students take the same test measuring grade level standards despite research that has demonstrated that students from at-risk populations are sometimes at a disadvantage on high-st

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Cave, Jeanie. "The effect of quality of education on neuropsychological test performance." Diss., 2008. http://hdl.handle.net/10500/1347.

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Neuropsychologists are becoming increasingly aware that there is a complex interplay of cognitive, personality, and sociocultural factors that affect an individual's performance on neuropsychological tests. The current study investigated the effect of one aspect of the sociocultural environment, that is, quality of education, on performance on neuropsychological tests of executive function. The sample included 40 high school learners: Group A comprised learners with a high quality of education and Group B comprised learners with a low quality of education. Four tests of executive functi

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Books on the topic "Norm-referenced tests"

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J, Miller Lucy, ed. Developing norm-referenced standardized tests. Haworth Press, 1989.

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Gatumu, Haniel Nyaga. Criterion referenced tests (measurements) as opposed to norm referenced tests (measurements). Bureau of Educational Research, 1991.

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Newcomer, Phyllis L. Diagnostic achievement battery: Examiner's manual. 3rd ed. Pro-Ed, 2001.

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Newcomer, Phyllis L. Diagnostic achievement battery: Assessment probes for comprehension, thought processes, and learning potential. 2nd ed. Pro-Ed, 1995.

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Switzer, Janet. NEAT: Norris educational achievement test. WPS, 1992.

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L, Smith David. Results of statewide TerraNova NRT examinations, October 1997. Nevada Dept. of Education, Standards, Curricula and Assessments, 1998.

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Modern educational measurement: A practitioner's perspective. 2nd ed. Prentice Hall, 1990.

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Modern educational measurement: Practical guidelines for educational leaders. 3rd ed. Allyn and Bacon, 2000.

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Williams, Kathleen T. GRADE: Group Reading Assessment and Diagnostic Evaluation. American Guidance Service, c2001., 2001.

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Newcomer, Phyllis L. Diagnostic achievement test for adolescents. Pro-Ed, 1986.

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Book chapters on the topic "Norm-referenced tests"

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Anagnostou, Evdokia, Deepali Mankad, Joshua Diehl, et al. "Norm-Referenced Tests." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100954.

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Patten, Mildred L., and Michelle Newhart. "Norm- and Criterion-Referenced Tests." In Understanding Research Methods. Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-47.

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Stenner, A. Jackson, June D. Bland, Earl L. Hunter, and Mildred L. Cooper. "The Standardized Growth Expectation: Implications for Education Evaluation." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_1.

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AbstractThe purpose of this paper is to review some assumptions underlying the use of norm-referenced tests in educational evaluations and to provide a prospectus for research on these assumptions as well as other questions related to norm-referenced tests. Specifically, the assumptions which will be examined are (1) expressing treatment effects in a standard score metric permits aggregation of effects across grades, (2) commonly used standardized tests are sufficiently comparable to permit aggregation of results across tests, and (3) the summer loss observed in Title I projects is due to an actual loss in achievement skills and knowledge. We wish to emphasize at the outset that our intent in this paper is to raise questions and not to present a coherent set of answers.

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Seland, Idunn, and Elisabeth Hovdhaugen. "National Tests in Norway: An Undeclared Standard in Education? Practical and Political Implications of Norm-Referenced Standards." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50856-6_10.

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Chang, Minoa, and Ben K. Lim. "Norm-Referenced Test (NRT)." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_291.

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Chinn, Steve. "The 15 minute norm-referenced mathematics test." In More Trouble with Maths. Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-9.

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Chinn, Steve. "The 15-Minute norm-referenced Mathematics Test." In More Trouble with Maths. Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-8.

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"Norm- and Criterion-Referenced Tests." In Understanding Research Methods. Routledge, 2016. http://dx.doi.org/10.4324/9781315266312-47.

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Campbell, Suzann K. "Measurement in Developmental Therapy: Past, Present, and Future." In Developing Norm-Referenced Standardized Tests. Routledge, 2020. http://dx.doi.org/10.4324/9781315859811-1.

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Bonder, Bette R. "Planning the Initial Version." In Developing Norm-Referenced Standardized Tests. Routledge, 2020. http://dx.doi.org/10.4324/9781315859811-2.

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Conference papers on the topic "Norm-referenced tests"

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Chiesi, Francesca. "Using psychological testing to make statistics understandable and meaningful: an exploratory study." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20701.

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The use of real data in teaching statistics has been increasingly recommended in statistics education (e.g., Hall, 2011) and, in particular, the need to use data that are of particular interest for students to motivate and engage them in learning (Neumann, Hood & Neumann, 2013). Starting from these assumptions, psychological testing may offer an opportunity to work on real data (i.e., test scores) to teach statistics to psychology students. Indeed, testing relies heavily upon statistical notions that are necessary for transforming and interpreting norm-referenced test scores. In line with

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