How Scores Are Calculated And How We Can Use Them ! Essay

Education is a long-term investment. We, as students, work hard to acquire knowledge and to hone our skills so that we may use them one day. The effort we put into a single assignment should be considered as both for that specific assignment and for our rounding as complete, educated individuals. And with this mindset, students should be motivated even more to put more effort and hard work into academics, with the goal of bettering themselves for the future and advancing their prospects as individuals. And with this hard work and effort will come progress, and this progress should be reflected in the grading—not necessarily on individual assignments, but on the student’s education as a

The numbers in the bracket after each question relate to the assessment criteria in the standards

The RIPA-G:2 produces three types of scores: raw scores, scaled scores, and percentile ranks. The percentile rank can be converted to a corresponding severity rating that provides a general indication of the examinee’s performance in comparison to others.

The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

Types of Scores Reported: The raw score, age and grade equivalent, percentile rank, Math Ability Score (standard score), standard error of measurement, confidence interval, and ability score range are all recorded in the appropriately labeled spaces in the Profile/Examiner Record Booklets.

The numbers in the bracket after each question relate to the assessment criteria in the standards

The numbers in the bracket after each question relate to the assessment criteria in the standards UNIT 4222-206

1. Why is a z score a standard score? Why can standard scores be used to compare scores from different distributions? It is a scores relationship to the mean indicating whether it is above or below the mean. It does this by converting scores to z score. Yes – keep going – just a bit more is needed.2 out of 3 pts

1). To support this claim he further states, “Research and experience show that standardized tests are generally good at measuring students’ knowledge, skills, and understanding because they are objective, fair, efficient, and comprehensive” (Par. 3). On the contrary, Harris, Harris, and Smith state that “Achievement is more than test scores but also includes class participation, students’ course-taking patterns, and teachers’ professional development patterns” (Par. 6) They also believe student achievement involves more than scores on standardized tests. In fact, these three authors see the usage of test scores to measure student achievement as a “Dangerous Illusion” (Par. 3). To support this claim the three authors list a variety of concepts which cannot be measured with standardized tests, such as creativity, critical thinking, curiosity, motivation, reliability, self-discipline, and leadership (Par. 8). They also explain how all of these qualities are considered valuable by our society (Par. 9). Walberg fires back by saying, “Responsible test-makers, . . . do not purport to cover all the material students are expected to learn” (Par. 14). He compares standardized tests to national surveys, in which a small number of the total population is interviewed to represent a societies values as a whole (Par. 14). To illustrate his point, Walberg uses the analogy of a “Three-Legged Stool.” The stool’s legs

7. a) How are the scores reported? b) What kind of scores does the instrument yield?

“No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning” (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. “Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude” (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a

In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses

“Our educational goal [is] the production of caring, competent, loving, lovable people” . The students found in the schools across the United State are the future of America. They are the doctors, teachers, business people, lawyers and many other roles, that will be out in the workforce in the years to come. What they learn in school will impact them immensely; it is the responsibility of a teacher to give students the best education in order to ensure the common good of the future. It is essential for students to not only learn content matter, but also the skills to enable them to participate in a democracy. Due to standardized testing, the emphasis of education has become on score and rankings rather than learning. A standardized test does not look at the whole student, the scores provided are on a very narrow aspect of education. In the classroom, there are countless ways for teachers to assess the student as a whole person not as just a score. Standardized tests scores should not be the sole criteria for determining a student’s academic achievement.

The GAMA can be scored using Q-global web based scoring, Q local desktop software, or self-scoring. A Q-global account is required for web-based scoring. If the GAMA is administered using Q-global (Pearson, 2014), a score report can be generated automatically. If the GAMA is administered using paper and pencil, the examinees responses for each item need to be manually entered into the online Q-global platform. Q-global generates a report that includes all scores, narrative, and profile graphs. Reports can be exported and saved to a computer or network drive. Q local desktop scoring software (Psych Corp, 2009) involves entry of the examinees responses. This can be accomplished either manually or with a scanner. Use of a scanner is probably the most efficient method especially in settings where numerous forms need to be processed. The software generates a report that includes all the scores and a narrative. If the self-scoring record form is used, all scoring steps needed are printed on the inside cover of the record form with no need to refer to the technical manual. In the self scoring form the examiner will find a section to score the test and obtain subtest and total raw score, calculate the subtest scale scores (mean 10, SD= 3) and the GAMA Total IQ score (mean 100, SD=15) using the 11 norming tables which are printed on the record form. Additional scores such as comparisons between subtest scores (an optional analysis)

| |with each of the assessment tools, is also available in PDF format at the authors’ Web site at |