Interpreting test scores

Tests scores are norm-referenced or criterion-referenced. The results of norm-referenced tests tell
us how a person compares against others. Results from criterion-referenced tests tell what a
person has achieved against a set of learning goals. Norm-referenced tests usually use a set of
standardized norms against which to measure the test taker. Criterion-referenced tests usually
employ analysis by content cluster or content and performance standards.

Educational tests are somewhat hard to interpret because they do not have a true zero point. We
can talk about length of an object having a zero starting point but it is difficult to talk about true
zero learning.

The interpretation of test results is also handicapped by the inequality of units of measurement.
While we know that there is exactly one inch between one inch and two inches, we cannot assume
that there is an exactly similar distance between grades of B and a C or an A and a B.

There are a variety of ways for interpreting test scores. For criterion-referenced tests these include
raw scores and percentages. For norm-referenced tests, choices include raw scores and derived
scores such as percentiles and grade equivalents.

Grade norms have been widely used with standardized achievement tests especially at the
elementary school level. The grade equivalent that corresponds to a particular raw score identifies
the grade level at which the typical student obtains that raw score. Grade equivalents are based on
the performance of students in the norm group in each of two or more grades.

One of the most widely used and easily understood methods of describing test performance is
percentile rank. A percentile rank (or percentile score) indicates a student's relative position in a
group in terms of the percentage of students scoring lower. It should be remembered that
percentiles and percentages are not the same.

Another type of norm-referenced score is the standard score which indicates how much above or
below the mean that the individual test taker fell. Standard scores depend on the statistics of the
mean and the standard deviation.

The normal curve is a symmetrical bell-shaped curve that has many useful mathematical
properties. One of the most useful from the viewpoint of test interpretation is that when it is
divided into standard deviation units, each portion under the curve contains a fixed percentage of
cases. The normal curve is divided up into equal standard deviation units. Types of standard scores
include z-scores, T-scores, normalized standard scores, stanines, normal curve equivalents, and
standard age scores.

One advantage of converting raw scores to derived scores is that a student's performance on
different tests can be compared directly. This is usually done by means of a test profile.

Some test publishers provide profiles that include reports for skill objectives as well as for full
subtests.

It is the responsibility of the test user to be knowledgeable about the adequacy of the norms for
the test being used. Test scores need to relevant, representative, and up to date. It is the
responsibility of the test author and publisher to adequately describe the test norms in the test
manual so that the test user may make these decisions.

While most published tests use national norms, some tests may use local norms. Local norms are
typically prepared using either percentile ranks or stanines. Most test publishers will provide local
norms if requested, but they also can be prepared locally.
The test consumer should always practice caution in interpreting test scores. It should always be
remembered that like all educational measurement, test scores always possess some degree of
error.