Ch5NormsandCriteriaInterpretingStudentPerformance.pptVIP

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Ch5NormsandCriteriaInterpretingStudentPerformance.ppt

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Ch5NormsandCriteriaInterpretingStudentPerformance

Chapter 5. Norms and Criteria: ;Topics;“Adjusting” The Raw Score;Interpreting Student PerformanceNorms or Criteria . . . . ;Percentile Rankat or below . . .;The illustration of theInequality of Units in Percentiles;Norm-Referenced SystemsTransforming Scores;Illustration of the conversion from . . .Raw Score to Standard Score;Cherchez la femme . . .;Standard Scoresreally a family of scores . . . some examples;Alfred Binet (1857-1911)self-taught French psychologist ;Lewis M. Terman (1877-1956)school principal; college professor at Stanford;Terman the Researcher;Part of the stated goals of theStanford-Binet IQ Test;*;Got Vygotsky?self-taught Russian psychologist (1896-1934) ;Vygotsky and IQIQ is culturally inherited . . . not genetically inherited . . .;More Standard Scores of Interest . . . .;More on Staninescontraction of “standard nine” . . .;Stanines Defined Descriptively:NOT RECOMMENDED;Pros Cons of Standard Scores;Developmental NormsAnother area of real and potential misuse . . .;According to: Margaret J. Kay, Ed.D. Psychologist;*;Norm GroupsTo whom are my students being compared . . .;Example: National vs. Local NormsSally’s score (the x below) is at the 55th percentile when compared to National tests takers, but her score is at the 45th percentile compared to Local test takers;Usefulness of Standardization Group;Criterion-referenced;Performance Standards;Self-Referencing on Repeated Measures. . . some call this dynamic assessment . . .. . . has elements of both norm criterion;Curriculum-Based MeasurementStudent Progress Monitoring . . .; Intervention;Closing Thoughts on . . .Dynamic Assessment Vygotsky;Practical Advice;Terms Concepts to Review andStudy on Your Own (1);Terms Concepts to Review andStudy on Your Own (2);Terms Concepts to Review andStudy on Your Own (3);Terms Concepts to Review andStudy on Your Own (4)