ERIC Number: ED295965
Record Type: Non-Journal
Publication Date: 1988-Apr
Pupil Norms or Norms for School Averages: Vintage Means of Test Interpretation or a Can of Worms?
Drahozal, Edward C.
The purposes of this study were to compare student, school, and group average distributions of two standardized tests, the Iowa Tests of Basic Skills (ITBS) and Stanford 7 Plus Achievement Test, and examine the American College Testing Programs college entrance examinations (Grades 11-12). In addition to the student-school norm comparisons, ratios of school-student norms were examined. ITBS and Standard 7 data on second, sixth, and eighth graders were analyzed. Results indicate that: (1) single-point indicators of achievement have little, if any, value to instructional planners; (2) since the percentile ranking of a student is reported to the student and his or her parents, group data should be reported via group norms rather than student norms; (3) single-point indicators are often misrepresented and misused, particularly by reporters; and (4) "correlates" of achievement are rather imperfect, but probably vary more from state to state than within a state. Tests developed at the local and state levels do not adhere to national standards concerning supporting technical data; these standards are met by most commercially available tests. Seven tables are presented, and a speech by E. F. Lindquist (1966) is appended. (TJH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Stanford Achievement Tests