Ten tables present equivalent scores between the 1978 Metropolitan Achievement Tests and the 1973 Stanford Achievement Test in terms of grade equivalent (GE) scores. These data were derived empirically by administering the two tests to two groups of students matched in terms of Otis-Lennon Mental Ability Test scores. Equivalent GEs were determined…

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

Discusses the exact meaning and limitations of commonly used types of standardized test scores: grade equivalent scores; percentile ranks, and standard scores. (SR)

Contends that there is a lack of understanding of the meaning of grade norms by the public, the critics in the press, and even many public school personnel. Points out that grade norms are not standards, but measures of the performance of the average student. (LLL)

Individual schools can assess the progress of their students using equivalent achievement test scores in subject areas at grade levels, between grade levels, and across subgroups of students. A demonstration of this procedure is presented. (Editor)

The four basic methods of quantifying severe academic discrepancy to determine learning disabilities are evaluted in terms of ease of administration, measurement errors, regression effects, years in school, changes in variation of achievement scores at different grades, comparability of norms, incidence, and treatment of IQ/achievement…

Addresses problems in the interpretation of standardized reading test scores. Focuses on reading age (or reading grade) and demonstrates that converting test scores to a scale of reading ages is essentially meaningless and potentially dangerous. (AEA)

Rescales DRP-Difficulty (Degrees of Reading Power) into grade equivalent (GE) units using the estimated difficulty level values obtained from the Rauding Scale. Finds the revised scale is accurate to within one graded level for lower grade materials and to within two grade levels for upper grade materials. (MM)

The Peabody Individual Achievement Test was factor analyzed at five grade levels. Subtests composing each factor changed from the lower to upper grade levels, but abilities measured by each factor appeared constant. A close similarity between the two factors and Cattell's concept of fluid and crystallized intelligence was noted. (Author)

Guidelines for explaining standardized test results to parents of students are provided. More specifically, the guidelines cover rationales for testing, the various types of scores and their meanings, and means of interpreting scores. Scores covered include stanine scores, percentile scores, and grade-level equivalent scores. The importance to…

Discusses how standard scores which are called T-scores are used in grading large courses. The article includes: (1) procedures for calculating the class mean, standard deviation, and the standard score; (2) grade distribution; and (3) validity of an examination. (HM)

Uses of the variety of scores generated by standardized achievement tests are discussed. Desirable characteristics of scales, raw score scales, percent of correct items, percentile ranks, grade equivalents, normal curve equivalents, and scale scores are considered. The various meanings and purposes of each type of score are discussed. It is…

Reports on a study that examined differences in the comprehension scores achieved by seventh and eighth grade students on Form 1 and Form 3 of the Gates-MacGinitie, Level E. (HOD)

Questions that parents, students, and teachers have frequently asked about the meaning of grade equivalent scores are answered, and implications for gifted students are considered. Facts concerning achievement test scores, content, and the norm group are indicated. (SEW)

Converts silent reading rates into grade equivalent units. Finds that growth in reading rate is approximately constant each year in school for typical students. Presents grade equivalent data which provides reasonably valid, criterion-referenced grade equivalents that may be used to evaluate the status and progress of individuals or groups. (RS)