"Scaling" is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of…

Develops two procedures for estimating individual-level conditional standard errors of measurement for scale scores, assuming tests of dichotomously scored items. Compares the two procedures to a polynomial procedure and a procedure developed by L. Feldt and A. Qualls (1998) using data from the Iowa Tests of Basic Skills. Contains 22 references.…

Norm-referenced standardized achievement tests are designed for obtaining group scores which can vary widely, depending on not only the measure of central tendency but also the type of derived score employed. This situation is hypothesized to be the result of using inappropriate statistical procedures to develop publishers' scaled scores.…

The developer of the Comprehensive Tests of Basic Skills scaling responds to Hoover's attacks on Thurstone and item response theory scales (TM 510 173). While agreeing that grade equivalent (GE) scores are presently the most appropriate developmental score for reporting elementary grade achievement tests, limitations and inconsistencies in the GE…

As part of a larger project to assess changes in student learning resulting from school reform, this study equates levels 6 through 14 of the mathematics and reading comprehension components of Form 7 of the Iowa Tests of Basic Skills (ITBS) with levels 7 through 14 of the mathematics and reading comprehension components of the CPS90 (another…

The author addresses issues raised by Burket (TM 510 174) about the Iowa Test of Basic Skills scaling procedures. Further reasons for his criticism of Thurstone scale scores and item response theory scale scores for elementary school achievement tests are given. (BS)