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¶ … person's ability/skill/standing relative to other people in order to design an intervention (Cohen & Swerdlik, 2013; Runyon, Coleman, & Pittenger, 2000). Summary statistics (descriptive statistics) allow for the assessor or researcher to summarize the raw data and scores from people being tested. The percentile rank or percentile score represents a person standing relative to other individuals on a particular test (Cohen & Swerdlik, 2013). There are some drawbacks to percentile scores. Obviously if the percentile rank is obtained without consideration for the data then the percentile rank may not be a meaningful or accurate summary statistic. For example, if one uses a standard distribution such as a Z. distribution to determine the percentile rank of a particular score and the distribution of raw scores is not normal then the percentile rank will not be an accurate reflection of the person standing on that particular measure (Huck, 2012). Perhaps, one of the biggest mistakes made in assessment and testing is to treat highly skewed distributions of scores as if they were normal distributions (Cohen & Swerdlik, 2013). This actually happens often on physiological measures such as measures of reaction time, which is typically a positively skewed distribution...
Transforming a highly skewed distribution into a Z. distribution results in an inaccurate representation of the scores (Cohen & Swerdlik, 2013).
However, just as a raw score on a test is often meaningless without some comparison, a percentile rank is also meaningless in the abstract (Huck, 2012). For example, if someone claims to have scored at the 99th percentile on a test of aptitude for mathematics this particular statement is relatively meaningless. Suppose that the reference group on this particular test is composed of people who only completed the fourth grade. Knowing the reference group is extremely important. If someone claims to be at the 99th percentile on a test of mathematics aptitude that might sound impressive until you learn that the reference group for that test is fourth-graders. Thus, simply stating that one has scored at a particular percentile rank is meaningless without knowing the reference group. The biggest drawback in interpreting percentile scores is interpreting them in light of an inappropriate reference group or no reference group at all (Cohen & Swerdlik, 2013; Huck, 2012).…
References
Cohen, J. R & Swerdlik, M. (2013). Psychological testing and assessment: An introduction to tests and measurements (8th Ed). New York: McGraw Hill Education.
Huck, S.W. (2012). Reading statistics and research (6th ed.).Columbus, OH: Allyn & Bacon.
Runyon, R.P., Coleman, K.A., & Pittenger, D.J. (2000). Fundamentals of behavioral statistics
(9th ed.). New York: McGraw-Hill.
Hipple (2010) finds the absolute level of unincorporated self-employment largely stable if shifting toward wage-counted incorporated self-employment, but also reports the scale of this sector as comprising just under 11% of total national earnings from work. The exclusion of all these types of earnings supports inquiry into the validity of data built on potential composition problems, the weighting for part and full time earnings. While the median is the proper
Testing and Assessment Describe the basic characteristics of a standardized test and norms. Standardized tests are administered and scored in a consistent manner. When standardized tests are given, conditions are held consistent and conducted in a predetermined way that is considered the standard for the test. Some of the variables that are held constant include, such as the test questions, the conditions for administering the tests, the scoring procedures and interpretations of
This would suggest that Person a was slightly above average, with an IQ 111-119, Person B. was average with an IQ 91-110 upon average, and Person C. below average with an IQ of 89-90 (Jara, 2009). An approximate percentile scores "indicates a student's relative position in a group in terms of the percentage of students scoring lower. It is calculated by taking the number of students scoring lower divided
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testing data for the WJ-J-IV Tests of oral language and the test of achievement for Freddie Fictitious. Identify the four Broad Clusters included on these two test batteries, then give the Standard Score for each and using the WJ-IV classification chart what Range (not Proficiency) would you place Freddie for each of these four Broad Clusters? The four broad clusters on these two test batteries include broad reading, broad mathematics,
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