UTILIZATION OF

ASSESSMENT DATA
TYPE OF TEST SCORES
TYPE OF TEST SCORE INTERPRETATION

MS. EUGEMY A. GRULLO LPT

Objective:
• By the end of this module,
the students shall be able
to provide meaning to test
scores using
normreferenced and
criterion-referenced
interpretation.
 Introduction
As we have learned in the previous modules, test are forms of
assessment. They are administered to collect data about student
learning. Test results can aid in making informed decisions to
improve curriculum and instruction. Students are interested to
know, “What is my score in the test?” In this module, we shall
look into the types of test scores. However, the more pressing
question is, “What does the score mean?” Hence, this module
shall likewise present test score interpretations using norm and
criterion referenced interpretations.
 TYPES OF
TEST SCORE
 Raw and Percentage
Scores
Raw scores are obtained by simply counting the number of correct responses in a
test following the scoring directions. For instance, a student who gets 30 of 50
items in a math test correctly obviously gets a raw score of 30. This means the
student was able to answer 60% of the items accurately which is the percentage
score. The percentage score is useful in describing a student’s performance based
on a criterion. However, the problem with raw and percentage scores is that they
do not provide adequate information about student performance. They do not take
into consideration the average score (mean) of those who took the test and how
dispersed the scores are (standard deviation). This is the reason why raw scores are
oftentimes converted to another score type.
Standard Scores
It is difficult to use raw scores when making comparisons between groups on
different tests considering that tests may have different levels of difficulty. To
remedy this, a raw score may be transformed to a derived score. Derived scores
are of two types: scores of relative-standing and developmental scores. Examples
of the first type are percentiles, standard scores and stanines, while developmental
scores include grade and age equivalents.
As mentioned, a standard score is a derived score which utilizes the normal curve
to show how a student's performance compares with the distribution of scores
above and below the arithmetic mean. Among the standard scores are the z-score,
T-score and stanine.
Z – score
The z-score gives the number of
standard deviations of a test score
above or below the mean. The formula

where x is the test score, 𝑥 is the

average or mean score and s is the
standard deviation. A negative z-score
T – score
means it is below the average, while a In a T-score scale the mean is set to 50
instead of 0 and the standard deviation
is 10. The formula 𝑇 = 10𝑧+ 50 where z
positive z value means it is above the
average.
is the obtained z score.
Stanine (Standard Nine)
method of scaling scores on a nine-
point scale. Stanine has a mean of 5
and a standard deviation of 2 so the
formula would be 𝑆𝑡𝑎𝑛𝑖𝑛𝑒 = 2𝑧 +5.
Stanine scores of 1, 2 and 3 are Normal Curve
below average; 4, 5 and 6 are
average; 7, 8 and 9 are above
Equivalent
A normalized standard score within the
average. range 1-99. It has a mean of 50 and
standard deviation of 21.06.
Developmental Scores

A grade equivalent (GE) describes a

learner’s developmental growth. It
gives where he/she is on an
achievement continuum.
TYPE OF TEST SCORE
INTERPRETATION
Norm-referenced
Interpretations
The term “norm” originated from the Latin word norma which means
precept or rule. By definition, it pertains to the average score in a test.
Apart from school average norm, there are other types of norms that
can be reported: international, national and local norm groups, and
special norm groups (e.g. students who are visually impaired).
Norm-referenced
Interpretations
Norm-referenced interpretations are explanations of a learner’s
performance in comparison with other learners of the same age or
grade. A learner’s knowledge is gauged in terms of his/her position in
the norm group. The use of standard scores and percentile rank are
common in norm referenced interpretations.
Nitko & Brookhart (2011) stated five guidelines when interpreting
norm-referenced test
1. Detect unexpected pattern of scores. Be on the lookout for unusual, especially
extreme scores. If a student's test score does not seem to corroborate teacher's
observation of student performance, then the teacher should reflect on his/her
instruction.
2. Determine the reasons for score patterns. There is a reason why a learner is '
underperforming in one or more subjects. The student may have learning disabilities or
problems on motivation.
3. Do not expect surprises for every student. The teacher must know how each
student is performing in his/her class.
4. Small differences in subtest scores should be viewed as chance fluctuations.
Differences in test scores may or may not be statistically significant to call for
instructional intervention.
5. Use information from various assessments and observations to explain
performance on other assessments. It would not be shocking to learn that a student
 Criterion-referenced
Interpretations
The word “criterion" came from the Greek word kriterion which means standard. And so, criterion-
referenced interpretations provide meaning to tests scores by describing what the learner can and
cannot do in light of a standard. Hence, test scores allow for absolute interpretations and not
comparative. A learner’s performance is explained in relation to a pre-determined criterion of
mastery. Mastery tests generate criterion-referenced interpretations, so do teacher-made tests,
skills test, competency test, performance assessments, and licensure examinations. Multiple
choice questions, alternate response items, short-response and essays enable criterion-referenced
interpretations since these test formats can be used to measure specific body of knowledge or
skills set that student have acquired. However, the breadth of content is narrow.
 summary:
Test score interpretations are vital not just for the students concerned but
also for the parents. Results of test are in the form of scores, and they may
be raw scores, percentage scores, percentile rank, z scores, t scores,
stanines, or level, category or proficiency scores.
Scores and marks may be explained in relation to a norm or criterion. A
norm-referenced framework uses percentile ranks, standard scores and
stanines since this are explanations of learner’s performance in comparison
with other learners of the same age or grade. On the other hand, criterion-
referenced framework uses percentage, speed and precision of performance
and quality ratings since these scores describes what the learner’s can and
cannot do in light of a standard.