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\nNOTE  \nEDRS PRICE  \nDESCRIPTORS  \nABSTRACT  \nERIC  \nDOCUMENT RESUME  \nTM 000733  \nPerry,Dallis  \nIn terpreting Standardized Test Scores.  \nMinnesota Univ.,St.Pau1.Student Counseling Bureau.Office of Naval Research,Washington,D.C.Personneland Training Research Programs Office.TR-80007157p.  \nEDRS Price MF-$0.65 HC-$3.29  \nCr iterion Referenced Tests,Evaluation,ExpectancyTables,Grade Equivalent Scores,Measurement,NormReferenced Tests,*Prediction,Profile Evaluation,Raw Scores,*scores,Scoring,Standard Error ofMeasurement,*Standardized Tests,Testing,*TestInterpretation,Test Reiiability,*Test Validity,True Scores  \nPrinciples of test administration,test validity,and accuracy of measurement underlying interpretation of stan dardizedtest scores in educational administration,instruction,and guidanceare presented.Types of norm-referenced score transformations,  \nincluding percentiles,standard scores,and grade equivalents,and ofcriterion referenced scores,including content scales,predictedscores,and expectancies,are described;and their applications areillustrated.special attention is given to multi-scores tests and therepresentation of their scores as profiles and similarity indexes.(Author)  \n023500E  \n# INTERPRETING STANDARDIZED TEST SCORES\n\nDallis Perry  \nTechnical Report No.8000  \nSecurity Classification  \n\n| DOCUMENT CONTROL DATA·R&D  \u003Cbr>Security classitication olf lte,body of abstract and indexine anotatfcon nust be entered wvhen the avorall report is class1foud)   |  |  |  |\n| --- | --- | --- | --- |\n| 1.ORICINA TING ACTIVITY(Corporate author)  \u003Cbr>Student Counseling Bureau  \u003Cbr>University of Minnesota   |  | 2a.REPORT 5ECURITY CLA55IFICA11ON  \u003Cbr>Unclass ified   |  |\n|  |  | 2b.GROUP   |  |\n| 3.REPORT TITLE  \u003Cbr>Interpreting Standardized Test Scores   |  |  |  |\n| 4.DESCRIPTIVE NO TES(Type of report and,Inclusive dates)  \u003Cbr>Technical Report   |  |  |  |\n| 5.AU THOR(S)(First naine,middle inifial,last name)  \u003Cbr>Dallis K.Perry   |  |  |  |\n| 6.REPORT DA TE  \u003Cbr>1971   | 7a.TOTAL No.OF PAGES  \u003Cbr>47   |  | 7b.NO.OF REFS  \u003Cbr>7   |\n| 8a.CON TRACT OR GRANT NO.  \u003Cbr>NO0014-68-A-014:-0003  \u003Cbr>b.PROJECT NO.  \u003Cbr>NR 151-323  \u003Cbr>c.  \u003Cbr>d.   | 9a.ORIGINATOR'S REPORT NUMBER(5  \u003Cbr>8000   |  |  |\n|  | 96.品epor PORT No(S)(Any other numbers that may be aSsigned   |  |  |\n| 10.DISTRIBUTION STATEMENT  \u003Cbr>Approved for public release;distribution is unlimited   |  |  |  |\n| 1.SUPPLEMENTARY NOTESA revised version of  \u003Cbr>this paper_will appear as a chapter in  \u003Cbr>Minnesota Test Norms and Expectancy Tables  \u003Cbr>published by the Minn.Dept.of Education   | 12.SPONSORING MILITARY ACTIVITY  \u003Cbr>Personnel&Training Research Programs  \u003Cbr>Office of Naval Research(code 458)  \u003Cbr>,  \u003Cbr>Department of the Navy   |  |  |\n| 13.ABSTRACT  \u003Cbr>22217  \u003Cbr>Arlington,Virginia-  \u003Cbr>Principles of test administration,test validity,and accuracy of measurement  \u003Cbr>underlying interpretation of standardized test scores in educational administra-  \u003Cbr>tion,instruction,and guidance are presented.Types of norm-referenced score  \u003Cbr>transformations,including percentiles,standard scores,and grade equivalents,  \u003Cbr>and of criterion referenced scores,including content scales,predicted scores,  \u003Cbr>and expectancies,are described;and their applications are illustrated.Special  \u003Cbr>attention is given to multi-scores tests and the representation of their scores  \u003Cbr>as profiles and similarity indexes.   |  |  |  |\n\nDDFo1473  \n(PAGE 1)  \nS/N 0101-807-i5811Security Classification  \nA-31408arowALsase上rn  \n·Security Classification  \n\n| 14  \u003Cbr>KEY WORos   | LINK A   |  | LINK B   |  | LINK c   |  |\n| --- | --- | --- | --- | --- | --- | --- |\n|  | ROLE   | WT   | ROLE   | WT   | ROLE   | WT   |\n| Test  \u003Cbr>Measurement  \u003Cbr>Evaluation  \u003Cbr>Guidance  \u003Cbr>Score  \u003Cbr>Norm  \u003Cbr>Profile  \u003Cbr>Expectancy  \u003Cbr>Centour  \u003Cbr>Similarity   |  |  |  |  |  |  |\n\nDD.FOR1473(BACK)  \nS/N 0101··807-68214  \nSecurity Class","cbCaicQNvLRq8gwN","https://ap.wps.com/l/cbCaicQNvLRq8gwN","pdf",1548383,58,"English","# Document Control Data\n## Abstract and Key Information\n# Interpreting Standardized Test Scores\n## Uses of Tests","[{\"question\":\"What core principles does the report address for interpreting standardized test scores?\",\"answer\":\"The report focuses on test administration, test validity, and the accuracy of measurement that underlies interpretation of standardized scores in educational contexts.\"},{\"question\":\"How does the report distinguish norm-referenced from criterion-referenced scores?\",\"answer\":\"It describes norm-referenced transformations such as percentiles, standard scores, and grade equivalents, and also explains criterion-referenced outputs like content scales, predicted scores, and expectancies.\"},{\"question\":\"What special attention is given regarding multi-scores tests?\",\"answer\":\"The report highlights how multi-scores can be represented through profiles and similarity indexes when interpreting results.\"}]","Interpreting Standardized Test Scores - Technical Report | PDF",146]