Raw Score Interpretation
Score interpretation is necessary almost in all situations that need professional analysis or even a critical understanding of the data provided. In most cases, information or data is usually presented in its raw form forcing the experts to analyze the data farther to get into the real figures required as a measurement of the test. Interpretation of data is at the center of the many activities in research centers or even learning institutions where a lot of measurement of performance of individual entities is usually the central part of the evaluation process. Commonly, we have many ways of interpreting raw data. For instance, we have standardized scores, criterion-referenced scores, averages, central tendencies, percentiles, among others, for this paper am going to handle extensively on referenced scores, namely: norm-referenced scores, criterion-referenced scores and lastly self-referenced scores.
Norm-reference scores refer to the standardized tests that usually are prepared to serve the role of comparison and ranking of the test performers. The referencing method also takes a close look at the relationship between the test takers. For instance, sometimes the test takers might have experienced some negative factors while conducting the real test. That means norm-referenced tests or scores primarily play the role of identifying a reliable base of understanding a particular phenomenon displayed by the sample by comparing the results ( Lok et al., 2016). In some other cases, the hypothetical statement serves as the baseline for conducting norm-referenced scores basically because the report summarizes all that is expected of the sample no matter the time or procedure is taken in reaching the final test results particulars experts or researchers.
According to researchers, it is taken that norm-referenced scores determine to greater extent weather the performers did the activity at level best, or there is something critical to bead to makes the entire finding complete. Calculation of the main scores using the mentioned procedure is referred to as the norming activity or process. In selecting the norming groups to be used or the sample, the test developers usually take a keen approach that involves statistical methods defined by world-class research guidelines.
In most cases, norm-referenced scores usually put in place the use of multiple questions to present the same approach to the targeted research problem. The multiple-choice questions are usually developed in a manner that can allow all participants placed in the norm group to participate in a free and fair manner. For example, the norm-referenced score is applied in conducting Intelligent Quotient tests to the identity or establish the extent of the spread of learning disabilities experience by different learners. This kind of reference becomes the most applicable in measuring intelligent quotient since it provides a platform for personal expression of personal intelligence in the multiple questions provided. Secondly, the sample group has no room for group discussion, which means the report provided will be a real measure of self-intelligence and learning difficulties. For another score like criterion, the test may bring up much bias due to the generalization of the overall performance.
The criterion-referenced score is referred to the score or style of test used, which largely makes use of the scores accumulated from the research activity to make conclusions such the behavior or character expected to be displayed by members with such a score. Here, the conclusion is usually informed of a generalization that is related to the hypothetical statement. In scenario form, in most learning institution, the facilitator’s present quizzes and exams that can be categorized as criterion-referenced tests. This is because this kind of test or quizzes may fail to measure the actual performance of the learner since it puts into consideration some factors such as learning environment, among other factors, such as individual learner differences. Criterion-referenced scored is rampant in measuring the performance of learners in schools. For instance, when students sit for an exam, the results sound as feedback from the learners. If the performance is low, then the teacher may generalize that the whole class is not performing up to set standards without the need to consider because, in every group of learners, we usually have high and low performers. The makes for individual students can also be converted to a percentage to ease interpretation and understanding of the individual scores. In the use of other methods like using raw data referencing, uninformed generalization may hinder the teachers’ effort to balance high, low, fast, and talented learners.
Self-referenced score(s) refers to the style of assessment or measurement of a particular entity about characters or self-behavior displayed in a fixed manner or different situations. This is because people are unique and may exhibit unique qualities that may affect their performance, maybe in learning institutions or the broader social context (Markowitz, 2017). Self-referenced scores are applicable in understanding the learning performance of individual learners in learning institutions, putting into consideration of individual differences among learners. For instance, the performance of the learners is measured against factors like social background, self-learning character, among others. Some teachers take it keenly that some learners may be affected by their social, political, and economic background, therefore lacking full concentration in class due to stress, confusion, and fear of the unknown. There is no method of generalization which is applicable in measuring individual performance against personal factors. Therefore, some methods, like norm-referenced tests, are not appropriate in class due to the generalizations involved.
References
Lok, B., McNaught, C., & Young, K. (2016). Criterion-referenced and norm-referenced assessments: compatibility and complementarity. Assessment & Evaluation in Higher Education, 41(3), 450-465.
Markowitz, E. A. (2017). Personality Characteristics and the Nature of Standardized Test Score Interventions.