Evaluation Of Norm Sample - 757 Words

Evaluation of Norm Sample for KeyMath-3 DA The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of th e Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status. Ages/Grades of Students To accomplish an age norm sample, the KeyMath-3 DA tested students beginning from the ages of 4 years 6 months through 21 years 11 months. In order to accommodate the goal of testing 220 students per group, Connolly (2007) divided the groups suchShow MoreRelatedEvaluation Of Norm Sample754 Words   |  4 PagesEvaluation of Norm Sample for KeyMath-3 DA In order to determine the components of the norm sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA), an evaluation is presented. For reference, a norm sample is defined as selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essentialRead MoreCultural Evaluation Of Eddi-31277 Words   |  6 Pagesdisappointing, suggesting the screening components were more helpful than the scales. Technical evaluation Norms EDI-3 relies on the age and diagnostic status of individuals. Age effects can influence some sub-scales when comparing adolescents and adults. Therefore, two normative groups were derived: 11 to 17 years, and 18 years and older. There was no normative group for those under 11 or over 53 years. The norms refer to specifically to females only. The adult normative groups are Caucasian femalesRead MoreThe Assessment Instrument You Are Reviewing1536 Words   |  7 Pagesassessment (criterion referenced or norm referenced) (2 pts.) This assessment is a norm referenced assessment because it designed to compare an individual performances with the performance of the standardization sample. Norming information: how were the individuals in the norming sample selected? Determine if the normative sample is representative of the population in terms of gender, ethnicity, geographical areas, and parental status. (4 pts.) The standardization sample was selected from most statesRead MoreContent Validity And Its Effects On The Research Instrument1331 Words   |  6 Pagesfactors or popularly known as ‘structural model’. In SEM, a researcher must aware the irregularities that may occurred in their proposed structure. Bagozzi Yi (1998) suggested three criteria to evaluate the compatibility of a model: Preliminary Evaluation Criteria, Overall Model Fit Criteria and Internal Sturcture Fit Criteria. The first criteria requires the model to be exempt from negative error variances, loading factors correlations that larger than one, and very high standard errors. The nextRead MoreUses Of Rasch Calibration Parameters1187 Words   |  5 Pagesfor each form to determine start and stop points. Vertical scaling involves linking the total raw scores from different item sets (within subtests). Next, parallel form equating was completed using the equipercentile method and the entire grade norm sample . As a result, item order is not strictly based on level of difficulty. Instead, these subtests contain item sets with decision points to continue or discontinue testing. Item analyses were completed using IRT, specifically a Rasch analysis inRead MoreThe Brigance Diagnostic Inventory Of Early Development II1158 Words   |  5 Pages(Davis 1). It also helps in assisting with program evaluation. The subtests in the IED-II include 11 areas of development. These areas include preambulatory motor skills, gross motor skills, fine motor, self-help skills, speech and language skills, general knowledge/comprehension, social emotional development, readiness, basic reading skills, basic math for criterion-referenced and manuscript writing (Davis pg 2). The Brigance test is both norm and criterion referenced, and both are appropriateRead MoreAccounting Procedures For Problem Evaluation Essay1670 Words   |  7 Pages2.4 PROCEDURES FOR PROBLEM EVALUATION In general, the problems detailed in the EPA manual are those most commonly encountered. However, the procedures mentioned in the EPA manual can be used for any type of problem evaluation. The first step in problem evaluation is to determine if the plant is meeting design performance standards by comparing its effluent quality and overall removal efficiencies with those specified by the design. If the plant does not routinely meet performance specificationsRead MoreTiger Tools Case Study Essay1613 Words   |  7 PagesIndustries, was about to launch a new product. In this regard, the Production Manager asked her assistant Jim Peterson to evaluate the capability of the existing equipment used in the process. He proceeded to obtain eighteen random samples and the results of these samples were put in a table. His subsequent conclusion after analyzing the data would be that the process was not capable. This was on the basis of the width specification of 1.44 cm. Given the ambition that the company had, of introducingRead MoreBilingual Children973 Words   |  4 Pagesare the most common. These include: norm-referenced standardized measures, criterion-referenced measures, language-processing measures, and dynamic assessment. Each method measures the child’s abilities in speech and language using different approaches where each has its strength and weaknesses. The norm-referenced standardized measure is a standardized test where the child’s results are compared to a normative sample (Laing, 2003). Using the clinical evaluation of language fundamentals (CELF-3)Read MoreCritique of the Gifted and Talented Evaluation Scales1469 Words   |  6 Pagesvalue. They are the original numerical values associated with the subject’s test performance which are converted into standard scores (Jarosewich, Pfeiffer, Morris, 2002). The percentile rankings are normally used in scholastic and psychosomatic evaluation. Percentages illustrate ranking of those assessed performance as compared to the current student. Standard scores are the most useful of the test scores. These scores are normalized against the predetermined mean and standard deviation to detail