By George Cunnningham
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Extra resources for Assessment In The Classroom: Constructing And Interpreting Texts
The authors of various measurement textbooks have identified this score as a T-score, a C-score, a Z-score or sometimes just as a standard score. The most common term is T-score and that is the term that will be used here. The formula for the T-score is as follows: To obtain a T-score, a z-score is computed which is multiplied by 10 and added to 50. Regardless of the scores you start with, after performing the above procedure the resulting standard scores will always have a mean of 50 and a standard deviation of 10.
New York: Macmillan, pp. 13–104. Moss, P. (1992) ‘Shifting conceptions of, validity in educational measurement: Implications for performance assessment,’ Review of Educational Research, 62, 3, pp. 229–58. 44 3 Planning Classroom Assessments In this chapter students will learn: • • • • • • why planning is an important part of the assessment process; how different approaches to planning assessments differ; the differences between criterion- and norm-referenced assessment; how to write instructional objectives; how to construct and use a table of specifications; and how cognitive approaches for assessment planning differ from conventional methods.
Regardless of the scores you start with, after performing the above procedure the resulting standard scores will always have a mean of 50 and a standard deviation of 10. They also will be positive and can be used without a decimal point. The scores described above are not normalized. This means that the shape of the distribution of raw scores and the corresponding distribution of T-scores remain the same, as does the relationship among the scores. Normalized scores, on the other hand, not only have different means and standard deviations than the corresponding distribution of raw scores, but the shape of their distributions is normalized through changes in the relationship among the scores.