Study Notes on Testing Procedures and Scoring

Clarifications on Test Reversals

• Understanding reversals in testing procedures.

  • If starting at a certain item (e.g., item eight) and an answer is incorrect:

  • Must the examinee go back to correct previous items?

    • Answer: Yes.

    • Must get the immediate previous item correct (e.g., item seven) in order to continue.

  • Once basal (the highest point reached before an error) is achieved, the testing can proceed back down.

Record Form Details

• Importance of accurately filling record forms during assessments.

  • Required items:

  • Name of administrator

  • Examinee's name

  • Start time of the assessment.

  • Ensure the correct form is utilized, particularly for certain assessments such as vocabulary tasks.

Scoring Process Overview

• Guide on scoring based on given age and item completion.

  • Example Score: 12 years, 1 month.

  • Specific to "block design" testing:

  • If score = 42, refer to scoring tables to find the corresponding scale score (e.g., scale score = 13).

  • Breakdown of additional sample scores provided:

  • Scores referenced: 42, 39, 25, 34, 82, and others.

Graphing and Composite Scores

• Instructions for graphing scores:

  • Fill in specified graphs with derived scores.

  • Example discussion regarding scores rated as high averages vs. below-average scores.

Data Management and Statistical Calculations

• Discussion on data management with respect to statistical analysis:

  • Importance of maintaining accurate statistics and scales throughout testing data collection.

• Calculation of composite scores from summed index scores.

  • To find the MIS (Mean Index Score):

  • Calculation: Sum of five index scores divided by five.

Normative and Personal Strengths/Weaknesses

• Definitions and differentiation of normative vs. personal strengths and weaknesses:

  • Normative strengths/weaknesses refer to how a test subject compares to a normative population.

  • Personal strengths/weaknesses refer to comparisons against an individual’s own performance.

  • Discussion of scoring context, where a one standard deviation is defined as 15 points from the mean.

Best Rates and Critical Values in Scoring

• Finding best rates for strengths or weaknesses based on statistical significance.

  • Confirm whether scores higher than the critical threshold indicate strengths or weaknesses:

  • Positive values indicate strengths, negative values indicate weaknesses.

• For the base rate, understanding when to utilize FSIQ versus MIS (Mean Index Score).

Critical Value Comparison and Significance

• Reviewing differences in scores for significance analysis:

  • Example referenced on how to interpret differences in terms of strength/weakness based on critical value tables.

  • Procedures for calculating and documenting critical values are outlined at the end of this section, summarizing the need for comparative analysis to determine strengths and weaknesses.

Finalizing Reporting and Interpretation

• General discussion on how to report findings:

  • Strengths and weaknesses should be articulated clearly when discussing scores in reports.

  • Comparison of scores to normative populations versus personal records should be clearly outlined.