Norm-referenced Interpretation Research Articles

An Analysis of Students’ Reading Comprehension at an Islamic Institute in Jambi

This study examines each reading comprehension indicator and reading comprehension in general. Forty-five first-semester students of the English Education Department at Public Islamic Institute Jambi, Indonesia, which comprised of twenty-one males and twenty-four females voluntarily participated in this study. They were purposively selected as the sample of the research. This study used six indicators of reading comprehension and reading comprehension in general data. The descriptive quantitative approach was employed in this study as the research methodology. The descriptive statistic of SPSS 23 was applied to analyze the mean and standard deviation of six reading comprehension and reading comprehension in general. The criteria referenced interpretation and norm-referenced interpretation investigated interval of six reading comprehension and reading comprehension in general. The result of descriptive statistics and criteria referenced interpretation, and norm-referenced interpretation analysis showed five reading comprehension indicators in terms of author purpose, topic details, reference, and vocabulary in context in moderate criteria, except the main idea in which in high criteria. The reading comprehension was in moderate criteria similar to five reading comprehension indicators. Therefore, English lecturers hope to select an appropriate strategy and be well prepared to teach reading.

MEASUREMENT PROPERTIES OF A STANDARDIZED ELICITED IMITATION TEST: AN INTEGRATIVE DATA ANALYSIS

AbstractElicited Imitation Tests (EITs) are commonly used in second language acquisition (SLA)/bilingualism research contexts to assess the general oral proficiency of study participants. While previous studies have provided valuable EIT construct-related validity evidence, some key gaps remain. This study uses an integrative data analysis to further probe the validity of the Korean EIT score interpretations by examining the performances of 318 Korean learners (198 second language, 79 foreign language, and 41 heritage) on the Korean EIT scored by five different raters. Expanding on previous EIT validation efforts, this study (a) examined both inter-rater reliability and differences in rater severity, (b) explored measurement bias across subpopulations of language learners, (c) identified relevant linguistic features which relate to item difficulty, and (d) provided a norm-referenced interpretation for Korean EIT scores. Overall, findings suggest that the Korean EIT can be used in diverse SLA/bilingualism research contexts, as it measures ability similarly across subgroups and raters.

Indonesian EFL Learners’ Reading Motivation

Motivation in reading is very important for engaging learners in reading activity which can affect better reading comprehension. However, without motivation in reading can affect the worst reading comprehension. Therefore, motivation in reading needs to be constructed first by the teachers. This study examined whether intrinsic and extrinsic reading motivation different among students and reading motivation in general. This study used a descriptive quantitative approach with a survey design. Eighty-five third-year students voluntarily returned the motivation reading questionnaire about their motivation in reading. The data were analyzed through descriptive statistics using SPSS 23 and criteria-referenced and norm-referenced interpretations. From the analysis, it was found that most extrinsic reading motivation dimension percentages were slightly higher than intrinsic motivation and reading motivation dimension percentages in general in high category percentage. This study concludes that the external reason likely influenced students' motivation in reading. The students who were more motivated to read in this study were because of the expectation to get appreciation from others, good grades, better information from the text, and to finish the assignment. It also implies the theory of motivating students to engage with English reading texts.

CORRIGENDUM / ERRATUM / RETRACTION

RETRACTION TO: Mila, R., T. (2016). The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations. TARBIYA: Journal Of Education In Muslim Society, 3(1), 77-89. doi:10.15408/tjems.v3i1.339. This article has been retracted by Publisher based on the following reason: The Editor of Tarbiya Journal found the double publication in the article publishing due to article's content similarity published in TEKNOLOGI PENDIDIKAN Vol 5, No. 2 (2016) URL: http://jurnal.ppsuika.ac.id/index.php/TEK/article/view/495. Titled” THE ASSESSMENT OF CRITICAL THINKING SKILL FOR EARLY AGE CHILDREN BASED ON CRITERION REFERENCED AND NORM REFERENCED INTERPRETATIONS” with the same author who is Rodhoty Taza Mila. Based on clarification, Author of the article have admitted that she has published the same article published in TEKNOLOGI PENDIDIKAN Vol 5, No. 2 (2016). One of the conditions of submission of paper for publication in this journal is that authors declare explicitly that their work is original and has not appeared in a publication elsewhere. Re-use of any data should be appropriately cited. As such this article represents a severe abuse of the scientific publishing system. The scientific community takes a very strong view on this matter and apologies are offered to readers of the journal that this was not detected during the submission process.

The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations

Abstract The objective of this research is to study comprehensively the assessment of critical thinking skill for early age children based on criterion referenced and norm referenced interpretations. It is a non-experimental quantitative research for students in Assalam Kinder-garten. There are some critical thinking skill indicators, such as clarity, accuracy, precision, depth, breath, relevance, and logic. By using assessment based on criterion referenced inter-pretations, critical thinking skill is so real and absolute, while by using assessment based on norm referenced interpretations, critical thinking skill is so relative depends on their groups. Based on criterion referenced interpretations, there are 24 students can’t think critically because their scores are lower than minimum limit and 10 students can think critically because their scores are higher than minimum limit. Based on norm referenced interpreta-tions, there are 19 students think critically above average and 15 students think critically under average. So, the assessment of critical thinking skill for early age children can be strong foundation to prepare the best stimulation for optimalizing their critical thinking skill until mature in the future. Abstrak Tujuan dari penelitian ini adalah untuk mempelajari secara komprehensif penilaian keterampilan berpikir kritis untuk anak-anak usia dini berdasarkan penilaian acuan kriteria dan penilaian acuan norma. Ini merupakan penelitian kuantitatif non-eksperimental untuk siswa di TK Assalam. Ada beberapa indikator keterampilan berpikir kritis, seperti kejelasan, akurasi, presisi, kedalaman, keluasan, relevansi, dan logika. Dengan menggunakan penilaian acuan kriteria, keterampilan berpikir kritis menjadi nyata dan mutlak, sementara dengan menggunakan penilaian acuan norma, keterampilan berpikir kritis menjadi sangat relatif tergantung pada kelompok mereka. Berdasarkan penilaian acuan kriteria, ada 24 siswa tidak dapat berpikir kritis karena nilai mereka lebih rendah dari batas minimum dan 10 siswa dapat berpikir kritis karena nilai mereka lebih tinggi dari batas minimum. Berdasarkan penilaian acuan norma, ada 19 siswa berpikir kritis di atas rata-rata dan 15 siswa berpikir kritis di bawah rata-rata. Jadi, penilaian keterampilan berpikir kritis untuk anak-anak usia dini dapat menjadi dasar yang kuat untuk mempersiapkan stimulasi terbaik untuk mengoptimalkan keterampilan berpikir kritis mereka sampai matang di masa depan. How to Cite : Mila, R., T. (2016). The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations. TARBIYA: Journal Of Education In Muslim Society, 3 (1), 77-89. doi:10.15408/tjems.v3i1.339. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i1.339

The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations

The Assessment of Critical Thinking Skill for Early Age Children Based on Criterion Referenced and Norm Referenced Interpretations

The Achievement Emotions Questionnaire-Argentine (AEQ-AR): internal and external validity, reliability, gender differences and norm-referenced interpretation of test scores

Este artículo informa la confiabilidad, validez interna, validez externa, diferencias de género y normas de una versión española del Achievement Emotions Questionnaire (Pekrun et al., 2011) adaptada para estudiantes universitarios de Argentina (AEQ-AR). El AEQ-AR consta de 24 escalas que miden disfrute, esperanza, orgullo, alivio, enojo, ansiedad, vergüenza, desesperanza y aburrimiento en clase, al estudiar y realizar exámenes. Participaron del estudio estudiantes argentinos que estudiaban en la Universidad Nacional de Córdoba. Se conformaron una muestra de estimación (N = 400) y una muestra de confirmación (N = 266) para examinar la validez interna y la confiabilidad. La muestra total (N = 666) se utilizó para analizar la validez externa, las diferencias de género y obtener las normas para las escalas. Los resultados indican que las escalas son confiables, validas internamente como lo demostraron los análisis factorial exploratorio y confirmatorio, y validas externamente en términos de relaciones con valor de la tarea, autoeficacia social académica, metas de logro y rendimiento académico. Además, se encontró apoyo parcial para la hipótesis de diferencias de género de las emociones prospectivas y retrospectivas relacionadas a resultados negativos . Las normas obtenidas para estudiantes hombres y mujeres permitirán interpretar las puntuaciones obtenidas para propósitos prácticos. Finalmente, se presentan en el apéndice las instrucciones y escalas del AEQ-AR.

Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth

The concept of growth is at the foundation of the policy and practice around systems of educational accountability. It is also at the foundation of what teachers concern themselves with on a daily basis as they help children learn. Yet there is a disconnect between the criterion-referenced intuitions that parents and teachers have for what it means for students to demonstrate growth and the primarily norm-referenced metrics that are used to infer growth. One way to address this disconnect would be to develop vertically linked score scales that could be used to support both criterion-referenced and norm-referenced interpretations, but this hinges upon having a coherent conceptualization of what it is that is growing from grade to grade. In this paper, a learning-progression approach to the conceptualization of growth and the subsequent design of a vertical score scale is proposed and illustrated in the context of the Common Core State Standards for Mathematics.

Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings

Early identification of students in need of academic assistance results in a greater likelihood of academic success and a decrease in the likelihood that students will need continual special education services (Jenkins & O'Connor, 2002; Torgesen, 2002). Prevention is often more cost efficient, more effective, and more beneficial to students than delayed remediation. This and other observations support implementation of early screening and intervention for prevention of academic problems (President's Commission on Excellence in Special Education, 2002; Reschly, Tilly, & Grimes, 1999). The corresponding screening procedures are often referred to as either universal screenings or benchmarking. Curriculum-based measurement of oral reading fluency (CBM-R) is one common procedure used for universal screening purposes (Deno, 2002). CBM-R was evaluated by the Reading First Assessment Panel, which concluded that there was sufficient evidence for its use in universal screening (Francis et al., 2002). Although districts can develop their own source of CBM-R passages, various commercial sets of CBM-R passages exist such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; http://dibels.uoregon.edu) and AIMS-web (http://aimsweb.com). CBM-R universal screening data can be norm referenced, criterion referenced, or self-referenced. Norms can be used to evaluate the relative standing of a student's performance in comparison to peers. This is an especially useful interpretative approach, which is often used as part of universal screenings and triannual assessments, to identify students discrepant in level and rate of growth from peers. In a criterion-referenced framework, CBM-R data can be used to evaluate a student's level of achievement compared to established benchmarks of expected levels of achievement. Such comparisons are beneficial when attempting to predict performance on large-scale assessments (e.g., state tests). Finally, a student's performance on previous administrations can be used to evaluate change or growth, which is valuable for gauging the effects of instruction (i.e., response to intervention, RTI). Norm-, criterion-, and self-referenced interpretations can be used in conjunction to support early intervention and prevention of reading problems. Early intervention and prevention practices increase the probability that students at risk will meet or exceed academic expectations in the future (Fuchs, Fuchs, & Compton, 2004) and demonstrate proficiency on statewide tests (Good, Simmons, & Kame'enui, 2001; Hintze & Silberglitt, 2005; Stage, 2001). Norm-referenced interpretation enables problem solving and resource allocation at the local level. School systems functioning within either a problem-solving or RTI framework must screen students to identify those individuals most likely to benefit from early intervention. Local norms are most appropriate to identify struggling readers at the individual and group level. The evaluation of student performance relative to classroom, local, and district norms enables schools to consider local variables external to the child (e.g., quality of the curriculum and instruction). Academic problems within problem-solving and RTI models are defined by the discrepancy between what is typically achieved by a student's peer group (i.e., what is expected) and what is achieved by an individual student or group (i.e., what is observed). CBM-R is often used to define problems in this manner. Within Fuchs and Fuchs' (1998) RTI dual-discrepancy model, CBM-R is a primary dependent variable used to define problems and evaluate response to instruction. CBM-R data are often used to establish the expected level of reading achievement at specific points in the academic year. Triannual CBM-R universal screening data are also used to establish the expected rate of reading growth across the year (Deno, Fuchs, Marston, & Shin, 2001). CBM-R universal screening data are used to determine which students are discrepant in their level of reading achievement and rate of academic growth. …

Reproducibility of clinical performance assessment in practice using incognito standardized patients.

The reproducibility of authentic assessment methods has been investigated for objective structured clinical examinations (OSCEs) and video assessment in general practice, but not for assessment with incognito standardized patients. To investigate the reproducibility of assessment with incognito standardized patients. A total of 27 Dutch rheumatologists in 16 hospitals were each visited by 8 incognito standardized patients presenting with different rheumatological disorders. After each visit, the standardized patient completed a case-specific checklist containing items on medical history, physical examination and management. Over a 20-month period, 254 incognito visits took place, of which 201 were first visits. The standardized patient was detected by the rheumatologist in 2 cases only. These encounters were not included in the analysis. Generalizability theory was used to investigate the reproducibility of the assessment. One fifth of the variance can be attributed to variation between rheumatologists. The largest variance is due to the variation in difficulty among cases. A reproducible assessment requires 3 hours of testing time (6 cases) if it is obtained through a norm-referenced interpretation of scores and 7 hours of testing time (14 cases) if it is obtained through an absolute interpretation of scores. The reproducibility of performance assessment in clinical practice by incognito standardized patients is similar to that of other authentic measurements for the assessment of clinical competence and performance.

The Precision of Change Scores Under Absolute and Relative Interpretations

Although some progress has been made in rehabilitating change scores by showing that they are not necessarily unreliable, they are still generally thought to be less reliable than the measures from which they are derived. However, the focus on reliability or generalizability as a measure of the precision of change scores may be misguided because both reliability and generalizability coefficients assume a norm-referenced interpretation, whereas many applications of change scores rely on an absolute interpretation of the change. We examined the precision of change scores in terms of error-tolerance (E/T) ratios for both relative and absolute interpretations of change scores. E/T ratios are used to evaluate the error in estimating the change relative to the tolerance for error in a particular context. Achievement test data in which people are crossed with items within categories are used to illustrate the results.

Relation of Statistically Significant, Abnormal, and Typical WAIS-R VIQ-PIQ Discrepancies to Full Scale IQs

Summary: In the United States' normative population for the WAIS-R, differences (Ds) between persons' verbal and performance IQs (VIQs and PIQs) tend to increase with an increase in full scale IQs (FSIQs). This suggests that norm-referenced interpretations of Ds should take FSIQs into account. Two new graphs are presented to facilitate this type of interpretation. One of these graphs estimates the mean of absolute values of D (called typical D) at each FSIQ level of the US normative population. The other graph estimates the absolute value of D that is exceeded only 5% of the time (called abnormal D) at each FSIQ level of this population. A graph for the identification of conventional “statistically significant Ds” (also called “reliable Ds”) is also presented. A reliable D is defined in the context of classical true score theory as an absolute D that is unlikely (p < .05) to be exceeded by a person whose true VIQ and PIQ are equal. As conventionally defined reliable Ds do not depend on the FSIQ. The graphs of typical and abnormal Ds are based on quadratic models of the relation of sizes of Ds to FSIQs. These models are generalizations of models described in Hsu (1996) . The new graphical method of identifying Abnormal Ds is compared to the conventional Payne-Jones method of identifying these Ds. Implications of the three juxtaposed graphs for the interpretation of VIQ-PIQ differences are discussed.

The Precision of Measurements

Measurements are said to be precise to the extent that they are free of random error, or equivalently, to the extent that they are consistent across different observations for an object of measurement. Standard errors of measurement provide convenient indexes of consistency, but their magnitude depends on the score scale and, therefore, it is difficult to make evaluative judgments about standard errors without having some benchmark for comparison. Reliability coefficients address this need by comparing the standard error with the observed score variability. The ratios defining reliability coefficients and generalizability coefficients are independent of the scale but are strongly linked to a norm-referenced interpretation of test scores. A more fundamental way to evaluate precision is to compare errors of measurement with the tolerance for error in a particular context. The tolerance for error specifies how large errors can be before they interfere with the intended use of the measurement procedure and is...

A REPLY TO HARRIS “AN INTERPRETATION OF LIVINGSTON'S RELIABILITY COEFFICIENT FOR CRITERION‐REFERENCED TESTS”

Harris (1972) has provided a norm-referenced interpretation of the criterionreferenced reliability coefficient. His interpretation arises out of the conceptualization of the criterion score as the mean of a hypothetical distribution constructed by adding to the actual score distribution a phantom distribution which is created by reflecting the actual score distribution about the criterion score. What Harris shows is that if one constructs such a hypothetical distribution, its mean will equal the criterion score and its norm-referenced reliability will equal the criterion-referenced reliability of the actual score distribution. Harris also points out that in many cases, because of ceiling effects, it is not meaningful to construct such a hypothetical distribution. This interpretation is interesting and, of course, algebraically correct. But Harris' conclusion that the criterion-referenced reliability coefficient is useless does not follow from his argument. Criterion-referenced test score interpretations do not require that the criterion score be conceptualized as the mean of some distribution. It is true, as Harris points out, that the standard error of measurement of a given score distribution is the same, no matter which of the two reliability coefficients one uses. And it is also true, as Harris says, that the fact that the criterion-referenced reliability coefficient is (in general) larger than the norm-referenced reliability coefficient does not imply a more dependable determination of whether or not a true score falls below or above a given criterion value. The point that Harris overlooks is that reliability is not a characteristic of a single score, but of a group of scores. And the larger criterion-referenced reliability coefficient does imply a more dependable overall determination of whether each true score falls above or below the criterion level, when this decision is to be made for every individual score in the distribution.