Scores and Interpretations
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Psychologists often hear statements such as, "My child is in the 75th percentile in reading," or "The child has an IQ one standard deviation below the mean." Using Figure 3-6 (see attached file), describe to a novice the meaning of these statements, comparing them to other terms used when describing scores within a normal distribution.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). pg. 48-83. Upper Saddle River, NJ: Prentice Hall. [250 Word Count excluding In text and References.]
Question 2
What is the greatest drawback of percentile scores? Why? How can this be overcome most effectively?
[250 word count Max. In text, citation required. Two scholarly references should be included in addition to Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall. Write in 3rd person scholarly writing. No quotes please.] This is a personally developed question not an assignment or home work.
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Solution Summary
This article was about making interpretations in scoring dealing with percentile scoring.
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When psychologists hear phrases from parents for example "My child is in the 75th percentile in reading," or "The child has an IQ one standard deviation below the mean." This is telling them that their child is in the average to above average level according to the norms of past tests. Other terms that parents may hear are stanine scores and sten scores when they are hearing that their child's stanine score is the same as their percentile score. You can also use a t-test and a z-score to check the results of the tests given.
"The greatest drawback of percentile scores is that they can be so misleading." (Gregory, 2004) It would depend on the level of the test to get an accurate reading of intelligence. To make percentile scores more effective is to make sure the tests, the testing environment and the test takers are conducive to what they have learned, the classroom or wherever the test is taken is comfortable and the tester is feeling well ...
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