TEST INTERPRETATION

Aptitude and ability tests are used to make inferences about the individual's competencies, capabilities and likely future performance on the job. But what do scores mean and how are they interpreted?

There two distinct method to use in interpreting scores, criterion-referenced interpretation and norm-referenced interpretation. In criterion-referenced tests, the test score indicates the amount of skill or knowledge that a test taker has in a particular subject area. It involves comparing a student's score with a subjective standard of performance rather than with the performance of a norm group. Norm-referenced interpretation involves comparing a student's score with the scores other students obtained on the same test. How much a student knows is determined by the student's standing or rank within the reference group.

Sources:

...uiowa.edu/itp/...itbs_interp_score.aspx

psychometric-success.com/.../interpretin

...wikipedia.org/...Standardized_testing

Reflection

Student's skills and knowledge are usually determined through testing. The test scores are interpreted to judge the performance of the student if improvement has been made or to compare his performance with other students taking the same test. Testing in schools is also used not just to assess the students' performance but also to rank schools with other schools, region, or even with other nations.  This is the reason why teachers are encouraged to do review classes and to shape their classroom activities around the upcoming test with the hopes that their students will perform better than the other students in other schools. Indeed, we are living in the age of much testing and assessment with increasing demands for teachers and school accountability and ever more rigorous expectations for improved student test performance (wikipedia, standardized_ testing). 

Students and teachers feel the pressure put upon them and this creates tension It is very important then that interpretation of test scores be done by trained persons who have adequate amount of information and have understood fully the purpose of the test or what the test is designed to measure. There should be a check-recheck if interpretation of test scores accurately portray the test taker's performance, otherwise, it would be unfair for the students who are trying their best to get high scores and the teachers whose teaching performance is also measured based on the students' results on the test.