About This Chapter
Interpreting Assessments & Emotional Impairment Reports - Chapter Summary
When you review this chapter, you'll find short lessons covering the interpretation of assessments and emotional impairment reports. The process of summarizing the basic statistics of score distribution and comparing those test scores to a larger population are explained fully in this chapter. Once you've completed these lessons, you should understand how to:
- Use bell curves and standard deviation for assessment
- Outline the advantages and disadvantages of criterion- and norm-referenced scoring
- Utilize median, mode and mean for assessment
- Discuss the standardization of psychological tests
- Interpret IQ scores correctly
- Share assessment results with stakeholders and students
- Explain the components of an emotional impairment assessment report
- Identify the over-representation of diverse students with emotional impairments
Even challenging topics are easy to understand with help from the lessons found here, all written by professional instructors. You'll gain confidence as you study our video and text lessons, take the short self-assessment quizzes and utilize the printable lesson transcripts. Work at your own pace and feel free to contact an instructor through the Dashboard with any questions you might have.
1. Summarizing Assessment Results: Understanding Basic Statistics of Score Distribution
Summarizing test results is a critical component of the assessment process. In order for results to be used effectively, they must be summarized in a way that allows educators to compare the achievement of one student to others. This lesson will describe the first step in summarizing results: understanding the basic statistics of score distribution.
2. Summarizing Assessment Results: Comparing Test Scores to a Larger Population
Assessment results can yield valuable information about the individual test-taker and the larger population of test-takers. This lesson will describe how to compare test scores to a larger population by explaining standard score, stanines, z-score, percentile rank and cumulative percentage.
3. Using Standard Deviation and Bell Curves for Assessment
When a teacher gives an exam in class, how does she decide if the test scores were good or bad? This lesson focuses on classroom assessment, specifically how to analyze the variability of scores within a given group of students. We'll discuss both standard deviation and bell curves.
4. Norm- vs. Criterion-Referenced Scoring: Advantages & Disadvantages
Assessment results allow educators to make important decisions about students' knowledge, abilities and future educational potential. There are multiple ways to summarize and interpret assessment results. This lesson will discuss ways to summarize norm-referenced assessments and criterion-referenced assessments.
5. Using Mean, Median, and Mode for Assessment
How does a teacher decide what is a good exam score and what is a bad one? This lesson focuses on classroom assessment, but instead of different types of assessment (such as essay versus true/false questions), we'll discuss statistical methods for summarizing scores on any form of testing. Specifically, this lesson covers the statistical tools known as the mean, median and mode.
6. Standardization and Norms of Psychological Tests
Many psychological tests, including intelligence tests, are about comparing your score to others' scores to see how you did. Watch this lesson to find out about two important concepts in psychology: standardization and norms.
7. Methods of Measuring Intelligence: Interpreting IQ Scores & Score Range
You've probably heard of 'IQ,' but do you really know what it means? This lesson covers the history and theory behind the famous idea of an intelligence quotient (including the inventor of IQ, Alfred Binet), and will help you learn how to understand and interpret IQ scores.
8. Sharing Assessment Data with Students & Stakeholders
In this lesson, we will discuss some of the misunderstandings stakeholders have about testing and score reports to identify ways that teachers can prepare to communicate outcomes of student assessments with students, parents, and colleagues.
Earning College Credit
Did you know… We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level.
To learn more, visit our Earning Credit Page
Transferring credit to the school of your choice
Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you.
Other chapters within the MTTC Emotional Impairment (059): Practice & Study Guide course
- Human Growth & Development Basics
- Characteristics & Effects of Emotional Impairments
- The Educational Psychology of Emotional Impairments
- Psychiatric & Pharmacological Elements of Emotional Impairments
- Influential Factors on Development & Learning
- Using Education & Psychological Assessments
- Education Assessments for Emotional Impairments
- Monitoring Students with Emotional Impairments
- IEPs for Students with Emotional Impairments
- Transition Planning for Students with Emotional Impairment in Michigan
- Behavior Intervention Plans for Students with Emotional Impairments
- Behavioral Interventions for Students with Emotional Impairments
- Learning Environments for Students with Emotional Impairments
- Curriculum for Students with Disabilities
- Teaching Strategies for Students with Emotional Impairments
- Individualized Instruction for Students with Emotional Impairments
- Technology for Students with Emotional Impairments
- Communication Skills in the Classroom
- Social Skills for Students with Emotional Impairments
- Life Skills for Students with Emotional Impairments
- Communicating & Collaborating with Students with Emotional Impairments & Their Parents
- School & Community Partnerships
- Foundations of SPED for Students with Emotional Impairments in Michigan
- Professional, Ethical & Legal Roles of Educators of Students with Emotional Impairments
- MTTC Emotional Impairment Flashcards