Establishmment of

Norms
1.) Giving the test to a representative sample of
individuals.
2.) Calculating the average score (mean) at
each level.
3.) Preparing a table of equivalence that the
transformation of the raw scores into derived s
 1.) Giving the test to a representative
sample of individuals.
 2.) Calculating the average score (mean)
at each level.
 3.) Preparing a table of equivalence that
the transformation of the raw scores into
derived scores can be made more
convenient
 Interpreting Norms
 Norms are widely used in many
standardized achievement tests
prepared.
 These tests have to be validated and
standardized.
 Grade Norms
 Are widely used in standardized
educational achievement tests.
 This is so because tests are
employed within the academic
settings.
 Grade equivalence is expressed in
two numbers.
 Age Norms
 Are based n the average scores
earned by pupils at different ages.
 They are interpreted in terms of age
equivalents.
 Age norms are commonly used in
tests in reading indicated as reading
age), in mental ability ( mental age )
and achievement tests in arithmetic.
 Characteristics of age norms
 Represent test performance in
unequal units.
 Can be used more meaningfully in
the elementary level.
 Do not represent what the child can
actually do.
 PERCENTILE NORMS
 Are not the same as percentage
scores because percentiles are
derived scores which are expressed
in terms of the percentage of
persons while percentage scores are
expressed in terms of percentage of
items.
 Percentile norms are more widely
used than other norms.
 They are easy to compute and can
readily be understood.
 STANDARD SCORE NORMS
 Indicate the pupil’s relative position
by showing how far his raw score is
above or below average.
 Express the pupil’s performance in
terms of standard units from the
mean.
 Is represented by the normal
probability curve or what is
commonly called the normal curve.
 The mathematical Characteristics
of a Normal Curve
 It is divided into standard deviation
units
 Each portion under the curve has a
fixed percentage of cases.
 Standard deviation permits us to
convert raw scores into a common
scale of equal units ( SD units )
which can readily be interpreted in
terms of a normal curve.
 Z-scores
 Are linearly derived standard scores.
 To compute a z score, find the
difference between the individual’s
raw score and the mean of the
normative group, and then divide the
difference by the SD of a normative
group.
Example:
Formula: z = X-M Z= 48-60

SD 5
Given: M=60 SD = 5 Z=-2.4

Tina’s score X1 = 70-60

5
X1= +2
Ronald’s Score : X1 = 48
 T- Scores
 Refer to any set of normally
distributed standard scores that has
a mean of 50 and a standard
deviation of 10.
 T- scores are obtained by multiplying
z-scores are obtained by multipying z
scores by 10 and adding the product
to 50.
Formula: T-score = 50 + 10(z)
Applying this formula to the two z-
scores we computed earlier:

T=50 + 10(2) = 70
T=50+10 (-2.2)=28
 One very good features of standard
scores is they have equal units of
measures and their size is the same
from distribution to distribution.
 Thus comparisons of test results
taken by the same individuals can
best be done by using standard
scores.