Psychological Testing and Assessment: An Introduction To Tests and Measurement, 5/e
| Age norms | Also referred to as age-equivalent norms; norms specifically designed for use as a reference in the context of the age of the testtaker who achieved a particular score; contrast with grade norms, 101, 105-106.
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| Coefficient of correlation | Symbolized by r, an index of the strength of the linear relationship between two continuous variables expressed as a number that can range from -1 to +1. Although different statistics may be used to calculate a coefficient of correlation, the most frequently used is the Pearson r; 112-113.
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| Coefficient of determination | A value indicating how much variance is shared by two variables being calculated. This value is obtained by squaring the obtained correlation coefficient, multiplying by 100, and expressing the result as a percentage; the percentage indicates the amount of variance accounted for by the correlation coefficient, 116-117
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| Correlation | An expression of the degree and direction of correspondence between two things, when each thing is continuous in nature, 112-121
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| Criterion-referenced testing and assessment | Also referred to as domain-referenced testing and assessment and content-referenced testing and assessment, a method of evaluation and a way of deriving meaning from test scores by evaluating an individual's score with reference to a set standard (or criterion); contrast with norm-referenced testing and assessment, 30, 109, 112
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| Cut score | Also referred to as a cutoff score, a reference point, usually numerical, derived as a result of judgment, used to divide a set of data into two or more classifications, with some action to be taken or some inference to be made on the basis of these classifications, 101
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| Fixed reference group scoring system | A system of scoring wherein the distribution of scores obtained on the test from one group of testtakers (the fixed reference group) is used as the basis for the calculation of test scores for future administrations; the SAT and the GRE are scored this way, 108-109
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| Grade norms | Norms specifically designed as a reference in the context of the grade of the testtaker who achieved a particular score; contrast with age norms, 106.
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| Incidental sampling | Also referred to as convenience sampling, the process of arbitrarily selecting some people to be part of a sample because they are readily available, not because they are most representative of the population being studied, 103-104
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| Local norms | Normative information about some limited population, frequently of specific interest to the test user, 108.
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| Meta-analysis | A research tool and the result of combining statistical information across various studies, 124-125
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| Multiple regression | The analysis of relationships between more than one independent variable and one dependent variable to understand how each independent variable predicts the dependent variable, 123
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| National anchor norms | An equivalency table for scores on two nationally standardized tests designed to measure the same thing, 107
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| National norms | Norms derived from a standardization sample that was nationally representative of the population, 106-107.
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| Normative sample | Also referred to as a norm group, a group of people presumed to be representative of the universe of people who may take a particular test, whose performance data on a particular test may be used as a reference source or context for evaluating individual test scores, 30, 100, 102
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| Norming | The process of deriving or creating norms, 101.
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| Norm-referenced testing and assessment | A method of evaluation and a way of deriving meaning from test scores by evaluating an individual testtaker's score and comparing it to scores of a group of testtakers; test scores are understood relative to other test scores on the same test; contrast with criterion-referenced interpretation, 30, 109, 190-191
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| Outlier | (1) An extremely atypical plot point in a scatterplot; (2) any extremely atypical finding in research, 120.
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| Pearson r | Also known as the Pearson coefficient of product-moment correlation and the Pearson correlation coefficient, a widely used statistic for obtaining an index of the relationship between two variables when the relationship between the variables is linear and when the two variables correlated are continuous (that is, theoretically can take any value), 113-117
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| Percentile | An expression of the percentage of people whose score on a test or measure falls below a particular raw score; a converted score that refers to a percentage of testtakers; contrast with percentage correct, 105
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| Percentile norms | The raw data from a test's standardization sample converted to percentile form, 105
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| Purposive sampling | The arbitrary selection of people to be part of a sample because they are thought to be representative of the population being studied, 103.
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| Race norming | The controversial practice of norming on the basis of race or ethnic background, 101, 185, 514.
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| Raw score | A straightforward, unmodified accounting of performance, usually numerical and typically used for evaluation or diagnosis, 101
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| Regression | The analysis of relationships among variables to understand how one variable may predict another, 121-123.
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| Sample | A group of people presumed to be representative of the total population or universe of people being studied or tested, 103
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| Scatterplot | Also referred to as a scatter diagram, a graphic description of correlation achieved by graphing the coordinate points for the two variables, 117-121
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| Simple regression | The analysis of the relationship between one independent variable and one dependent variable, 121.
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| Spearman's rho | Also referred to as the rank-order correlation coefficient and the rank-difference correlation coefficient, this index of correlation may be the statistic of choice when the sample size is small and both sets of measurements are ordinal, 117
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| Standard error of the estimate | In regression, an estimate of the magnitude of error; the lower the degree of correlation, the higher the standard error of the estimate, 123
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| Standardization | A process of test development wherein the test is administered to a representative sample of testtakers under clearly specified conditions and the data are scored and interpreted, to establish a context for future test administrations with other testtakers, 102-104
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| Stratified-random sampling | The process of developing a sample based on specific subgroups of a population in which every member has the same chance of being included in the sample, 103.
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| Stratified sampling | The process of developing a sample based on specific subgroups of a population, 103.
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| Subgroup norms | Norms for any defined group within a larger group, 107-108. Substance-abuse assessment, 438-439
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| User norms | Also referred to as program norms, descriptive statistics based on a group of testtakers in a given period of time rather than on norms obtained by formal sampling methods, 102
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2002 McGraw-Hill Higher Education