Interpreting

Test
Scores
Types of Interpretation
Descriptive
• What kind of person is this man, woman, boy, or girl? How does he feel about
getting close to people? How well does he handle numerical reasoning? How
does his verbal intelligence compare with his nonverbal intelligence? What
does he like to do?

Genetic
• How did he get his way? Is his reading deficiency a result of emotional
blocking, of inadequate development of basic skills or of lack of interest? Does
his expressed rejection of numerical ability stem from parental pressures to
avoid this area, from failure in the past when he tried to fix to make things, or
is it a result of the fact that he likes many other things so much more?

Predictive
• How is he likely to fare in college? How much success can he expect in a
vocational high school course? What degree of satisfaction would he have in
accounting work as compared with selling?

Evaluative
• What course should he have taken? Which college (if any) should he attend?
Types of treatment of data

 Mechanical
 is the “cookbook” method of treating test
data

 Non-mechanical
 as contrasted to the mechanical approach, it
tends to be more subjective, more vague and
sometimes intuitive
Illustrations of all
possible combinations of
the different dimensions

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Bernard is
better
(stanine 8)
on the
Assembly
part than
on the
Descriptive Mechanical Test Data
Memory
part
(stanine 3)
of the
Flanagan
Aptitude
test

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Descriptive

From the fact that Barbara

has a much higher score and
several non-verbal than on
Non-Mechanical verbal tests, it is judged that
her IQ of 92 on OLMAT is an
underestimate of the general
intelligence

Test Data

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Genetic
Given Joe’s score on
the Kuder and on the
Primary Mental
Abilities Test and then
looking up the resulting
pattern in a special
table, we interpret
Mechanical that he probably comes
from a language-
deprived home and, as
a result, did not
develop his
potentialities in the
verbal area.

Test Data

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Nancy’s SVIB (Strong Vocational Interest
Genetic Blank) shows high scores in the Secretary-
Typist and Office-worker scales, but her
Kuder reveals very low scores in the
Computational and Clerical areas. In
interviews she rejects the SVIB scores but
feels that the Kuder represents her
interests correctly. Knowing that she
comes from an upper-middle class home,
Non-Mechanical (non test data) we guess that the self-
concept which resulted from family
expectations has led her to reject the more
obvious and therefore, more distortable
inventory (Kuder) that occupational
activities associated with a low level
occupational group (office workers). On the
SVIB, which is a less obviyus measure of
interests, she is found to have much in
Test Data common with office workers.

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Predictive
Mechanical

Test Data

Emily’s low score on the Algebra Prognosis Test is 73. Using

an expectancy table developed locally, her counselor tells
her that of people with scores like hers, about 9 in 10 pass
Elementary Algebra in that school.

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 Ronald asks his counselor whether
he is mistaken in aiming at a career
in optometry. The counselor looks
Predictive over the cumulative record and
finds superior scholastic aptitude
test scores, above average scores
on science and math achievement
tests and high measured scientific,
Non- persuasive, and social-service
Mechanical interests. Based on his resding of
the occupational literature and his
knowledge of the occupation from
other sources, the counselor tells
Ronald that his chances of
Test Data succeeding in optometry are very
good.

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
 All 6th grade students whose
scores on the scholastic
aptitude and achievement
tests are above a specified
point are bought together for
a series of group career
Test Data planning sessions to help them
plan their high school program
Mechanical so as to utilize their superior
abilities. The prediction is
that the group guidance
sessions will improve students’
Evaluative planning. The value judgment
is that this is worth the
expenditure of student and
staff time.

*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
*Goldman, L. (1971). Using tests in counseling. (2nd ed). New Yor: Appleton-Century-Crofts
Criterion-referenced interpretation
 Interpretation is based on a criterion that has
been predetermined to define a performance
level, thus, the individual’s score is interpreted
in absolute terms, such as the percent correct
answers
Norm-referenced interpretation
 Interpretation can be based on the relative
position of the individual within the group or in
comparison with a norm group
 Sample scoring for the history question: What caused World War II?
Criterion-referenced Norm-referenced
Student answers
assessment assessment
Student #1: This answer is This answer is worse
WWII was caused by Hitler and correct. than Student #2's
Germany invading Poland. answer, but better than
Student #3's answer.

Student #2: This answer is This answer is better

WWII was caused by multiple correct. than Student #1's and
factors, including the Great Student #3's answers.
Depression and the general economic
situation, the rise of nationalism,
fascism, and imperialist expansionism,
and unresolved resentments related
to WWI. The war in Europe began
with the German invasion of Poland.

Student #3: This answer is wrong. This answer is worse

WWII was caused by the than Student #1's and
assassination of Archduke Ferdinand. Student #2's answers.
Derived Scores
 Percentiles – express the relative
position of the test taker in a norm-
referenced test
Percentile Ranks Descriptive Terms
95 or above Very high; superior
85 – 94 High; excellent
75 – 84 Above average; good
25 – 74 About average; satisfactory or fair
15 – 24 Below average; fair or slightly weak
5 – 14 Low; weak
5 or below Very low; very weak
Derived Scores
 Standard Scores – are means of
presenting the relative position of an
individual on a test such scores describe
how many standard deviations the
individual’s score is from the mean