norms

PRESENTATION TOPIC NORMS : 

PRESENTATION TOPIC NORMS BY SAIRA NAZ

EXPLANATION: : 

EXPLANATION: Within our society, we have what are known as social norms which are standards that we are encouraged to live by in terms of what is right and wrong & acceptable or unacceptable when it comes to believes & behaviors.

DEFINATION OF NORMS: : 

DEFINATION OF NORMS: When it comes to interpreting psychological test scores, researchers often use NORMS. In terms of testing, norms can be described as the average scores among an identified group of people. Such NORM provides a basis at which test scores of individuals can be compared.

NORM REFERNCE TEST (NRT) : 

NORM REFERNCE TEST (NRT) This type of test identifies whether the test taker performed better or worse than other test takers

CRIETERION REFERNCE TEST (CRT): : 

CRIETERION REFERNCE TEST (CRT): CRT interprets a test score compares an individual’s performance to some criterion other than performance of other individuals.

DEVELOPMENTAL NORMS: : 

DEVELOPMENTAL NORMS: Developmental norms are defined as standards by which the progress of a child's development can be measured. Developmental Norms – child age, stages of age For example, the average age at which a child walks, learns to talk, or reaches puberty would be such a standard and would be used to judge whether the child is progressing normally.

GRADE EQUIVALENT NORMS: : 

GRADE EQUIVALENT NORMS: Norms according to grades for example 80% lies on A grade

Slide 11: 

Ordinal Scales - there are distinct classes but these classes have a natural ordering or ranking. The differences can be ordered on the basis of magnitude. For example - final position of horses in a race is an ordinal variable. The horses finish first, second, third, fourth, and so on. The difference between first and second is not necessarily equivalent to the difference between second and third, or between third and fourth.

Ordinal Scales : 

Ordinal Scales Does not assume that the intervals between numbers are equal Example: finishing place in a race (first place, second place) 1 hour 2 hours 3 hours 4 hours 5 hours 6 hours 7 hours 8 hours 1st place 2nd place 3rd place 4th place

Slide 13: 

Age Norms • Method of describing scores in terms of the average or typical age of the respondents achieving a specific test score. Age norms can be developed for any characteristic that changes systematically with age. In establishing age norms, we need to obtain a representative sample at each of several ages and measure the particular age related characteristic in each of these samples. It is important to remember that there is considerable variability within the same age, which means that some children at one age will perform similar to children at other ages.

Within group norms : 

Within group norms These norms are used to equate a person’s performance in comparison to the performance of one or more appropriate reference group

Slide 15: 

Z Scores A z-score tells how many standard deviations someone is above or below the mean. Simply put, the mean of the distribution is given the z value of zero (0) and its standard deviation is counted by ones. A z-score of -1.4 indicates that someone is 1.4 standard deviations below the mean. To calculate a z-score, subtract the mean from the raw score and divide that answer by the standard deviation. (i.e., raw score =15, mean = 10, standard deviation = 4. Therefore 15 minus 10 equals 5. 5 divided by 4 equals 1.25. Thus the z-score is 1.25.)

Slide 16: 

T Scores T-Scores (or standardized scores) are a conversion (transformation) of raw individual scores into a standard form, where the conversion is made without knowledge of the population's mean and standard deviation. The scale has a mean set at 50 and a standard deviation at 10. T = 50 + l0 x z score An advantage of using a T-Scores is that none of the scores are negative.

Slide 17: 

Percentile Ranks • The most common form of norms and is the simplest method of presenting test data for comparative purposes. The percentile rank represents the percentage of the norm group that earned a raw score less than or equal to the score of that particular individual. For example, a score at the 50th percentile indicates that the individual did as well or better on the test than 50% of the norm group. When a test score is compared to several different norm groups, percentile ranks may change. For example, a percentile rank on a mathematical reasoning test may be lower when comparing it to math grade students, than psychology students.

NORM CONSTRUCTION: : 

NORM CONSTRUCTION: Define population Define objective of test Define sample Content of the test Test administration Test format

Steps continued : 

Steps continued User qualification &professional competence Ethical and social consideration Interpretations of scores