Standard score

2. What is a standard score? A standard score is a scores that enables us to refer to the performance of an individual pupil in relation to the whole population where the mean is 100 and the standard deviation is usually 15. It also allows schools to base their assessments per school year. This is due to standarised scores taking into account the age of the pupil. A pupil in year 9 that has a date of birth of September would generally be expected to get a higher raw score than a pupil born in

Scores on most of the items in this dimension are high. High scores represent a positive attitude towards safety. The lowest score observed was on PA7 which questions about trade-off between getting a task completed and doing it by the book. With a mean score of (3.72) it shows disagreement among respondents as to how a task is completed according to their job. For instance, ATC respondents show that half of them agree there is a trade-off between getting a task done and doing it by the book, while

earned a standard score of 71 which is in the below average range when compared to her same age peers from the normative sample. The confidence interval indicates that ninety-five percent of the time, Lisa’s standard score would likely fall between 67-75. Lastly, Lisa earned a percentile rank of 3. This means Lisa performed as food as or better than 3% of her same age peers. Letter and Word Recognition – The examinee identifies letters and pronounces words. Lisa earned a standard score of 75 which

terms raw score, standard score, percentile rank, and grade/age equivalent. Caesar was tested in basic concepts (numeration, rational numbers, geometry), operations (addition, subtraction, multiplication, division, mental computation), and applications (measurement, time, money, estimation, interpreting data, problem solving). From Caesar’s scores on the Key Math Revised he appears to be slightly above average in math comprehension. An average standard score is 100. Caesar received a standard score

WIAT Subtests Percentile Rank Standard Score Qualitative Equivalent Listening Comprehension 2 68 Below Average Early Reading Skills 6 77 Below Average Reading Comprehension 4 74 Below Average Math Problem Solving 2 70 Below Average Alphabet Writing Fluency 1 63 Below Average Sentence Composition 8 79 Low Word Reading 12 68 Low Pseudoword Decoding 5 76 Low Numerical Operations 27 91 Low Spelling 4 74 Below Average Math Fluency-Addition 14 73 Low Math Fluency-Subtraction 7 68 Low On December 27th

percent of sedans that gives more than 44 mpg is 0%, z-score is 4.33. 2. 16.13% of sedans give between 33mpg and 35 mpg. The Z-score for 33 is.67, and the z-score for 35 is 1.33 3. 10.10% of mid-size sedans will give less than 27mpg or more than 38mgp. The z-score for 27 is -1.33, and the z-score for 38 is 2.33. 4. To develop a sedan that outperforms 90% of the current sedans in fuel economy the gasoline usage rate would be 34.84 with a z-score would be 1.28 5. To determine the normality of the data

Test Results SHIPLEY-2 (age = 22 yrs old) Raw Score Standard Score Percentile Rank SEM* 95% Confidence Interval** (Standard Score±2SEM) Interpretive Category (for 95% Confidence Interval)*** Vocabulary 32 111 77 4.86 102-120 Average-well above Abstraction 14 97 42 7.26 88-106 Below average-average Composite A 208 106 66 4.57 97-115 Average-above average WPT (Wonderlic Personnel Test) Age-Corrected Raw Score WAIS Full-Scale IQ Equivalent Score Percentile Rank - Adult Working Population Percentile

Abigail was referred for a speech/language re-evaluation to determine current strengths, needs, level of functioning and special education eligibility and programming. II. BACKGROUND INFORMATION Abby was born in New Hampshire but grew up in Honduras. The family moved to Arizona approximately 6-1/2 years ago. Mrs. Cardenas revealed that she was ill during the first trimester of her pregnancy; resulting in a sixteen pound weight loss. The remainder of the pregnancy and Abby's delivery were unremarkable

Scoring For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self-corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or confabulated, or 0 when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees

1. Please look Student’s Exhibit No. __. Is this your report? 2. It is accurate that the last sentence of the first paragraph of your report you stated “This evaluation was requested for diagnostic clarification and treatment planning”? 3. You testified in direct examination that you diagnosed Gabriella with: • Attention-Deficit/Hyperactivity Disorder, Combined Type (F90.2) • Mathematic Disorder – mathematical fluency (F81.2) • Oppositional Defiant Disorder (F91.3); and • Rule Out: Mood Disorder