What is needed for a good assessment of an individual?
Why should assessment procedures often be considered when working with students or clients?
Describe the importance of having an understanding of cross-cultural issues when using assessment procedures. What do these procedures look like, specifically?
Part I: Using the scores below, create a frequency distribution:
1 2 4 6 12 16 14 17 721
4 3 6 114 10
12 7 93 213 61 3
5 10 3
Part II: Once you are done, use the numbers above to develop:
a histogram that uses class intervals which has 3 numbers in each interval
a frequency polygon that uses class intervals with 4 numbers in each interval and
a cumulative distribution that has class intervals that has 4 numbers in each interval.
Discuss the strengths and weaknesses of using a criterion-referenced test instead of a norm-referenced test to measure progress as defined by the No Child Left Behind Act or other high-stakes testing standards.
Explain what a grade equivalent is. What is a potential major downfall of using a grade equivalent type of score?
Identify the four different types of scales of measurement, and give examples of situations when some might be more appropriate to use than others.
