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.

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.

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