Norms

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Norms
Norm= a person’s test score is compared
to a group’s score.
Norm-based interpretation
Norms provide standards for interpreting
test scores.

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Norms
Where should we get normative
information from?
Suppose, we have the raw scores of an entry-
level secretary on a typing speed test.
We could compare these raw data with...
 the scores of people in general?
 the scores of experienced typists

 the scores of other entry-level secretaries.

Standardization sample of the WAIS-IV consists

of 2,200 with an age range of 16 to 90.
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Norms
Types of norms.
Percentile rank=percentile
Age norms: some psychological characteristics
change over time, representative sample in age
groups.
Grade norms: school children

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Percentile rank

B= Boys, G=Girls
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Age Norms
Changes over time, changes systematically
with age such as vocabulary, mathematical
ability.

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Age Norms

For 60 months; 75th percentile rank is about 35

50th percentile rank is 28,
25th=18
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Grade Norms

Just beginning the 2nd grade, the median score is

22. GE= Grade Equivalent
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Norms
Cautions:
A person’s scores should be compared to an
adequate population.
Normative data get out-dated quickly.
Large sample needed for minimising sampling
error.

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Age and Gender Related Norms

Tracking chart for boys’

physical growth from birth to
36 months.

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Age and Gender Related Norms
Tracking chart for girls’
physical growth from birth
to 36 months.

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Age and Gender Related Norms

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Norms
Setting standards & cut-offs:
External standard rather than comparison to
other test-takers (e.g. School grading)
 When most students get F, you get DD. From norm-
based perspective, you’re fine but your absolute level
of performance is quite poor!
Criterion-referenced tests: compared to a
criterion or set of standards.
Need to separate fails and passes >cut-off score.
How? Angoff method: an expert assesses each
item & defines probability of barely competent
person to answer correctly.
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