Given a list of purposes, select those for using the normal curve  

  Given a list of reasons, select the reason that t-scores and z-scores are called standard scores  

  Given the size of the standard error of measurement, interpret that standard error of measurement  

  Given a score (t-score, z-score, cumulative percent, percentile, stanine, normal curve equivalent, or deviation IQ score), convert it to another type of score  

  Given the scale score and the number of students earning that score and the number of students earning less than that score, determine the cumulative frequency at midpoint  

  Given a list of characteristics (range, mean, standard deviation), identify which type of score (t-score, z-score, cumulative percent, percentile, stanine, normal curve equivalent, or deviation IQ score) displays those characteristics  

  Given a score (t-score, z-score, cumulative percent, percentile, stanine, normal curve equivalent, or deviation IQ score), interpret that score (i.e., "This student has achieved ...")  

This is an INDIVIDUAL ASSIGNMENT.  

Create separate normal curves for the following: t-score, z-score, cumulative percent rounded, percentile, stanine, normal curve equivalent, and deviation IQ score. These must be hand drawn (traced is okay, photocopied is not). 
 

  Please fax your seven (7) normal curves to Dr. Hewitt-Gervais on or before March 29 at 5:00 p.m.
 

Now it's time to revise your assessment. If your group has objectives that are best measured with an objective assessment, you need to create the second version of test items for your test. If your group has objectives that are best measured with a performance assessment, you need to create the second version of your rubric.
 

  Please post your group's work on the  under the heading "Act Two" on or before March 29th at 5:00 p.m.

NOTE: Wait until you get the "okay" from me before administering the test or rubric. 

from Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill.