Making Sense out of standardized test scores

In almost all educational​ settings, today’s teachers will be asked about the nature of different​ score-reporting techniques. This Mastery Check focuses exclusively on the three most frequently employed ways of describing a​ student’s performance on a standardized​ test, namely,​ percentiles, grade-equivalent​ scores, and scale scores. Your task is to provide​ (a) a description of the nature of each of the​ score-reporting techniques and​ (b) one or more advantage and disadvantage of each​ score-reporting procedure.
Please assume that you are a teacher in a school district whose students are required each spring to complete a​ state-developed accountability test as well as a nationally standardized achievement test. Results of these two tests are reported to each​ student’s parents during the following summer. In one or both of these​ tests, the following three reporting indicators are​ used: (1)​ percentiles, (2)​ grade-equivalent scores, and​ (3) scale scores.
​Accordingly, during the initial​ Parents’ Night of each new school​ year, you and the other teachers in your school are usually peppered with parental questions about the meaning of these three reporting procedures. Two newly certified teachers at your school have asked you to help them prepare for what they have heard might be a potentially embarrassing interaction during the upcoming Fall​ Parents’ Night. These two​ “rookie” teachers confess to you that they know almost nothing about any of the three reporting mechanisms used to describe district​ students’ performances. You agree to summarize the bare​ essentials, as well as the pros and cons. You promise to send your summary as an​ e-mail attachment to the two novice teachers so that they​ can, if​ needed, refer back to your description in advance of the approaching Fall​ Parents’ Night.
Please write up such a description focused on​ descriptions, advantages, and disadvantages in less than 500 words.

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