Contemporary system of education and requires precise and adequate methods of assessing the scores of the interviewee. Appropriate norm group is a necessity when it comes to assessing respondents’ scores on tests. This is a psychometrics method that presupposes an attempt to measure psychological and mental processes and capacities. Not only the norm tables are the one to rely on, some rely on the similar answers of the respondents taking same people’s answers as a passing score. Hence, the individuals whose scores are compared and used to get the score meaning are called the appropriate norm group.
Significantly, the local situation is what makes for an appropriate norm group. The tests are commonly taken by people connected geographically or by a common goal (job, studies, etc). Basically, the standardized tests should reflect the population’s study level they were initially designed for. And the groups’ ultimate performance is the only criteria for assuming the norms. Meaning, once the group has passed the test – carefully thought through in advance – the results will be taken as a core method of choosing the norm group further on.
The type of norm group for applying for Auto Mechanic School would be majorly males of 19 – 21 age group; those are high school graduates with possible experience of high school basic shop and mechanics courses. Most frequently, the boys interested in mechanics will have a practical experience by the time of applying for mechanics school. Frequently, the boys are already keen on cars’ repairing procedures and automobile mechanisms in particular. Therefore, the norm group would be local high school graduates with a middle range of preparation for mechanics program.
There are different types of tests to assign to the respondents. There are true/false, multiple choices, and essay tests items. Every each of it has its advantages and disadvantages. For example, multiple choice tests can be easily used disregarding the level of knowledge, so it can be applied whenever the respondents’ group is unknown or you do not know their level of knowldge (Haladyna, 2004). However, the multiple choices test is what makes students get stuck because the variety of choice may arouse suspects; students mistakenly think the tests are tricky when their level of learning is not enough. As per the true/false test items, the pros are that the test does not take too long to answer and it is easy to grade it, as a rule (Taylor, 1998). Nevertheless, the students are therefore unable to demonstrate deeper knowledge of material. Besides, the true/false statements usually prevent 50% chance of being correct. The essay test items, however, may perfectly unveil a student’s ability to show complex learning skills. One can showcase a skill to integrate ideas, analyze, and synthesize those. The writing skills can be checked, as well as grammar and spelling. Essay has always been a very efficient way to test knowledge at its different facets. A respondent will be able to communicate ideas, show the ability to structure information and make conclusions. However, the disadvantages of the essay test are: it takes much time and presupposes special grading abilities of the person to check it: objectiveness and staying unbiased (Fry, 2011).
Personally I prefer the multiple choice tests because the test can go up to the most difficult questions on the topic and a student is able to warm up while answering the first easy level questions. Besides, it is possible to divide time properly. But a person would like an essay task because it is possible to cover the gaps in knowledge with perfect writing skills.
References
- Fry, R. (2011). Ace Any Test. New York: Course Technology PTR.
- Haladyna, T. M. (2004). Developing and Validating Multiple-choice Test Items. London: Routledge.
- Taylor, K. & Walton, S. (1998). Children at the Center: A Workshop Approach to Standardized Test Preparation. Portsmouth: Heinemann.