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# Descriptive Statistics and the Normal Curve

1. Check out the file below called “Psychological Report.” It contains test scores from a psychological evaluation. Notice the types of scores reported, as well as the scores themselves.

2. Review the descriptions of the  constructs  being measured by these scores.

· The construct descriptions are on page 2 of the “Psychological Report” file.

3. Determine the descriptive classification for each score using the categories provided in the file, “Descriptive Statistics and the Normal Curve” attached below.

4. Determine the percentile rank for each score using the reference chart in the file, “Descriptive Statistics and the Normal Curve” attached below.

5. Now that we have a descriptive category, percentile rank, and construct descriptions, we can begin making interpretive inferences from the test results. To practice this, fill in the blank spaces in the last of the 3 attached files, “Interpreting Test Scores Report Template”. Here is a key to help you determine what goes in the spaces.

· The  Percentile Rank column should only contain the percentile rank as mentioned in Step 4 of these instructions. Do not add “percent”, “%”, or any other symbols or statements, the number alone is enough.

· The  Descriptive Category column should only contain only the appropriate descriptive category label listed below.

· The  Interpretation column should contain a statement about what the index or subtest is measuring. One sentence is sufficient for each score.

· In writing the interpretive statement, your goal is to inform the reader about what is being measured by the corresponding score. This is what we looked up in step 2 in these instructions. Just take the information about what is being measured and put it in your own words. For example, you might say, “The Working Memory Index measures the ability to register, maintain, and manipulate visual and auditory information in conscious awareness, which requires attention and concentration, as well as visual and auditory discrimination.” It is not considered plagiarism to use the words provided by the test publisher in describing the constructs, so feel free to borrow from them just as I have in this example.

6. Write a brief interpretive summary of the data in the report. The goal is to give the reader an overall impression of John Doe’s intellectual functioning and academic achievement from the testing results data. The language you use to communicate the results doesn’t have to be scientific or complex, but it’s important that what you say is accurate because the practitioner who prepares the report is responsible for the information contained within it.

· This section should be more than a sentence, but no more than a paragraph. The better you understand the data in the big picture, the better you can explain it and the more concise you can be when you explain it. Feel free to run your ideas by the course instructor before submitting to be sure you’re on the right path.

7. Submit the completed report in the Assignment folder.

Psychological Report

Report of Psychological Evaluation Confidential

Name: John Doe

The Wechsler Intelligence Scale for Children –IV (WISC-IV) was administered to determine John’s current level of cognitive functioning. Below are standard scores for the composite scales on the WISC-IV. A typical student will score between 85 and 115 on this measure. John’s scores are as follows:

The Kaufman Test of Educational Achievement – Second Edition (KTEA-II) was administered to determine how much John has learned academically. This test measures academic skills such as reading, writing, and math. Typical scores for this assessment tool are between 40 and 60. John’s scores are as follows:

Descriptive Statistics and the Normal Curve

In the document you’ll notice a table with descriptive categories such as “Average” and “High Average.” Those categories are based on the associated standard score. In other words, the standard score determines the category.

The categories can be hard to identify for some of the scores in the assignment. This is because the category is a range of scores, but the document only lists one number. For example, scores in the range of 70 through 84 are in the “Low Average” category, but that might be hard to discern because the only number listed for that category is 70.

So, when looking for the descriptive category associated with a score, use this key:

· “Below Average” = 55 through 69

· “Low Average” = 70 through 84

· “Average” = 85 through 115

· “High Average” = 116 through 130

· “Above Average” = 131 through 145

Interpreting Test Scores Report Template

Report of Psychological Evaluation

The Wechsler Intelligence Scale for Children –IV (WISC-IV) was administered to determine John’s current level of cognitive functioning. Below are standard scores for the composite scales on the WISC-IV. A typical student will score between 85 and 115 on this measure. John’s scores are as follows:

The Kaufman Test of Educational Achievement – Second Edition (KTEA-II) was administered to determine how much John has learned academically. This test measures academic skills such as reading, writing, and math. Typical scores for this assessment tool are between 40 and 60. John’s scores are as follows: