Norming and Test Use

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The normative sample used to develop a test has implications regarding the populations to which the normed scores can be generalized. Consider the following excerpt from the Mental Measurements Yearbook review of the Infant-Toddler Development Assessment:

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There is no discussion of the types of children who represented the group used for development of both the Provence Profile and the complete IDA. Without such information, it is impossible to determine whether or not the IDA is representative along characteristics such as gender, family experience, and ethnicity. Without this information one could question the appropriateness of the IDA for all children.

When deciding whether a test may be appropriately used with a particular population, it is important to keep in mind the normative sample collected during the test’s development. Selective factors and other influences related to norming must be considered when implementing a test or scoring it.

To prepare for this assignment, select one specific test instrument and a population. Research the test instrument you selected in the Walden Library, paying particular attention to the group used to develop or norm the instrument and considering how this may affect the populations with which the test is able to be used.

Reference: Provence, S., Erikson, J., Vater, S., & Palmeri, S. (1995). Infant-toddler developmental Assessment. Mental measurements yearbook (12th ed.). Lincoln, NE: Buros Institute of Mental Measurements.

With these thoughts in mind:

Write the title and a brief description of the test and population you selected. Explain whether or not this test can be appropriately used with this population. Use the current literature to support your response.

Be sure to support your postings and responses with specific references to the Learning Resources.


  • Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.
    • Chapter 3, “Norms and the Meaning of Test Scores”
  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
    • Chapter 5, “Scores, Scales, Norms, Score Linking, and Cut Scores”
  • Blanton, H., & Jaccard, J. (2006). Arbitrary metrics in psychology. American Psychologist, 61(1), 27–41.
    Retrieved from the Walden Library databases.
  • Gibbons, R. D., Weiss, D. J., Kupfer, D. J., Frank, E., Fagiolini, A., Grochocinski, V. J., Bhaumik, D. K., Stover, A., Bock, R. D., & Immekus, J. C. (2008). Using computerized adaptive testing to reduce the burden of mental health assessment. Psychiatric Services, 59(4), 361–368.
    Retrieved from the Walden Library databases.
  • Thurstone, L. L. (1925). A method of scaling psychological and educational tests. Journal of Educational Psychology, 16(7), 433–451.
    Retrieved from the Walden Library databases.
  • Young, F. W. (1984). Scaling. Annual Review of Psychology, 35(1), 55–81.
    Retrieved from the Walden Library databases.

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