Obtained from the Otis-Lennon School Ability Test(published by Harcourt), the SAI is a normalized scaled score with a mean of 100 and a standard deviation of 16.

An AIMSweb School User type; the School Manager can edit and view data for every classroom and student within the designated school.

A measure of the variability or dispersion (i.e., spread) of a normal distribution of scores. When scores are clustered closely around the mean (middle) of a distribution, the SD is low. When larger numbers of very low and very high scores cause the distribution to be more spread out, the SD is high.

The amount by which a students observed score is expected to fluctuate around the students true score. A test having a low SEM means that the students observed score is not expected to differ greatly from the students true score.

The process of administering the same test (or equivalent forms of the test) to a large reference population under uniform conditions. Standardization also includes applying uniform scoring methods and score interpretations. During the norming or administration of a test, standardization ensures that all scores have the same meaning. This is important when comparisons are made between scores across subtests or between groups of students.

See reference population.

See criterion-referenced test.

Stanines, like percentile ranks, indicate a students relative standing when compared to a reference population. Stanines range from a low of 1 to a high of 9, with a 5 designating average performance and a standard deviation of 2. In contrast to percentile ranks, stanines represent approximately equal units of achievement. For example, the difference between stanines 2 and 4 represents about the same difference in achievement as the difference between stanines 5 and 7. Stanines are particularly useful for comparing or profiling a students scores across subtests.

An AIMSweb District User type.  The Superintendent User can view data for every school within the assigned district.

An alternate, equivalent version of a test (e.g., Form A and Form B of a Mathematics Problem Solving test). Variations between forms may be the result of re-ordering of items, using completely different test items, or both.

A theoretical, error-free score that is not obtained by testing but which varies from the students observed score by some measurement error.

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A classification which describes and defines software access.

A name provided to the user which allows unique access to an AIMSweb account.

The degree to which the results of an assessment are appropriate and correct in the way they are interpreted and used.

The transformation of raw scores into a single one-dimensional scale that spans all grades from kindergarten through grade 12. The vertical scale allows the progress of student achievement to be monitored during the year and from grade to grade on a continuous scale. See also scaled score.

Written Expression- Curriculum Based Measurement

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