PopulationSpecific Norms are standardized assessments intended to relate andrank one sample to another. Using this kind of tests makes it easy tocompare the scores of statistically approved clients from a largegroup of sample. Norm-referenced scores are characteristicallyreported as percentile rankings. Through this, potentiallyundesirable and distracting group dynamics can easily be foreseen andavoided (Kane, 2013). Leaders are accountable for bearing in mind thesituations of clients when designing assessmenttools for basic interpretation of test scores.

Anassessment tool with the same normative sample as that of a clientbringsvalue to the available data.&nbspWhen an assessor is able to make a comparison between discrete testscores and other group members, then he will easily determine thestrengths of one client in comparison to another within thepopulation.&nbspSimilarly, norm-referencedscores create dimensionality to statistics.In other words, the ultimate quality of the data is shown when thereis a visible relationship between the scores of a test and thefeatures of an entire group (Moore&amp Marlow, 2012).

Testdevelopers may apply a range of statistical procedures to determinethat the target group and the normative samples are the same. Beforeclients are placed in a test, there is the need to assess theirreadiness to be involved in the groups. This necessitates theassessor to understand their requirements, individualities, stage ofrecovery, and preferences. IQcan be used to detect the likelihood of challenges in learning or todetermine suitability for including more special features in thenormative sample. Additionally, it is essential to take intoconsideration the similarity of the languages spoken betweennormative sample and the target population. It is crucial toconsider ethnicity and culture of both the target population andnormative sample. Even though the idea of matchingclients with the correct group is vital for success, the placementstrategies should be perceived as constant subjects to change (Kane,2013).

Thepractitioner must always utilize lay language and apply comparisonsto reveal to them whatever is meant.&nbsp This helps when there areattempts to have their full contribution. Whenever possible, there isthe need to communicate progress in terms of percentage changes.&nbspThisallows the client to easily express the test outcomes to others asthey understand the dimensions themselves. Nonetheless, anythingcomplex or unclear may be ignored. The formula through which theresults of a test and their consequences are applied can greatly haveemotional impact on how a particular client may understand theensuing meanings. This will help them in making decisions regardingthe best course of action. It is vital to focus on clients’ mindsetthrough research in areas such as decision-making skills andcognitive processes (Aizer&amp Vivier, 2015).Important to note is that those who offer test results to patientshave the duty to be well informed of current studies and to beconscious of their consequences for their roles.

Inactual practice, individuals connect in manners that cannot beprojected solely based on identity. Two groups of people may sharecommon aspects because of mutual rapport and identification.Nonetheless, oncethere is an established positive connection with client, an assessorcan use the test outcomes as the core for handling their problems. Inthis view, a planned review assists in evaluating progress and helpsa psychologist to succeed in exercising effective practices with aclient (Aizer&amp Vivier, 2015).

References

Aizer,A., &amp Vivier, P. (2015). Lead Exposure and Racial Disparities inTest Scores. Brown Univ. Work. Pap.

Kane,M. T. (2013). Validating the interpretations and uses of test scores.Journalof Educational Measurement,50(1),1-73.

Moore,T., &amp Marlow, N. (2012). Relationship between test scores usingthe second and third editions of the Bayley Scales in extremelypreterm children. TheJournal of pediatrics, 160(4),553-558.