standard score

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stan·dard score

a statistically referenced or derived score representing the deviation of a raw score from its mean in standard deviation units.
References in periodicals archive ?
For example, Hishinuma and Tadaki (1997) demonstrated that among some of the subtests on the Wechsler Individual Achievement Test (WIAT), students in lower grade levels could obtain a standard score only slightly below the mean of 100, but a GE score significantly lower than their actual grade placement.
According to the data on the first page of medical records of 51,760 patients who were discharged from October 1, 2007 to September 30, 2008 in the database of a large general hospital, the standard scores of the median length of hospital stay, per capita medical cost, cure rate, and the rate of good-quality cases of 31 clinical departments in the hospital can be calculated using the aforementioned formula in combination with the case classification information provided by the 'case classification-based quality and cost management system' software (Table 2 refers).
For the 20-trial case, the null unsquared standard score was +.
Although it is possible some children may have received standard scores above 70 (2 SD), the authors' use of stringent criteria to assign LI diagnoses supported this decision.
Although it is unknown why the number of youth in each disability category differs across sites, it is clear that students with the MR label had much lower average standard scores in all reading areas than those in other disability categories.
While not a traditional cut point, the 40th percentile was chosen because students scoring at this mark are almost one third of a standard deviation below the expected mean standard score, and thus below the expectation set by NCLB that all children read at grade level (U.
Part 1 described the ELSI scale and its associated seven standard score intervals (called living standard levels 1 to 7).
For example, we used diagnostic data from the Woodcock-Johnson III subtests (WJ-III; Woodcock, McGrew, & Mather, 2001) to identify students with a standard score of 95 or above on the Word Attack subtest and focused their instruction on upper-level multisyllabic word reading, as well as vocabulary and comprehension strategies.
They earlier defined general language disorder primarily by use of a standard score [less than or equal to]85 (1 SD) on one of the CELF-3 composite scores: Receptive, Expressive, or Total Language.
Calculations were completed on the percent of students in the interventions who scored at a grade-based standard score of 85+ on the Woodcock Reading Mastery subtests.
Each subject's verbal IQ or standard score was integrated into the McCarron-Dial Evaluation System (MDES).

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