Download 4.03 3.84 3.70 3.60 3.51 3.43 3.38 3.35 3.28 3.22 3.15 3.09

Technical Help Desk (Microsoft)
To use a passing
score at the
percentiles listed
below:
Percentile Rank
Low Scores
Proficiency Score
95th
4.03
90
th
3.84
85
th
3.70
80
th
3.60
75
th
3.51
70th
3.43
67
th
3.38
65
th
3.35
60
th
3.28
55th
3.22
50 (median)
3.15
45
th
3.09
40
th
3.03
35
th
2.97
33rd
2.95
30
th
2.90
25
th
2.84
20
th
2.77
15th
2.69
10
th
2.60
5
th
2.48
Mean (Avg) Score
3.260
Standard Deviation
.431
Number of Cases
1002
High Scores
Medium Scores
PASS candidates with this score or
HIGHER: 2.90
th
* Example: to use a passing score at the 30th percentile for Proficiency Score, pass candidates who have a
Proficiency Score of 2.90 or higher.
Relative Frequency
0
1
2
3
Proficiency Score
© 2012 SHL, Inc.
4
5
Using the Norms Table
Sample Norms Table
The table below shows a portion of a typical norms table. To simplify the table, the percentiles in the
middle have been left out. The numbers in [brackets] in the table link to the notes in the right-hand
column, which explain how to read the table.
To use a
passing
score at the
percentiles
listed below
...
PASS
candidates
with this
score or
HIGHER [2]
Percentile
Rank
Number of
Correct
Answers
[1] The table shows which percentile ranks are
associated with which scores. The 80th percentile
for Time Taken is 4 minutes and 45 seconds.
PASS
candidates
with this score
or LOWER [2]
Time Taken
95th
105.2 [3]
4:20
90th
103.4 [5]
4:20
80th
97.5 [5]
4:45 [1]
75th
97.1
5:01
25th
43.4
9:09
20th
40.9
9:31
10th
36.7
5th
31.0
Mean [Avg]
Score
Standard
Deviation
Number of
Cases
© 2012 SHL, Inc.
9:47
10:22 [4]
84.6
6:27
19.3
3:06
912
912
[2] “Better” scores are always associated with
higher percentiles.
For Time Taken, a shorter time is a better
score; therefore, shorter times are associated
with higher percentiles, and longer times
with lower percentiles.
For Number of Correct Answers, a higher
number is better, so higher scores are
associated with higher percentiles and lower
scores with lower percentiles.
[3] A candidate who scored 107 correct answers
could be described as “above the 95th percentile”
or “in the top 5 percent.”
[4] A candidate whose time was 10:35 could be
described as “below the 5th percentile” or “in the
lowest 5 percent.”
[5] A Number of Correct Answers of 98 is not
listed in the table. A candidate with 98 correct
answers is between the 80th and 90th percentiles.
For decision-making purposes, they would be
classified as scoring at the 80th percentile
because they didn’t reach the value required for
the 90th percentile.
Reading The Norms Table
The norms table enables the reader to determine how the performance of a specific test taker compares to
the performance of other test takers. It contains the test scores that correspond to various percentiles in
the score distribution.
To use the norms table to evaluate the score of an individual compared to all people who have taken the
test, find the individual’s score in the appropriate column. Follow the row containing the individual’s
score across to the left-most (Percentile Rank) column to find the percentile rank corresponding to the
individual’s score.
If the individual’s exact score is not listed in the table, they should be assigned the highest percentile
value for which they qualify. For example, if the test taker’s score is between the 55 th and 60th percentile,
they should be classified as scoring at the 55th percentile.
Definitions
Percentile Rank . . . In general, the percentile rank is the percentage of test takers who scored less well than
the given score. Thus, for scores for which a higher score is better (for example, percent correct), an
individual’s percentile rank is the percentage of test takers who had a lower percent correct. For scores
for which a lower score is better (for example, number of errors), an individual’s percentile rank is the
percentage of test takers who had more errors. If the 75 th percentile on a certain test corresponded to a
score of 68, this would mean that 75% of test takers scored below 68. A test taker who scored 68 on that
test is at the 75th percentile, or in the top 25%. Also, the percentile rank indicates what percentage of test
takers would fail if a certain score is used as a passing score. For example, if the passing score is set at the
30th percentile, we would expect approximately 30% of test takers to fail the test.
Percentile . . . the test score associated with a given percentile rank. For example, if 75% of test takers
scored below 68, then 68 would be the 75th percentile; we could also say that the percentile rank
associated with 68 is 75. In other words, the percentage of test takers below the score is the percentile rank,
and the score itself is the percentile.
Median . . . the test score corresponding to the 50th percentile. By definition, half of the test takers will
have scores below the median, and half will have scores equal to or greater than the median. A test taker
who scores at or above the median is thus in the top half of the group. The median is one kind of
“average” score.
Mean . . . the traditional “average” value, calculated by finding the sum of all scores and dividing by the
number of scores. The mean score will not necessarily be equal to the median score.
Standard Deviation . . . a statistical term that describes how widely spread the test scores are about the
mean. A small standard deviation means most people scored in a narrow range of scores; a large
standard deviation means the scores were spread widely. The standard deviation can also be used to
interpret an individual’s score: if the test taker’s score is within one standard deviation above or below
the mean, the individual can be considered to be relatively close to average.
Using Norms to Make Pass/Fail Decisions
When using tests that report more than one score, an organization must decide which score or which set
of scores to use in their decision-making process. If they use several scores, they face the additional
choice of whether to set a passing requirement for each score separately, or to base the passing
requirement on a single number derived from a combination of the scores. SHL Professional Services can
provide assistance to organizations in choosing the best way to use test scores in their decision making.
© 2012 SHL, Inc.
When organizations set passing scores (also called cutoff scores, or cut scores), there are two basic
approaches: (1) They can set a passing score designed to eliminate a certain percentage of candidates, or
(2) they can set a passing score at the score level that reflects their desired level of test performance.
Norms can be useful with either approach. If the intent is to eliminate a certain percentage of candidates,
the company can use the fact that the percentile rank indicates what percentage of test takers would fail if
a certain score is used as a passing score. For example, if the company wishes to eliminate the lowest 25
percent of candidates from the selection process, they should set their passing score at the 25 th percentile.
The employer can use the norms table to learn what test score is the 25th percentile, and then use that
score as the requirement.
For employers that take the second approach, the norms can be used to estimate the effects of their
decision. For example, if an employer decides to require a typing speed of 30 net words per minute, they
can look at the norms table to see what percentile that represents. That percentile will be an estimate of
what percentage of candidates will fail to achieve the 30 words per minute requirement.
Interpreting The Graphical Display
The graphical displays provide a quick way to learn how a specific test taker’s score compares to the
performance of other test takers. They also illustrate how difficult a test is and how test takers in general
perform on the test. The graphs show the distribution of scores for all test takers. The horizontal axis
displays the score and the vertical axis displays how many test takers achieved each score.
To use the graph, simply locate the individual’s score along the horizontal axis. The individual’s
standing in the group can be determined visually by noting whether the score places them toward the
right end of the distribution (among the highest scorers), the left end of the distribution (among the
lowest scorers), or more toward the middle. The relative height of the curve indicates how common the
score is; if the individual’s score is near the high point of the curve, he or she has a very common score; if
the individual’s score is where the curve is not very high, he or she has a score that is either much higher
or much lower than the scores of most test takers.
Note that, depending on the nature of the score, a high score is not necessarily a good score. If the score
reflects the number of errors, for example, a lower score is more desirable, and the left end of the scale
indicates better performance than does the right end. In such a case, a candidate who scores lower than
most others would be a better candidate.
© 2012 SHL, Inc.
Sample Graph of Test Scores
Relative Frequency
A score of 75 puts an individual in a
region where the curve is relatively high
above the axis, indicating that it is a
common score. The graph shows that
scores from about 65 to 85 are very
common.
A score of 25 is a very low
score. Not many people scored
lower.
0
5
10
15
20
25
A score of 50 is in the
middle of the range of
possible scores, but the
graph shows that most
people scored higher than
50.
30
35
40
45
50
Score
© 2012 SHL, Inc.
A score of 95
is a very high
score. Not
many people
scored
higher.
55
60
65
70
75
80
85
90
95
100