SCORE INTERPRETATION The student’s raw score is obtained by counting the number of items correct on his or her test sheet. Ensure that the correct table of norms is consulted when determining students’ spelling ages and interpreting scores (Tables 1 and 2 for Form A and Tables 3 and 4 for Form B). When marking do not penalise for reversals, eg., b and d. When marking do not give credit for any words beyond the tenth consecutive error. (Note: Not a total of ten errors anywhere in the test, but a block of ten words coming together.) 8. It is usual to stop testing after a student has failed a block of ten consecutive items. Students should be encouraged to attempt as many items as possible but with young children, or students with learning difficulties, do not prolong the test unnecessarily. If any of the sentences suggested here appear inappropriate for the age or ability level being tested they can be changed by the tester provided that the sense of the word is retained. How much will the ticket COST? Write COST.” 5. Then repeat the word, saying for example: “Number 19: COST. ![]() The method of administration is to say the number of the item. If not using the formatted sheets, students should number each item before writing the response. Each student requires a sheet of paper and pen or pencil. Students should be seated in a position where copying from others is not possible.
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