His mothercompleted the ABAS during the interview. These areas include communicationskills, self-direction, social interaction skills, health and safety awareness,etc. His Word Reading results were atthe 4th percentile. He demonstrated evenly developed pre-reading skills andidentified some beginning and ending sounds for a few common words e. In formal testing, he correctlyidentified pictures of many common objects when presented singly.
But, whenasked to describe scenes which contained many objects, Billy had difficultynaming more than one or two. His teacher reported that Billy can identify allprimary colors, but has difficulty identifying common geometric shapes. Theteacher also indicated that Billy occasionally has trouble followingorally-presented directions, but that he has improved significantly since thebeginning of the year.
Billy wrote all of thesingle digit numbers presented; he counted objects up to 10; and he comparedshapes according to size. Billy did notcorrectly tell time, measure with a ruler, or do subtraction. His teacherreported that Billy identifies numbers and counts up to 10 consistently, buthis performance becomes less consistent with higher numbers.
She also notedthat Billy performs simple addition using his fingers with adult help, butcannot do so for subtraction. Hisbehavior at school, as measured by the Adjustment Scales for Children andAdolescents ASCA , was estimated to be predominantly in the adjusted range.
The teacher qualifiedher observation by noting that this difficulty was present when Billy was insituations where the teacher was addressing the whole class. The teacherreported that Billy is consistently cooperative and has made great strides insocial interaction.
She noted that Billy is very capable of workingindependently on academic tasks. Similarly, hismother characterizes Billy as very well-behaved and affectionate. He gets alongwell with his sisters and cousins, and his mother noted that Billy speaks atgreat length about all the fun he has at school.
Billy is approaching his 7th birthday. Heis attending first grade. Billy was referred for an educational evaluation byhis current teacher due to his minimal progress in attaining basic skills,including oral language and pre-reading skills.
Thepresent evaluation suggests that Billy functions in the lower extreme range ofgeneral intellectual ability. Adaptively, delays commensurate with his measuredcognitive ability were noted in several areas, including communication andsocial interaction.
Academically, the results of formal testing indicate thatBilly is performing at levels that would be expected, given his measuredcognitive ability. Behavior-assessment results suggest generally appropriatelevels of classroom adjustment.
Most often,we cannot interpret raw test scores as we do physical measures such asheight because raw scores in a psychological report have no truemeaning. Likewise, raw scores are NOT measured in equalunits along a line. Therefore, the way one canmeaningfullytalk about test scores is to bring in a referent.
There aretwo major referents for tests: norm-referencing and criterion-referencing. We already discussed both types of referentsearlier in the course. Now,as a result of the psychological report for Kelly, we will pay particularattention to instruments that facilitate norm-referenced comparisons. The basic difference between norm- andcriterion-referencedtests is their interpretation ; that is; how wederive the meaning from a score.
Norm-referencedtests are constructedto provide information about the relative status ofchildren. As a result, the meaningfulness of these scoresdependson:. There are fourmajor types of norms. National norms. This is the most common normapplied to test scores.
Therefore, it is the most important test norm. These norms are almost always reported separately by the different age or grade levels.
Most group instrumentsreportingnational norms employ reasonably satisfactory norm groups. On the otherhand, most individually-administered, clinical instruments used bypsychologists, educational diagnosticians, etc. Many have samples that are too small in size, are conductedon regional samples not representative of the country, areinsufficiently stratified by age, and disproportionately represented byAnglos and middle-class children.
State also called Regional Norms. Here, the referent changes from children across the United States to those within a particular state. State norms are confusing. State norms can sometimes be helpful, however.
Generally , state norms impose problems for interpretation. We would not want to compare him to just children in the state of Delaware i. Consequently, as noted above, national norms are to be preferred in the norm-referenced, diagnostic assessments completed by MDTs.
Special-Group Norms. For SOME decision-making purposes, special-group norms make sense. Norms based on thegeneral population would probably fail to make the fine-grain distinctionsamong the engineering applicants that are necessary to make the hiringdecision because engineers are brighter and more educated than the averageperson.
You may not know this, but the SAT uses special-group norms. It is only those people who are pretty successful in high school. Consequently, if you did not score very highly on the SAT, it is not an embarrassment.
The reason is because you scored below average in comparison to a special norm group that was above average to begin with! Another way of saying all of the above is that you could take the SAT which has above-average, special group norms and score below average. On the other hand, special group norms are inappropriate forthe educational or diagnostic decisionsmade by MDTs.
Local Norms. Many educators prefer someintradistrict norm where they can compare children to one another within their school district. The idea behind local norms is that test userscan compare specific children to the average in that particular locale. For example, if the performance in a specificschool district is below the national mean, the relative performance ofchildren will be inflated by using local norms.
As we already know from our earlier lesson on statistics,the basic standard score is the z-score. We also know that once we obtaina z-score, it is a simple process to convert a z-score to a t-score, IQscore, and such.
The mean for a full set of z-scores is set at zero andthestandard deviation is set at 1. Stated simply, z-scores areraw-scores expressed in standard deviation units from the mean.
Further, we know that a major advantage of standard scores is that theyare measured in equal units. Assume that a test has a raw-score mean of 62 and a standard deviation of 9. If a child obtains a raw score of 71 on the test, what would her z-score be? Calculate this problem yourself.
The test hasa raw-score mean of 62 and a standard deviation of 9. A second child takesthe test and gets a raw-score of I am going to give you a lot of help with problem 2 just above. The answer shows that z-scores below the mean have negative values.
In order to get enough precision when using z-scores, we must use at least one decimal place. This makes z-scores such as Another drawback is that approximately half of all z-scores are negative. This number may not mean much to you yet, but it is a pretty low IQ. It is possible to convert his IQ to a z-score. Another way of saying all of the above is that we can avoid negative scores and decimals by simply using a standard score with a mean sufficiently greater than 0 to avoid minus score values, and a standard deviation sufficiently greater than 1 to make decimals unnecessary.
Many behavior rating scales use t-scores. You can convertz-scores to this form as follows:. Johnny obtains a z-score of As can be seen from this, IQs, SATs, and T-scores have all theproperties of z-scores without the awkwardness resulting from negative scores and decimal points. On which test did she do better? To find this out, we need to convert both scores to a common unit,the z-score. All we have to do is use the formula for a z-score. We already discussed other common, standard-score metrics during ourlesson on statistics.
However, they are so important that I will presentthem again:. We need to discuss some other types of derived scores i. Like standard scores, these other relative-status scores arederived from raw scores. However, these other relative-status scores are not standard scores. Remember, standard scores present everything in equal units.
This means we can add, subtract, multiply, and divide standard scores. We cannot add, subtract, multiply, and divide the other types of relative-status scores. Besides standard scores, three other types of relative-status scores are commonly used by MDTs: a percentiles , b grade equivalents , and c age equivalents. We will now discuss each type of relative-status score.
Thus, if a person obtains a percentile score of 50, it meansthat 50 percent of the population falls below this person. Likewise, if a person gets a percentile score of 75, it means that 75percent of the population falls below this person.
Percentiles are not standard scores. The reason isbecause percentiles are expressed in ordinal units ranks. In other words, the distancebetween the 49th and 50th percentiles is much smaller than the distancebetween the 1st and 2nd percentiles.
As strange as it may seem and I will show you this in class , thedistance between the 1st and 3rd percentiles is exactly the samedistance as that between the 16th and 50th percentiles!
Although widely used, percentiles suffer from two seriouslimitations. One limitation is that the size ofpercentile units is not constant in terms ofstandard-score units.
We just covered this limitation above, but I willrepeat it again to be thorough. For example, if the distribution of testscores is a normal, bell-shaped curve, the distance between the 90th and99th percentiles is much greater than the distance between the 50th and59th percentiles. One standard-score unit change near the mean of a testmay alter a percentile score by many units while a single standard-scoreunit change at the tail of the distribution may not change the percentilescore at all!
A second limitation of percentiles is that gains and losses cannot be compared meaningfully because percentiles are not measured in equal units. Thus, because the units are not equal, you cannot add, subtract, multiple, or divide percentiles. Percentile scores can be very deceiving!!! Her standard score in mathematics on the WIAT was This score converts to a percentile score of A standard score of 86 is in the Average range of achievement. However, most teachers would say that a child whose mathematics score is at the 17th percentile is having big trouble academically.
This simply is not the case! Yes, like her classroom teacher, the psychologist would prefer to see Kelly have a much higher achievement level. However, a score at the 17th percentile is not all that low. Psychologists know this fact. It is not until you are about the 5th percentile, or lower, that the score suggests a need for special education. Because percentiles are misinterpreted so often, I tell graduate students that, in general, it is best not to present them in their psychological reports.
Note: the psychological report did present percentiles for the case of Billy because I wanted to show you the problems they can pose. Standard scores are clearly better to interpret than percentiles. You canuse standard score-to-percentile conversion tables to do this withouthaving to make any calculations of the sort described earlier. In class, Iwill show you how to use such tables.
Here are four:. Like percentiles, age- and grade-equivalents are two other typesof derived scores. However, percentiles, age-equivalents, andgrade-equivalents are not standard scores. We already know that percentile scores can cause problems forinterpretation. The truth of the matter is that age- and grade-equivalentsare far worse to interpret than percentiles! Age equivalents are intended toconvey the meaning oftest performance in terms of the typical child at a given age.
Likewise, grade equivalents attempt to provide information in termsofthe typical child at a given grade level. Grade equivalents are the most common method forreporting results onstandardized achievement tests prior to high school Echternach, Although grade equivalents are very popular, they also are very problematic.
Unfortunately, this never occurred. Age- and grade-equivalents are essentially the same thing, except that age-equivalents compare children to other children whoare at the same age level, whereas grade-equivalents compare children toothers at their grade level.
Therefore, because grade-equivalents are morepopular than age-equivalents, the rest of the document will discuss gradeequivalents. Grade-equivalents can be explained best by an example. If a studentobtains a raw score on a test that is equal to the median score forall the beginning sixth-graders September testing in the norm group,then that student is given a grade-equivalent of 6. A student whoobtains a score equal to the median score of all beginning fifth-gradersis given a grade equivalent of 5.
Because most schools run for 10 months, successivemonths are expressed as decimals. Thus, 5. Grade-equivalents have a great deal of intuitive appeal becauseparents, teachers, as well as many psychologists, think the numbersactually mean something. However, this is not the case. By way of example,most parents, teachers, and many psychologists would assume that a fifthgrade child who obtain a grade equivalent of 3.
Thissimply is not true! The fifth grade child actually knows more reading! Thus, this short example shows some of the problems associated with gradeequivalents. We are now going to discuss the limitations of grade equivalents,but the problems cited for grade equivalents also apply to ageequivalents. Grade equivalents suffer from at least 7 major limitations. I will now present each of these limitations. Grade equivalents for low-scores in the lowgrades andhigh-scores in the high grades are impossible to establish becausethey generally are extrapolated from existing observations.
Thisprocedure, at best, represents little more than an educated guess. That is, grade equivalents give us little information about the percentilestanding of a person within a class.
This is especially true in the upper grades. Related to problem number 2, grade equivalents tend toexaggerate the significance of small differences , and in this way,tend to encourage the improper use of test scores.
Because of the largewithin-grade variability it is possible, for example, for a child whois only moderately below the median for his grade to appear on a gradeequivalent as much as a year or two below expectancies. This phenomena ismost likely to occur in the upper grades - - say in the sixth gradeand above. The problem is most evident,say, when a 6th grader obtains a grade equivalent of grade 1.
The older childmost probably knows more. Grade equivalents are not comparable across subject matter. A6th-grade student, for example, because of the differences in gradeequivalents for various subject matter , can have a grade equivalent of6. In other words, gradeequivalents are an artifact of the particular way the subject-matter areain question is measured on the test AND the way thesubject-matter is introduced in the curriculum of a particular school district.
Grade equivalents assume that growth across years is uniform. The assumption of uniform growth across years is untenable. Developmental psychologists teach us that rate of growth is greater for younger children and that it diminishes as children advance in age.
Grade equivalents, however, act as though 1 month of growth in the first grade is the same as 1 month of growth in the 10th grade. Grade equivalents are based on 9 or month school-year metrics. This means grade equivalents assume that either no growth takesplace during the summer or that growth during summer is equal to onemonth of growth during the school year. There is certainly reason todoubt that these assumptions are true.
Finally, grade equivalents have no interpretive value beyond theeighth or ninth grade. They are appropriate only for those subjectsthat are common to a particular grade level. Grade equivalents remain popular in spite of their inadequacies. Educators are under the impression that such scores are easily andcorrectly interpreted - an unfortunate assumption.
Privacy Terms. Search Advanced search. Quick links. Post Reply. Contact Gen Stranger. Send private message. Setting up and running a cod4 server Quote Post by Gen Stranger » 16 Sep Unless you have a second computer to dedicate as a server or alot of memory on your play computer what I will post will not be wise to do I have a second computer that I run my servers on and this is the setup on running a server but it will not explain how to add mods or custom maps step 1.
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TurboX Posted September 10, Hello All, It's been a while since I've seen any helpful advice given or any questions regarding the settings or mp config file content.
I noticed there are the average regular players playing on the Net Jam game server then there's a handful of exceptional players you know who you are. I consider myself to be the average player that will sometimes have a great game, but mostly fall right into the middle of the score board. In the middle of the scoreboard, I'll often end up with a positive KD but at the end of each map, I'll notice quite a few 'regulars' with consistently negative KD.
NOTE that I'm not interested in learning about any glitch settings that many would consider a cheat for example the No Smoke glitch , no recoil, or settings that take away a ton of the crates and other game map objects thereby opening the view, etc 1 Are you just using a stock config file made by the game after running it for the first time or are you using a version of someone else's config file?
For myself, I ended up using a different mp multiplayer config file and have been happy with it. I don't actually know if ANY config files available for download out there are always legit or not. I'm not knowledgeable enough on COD settings inside these files to determine this so what I went by is how if 'feels' meaning did it feel legit to me, or did it seem to offer something that weighed against my angelic-like morality?
In my case, the config I selected and used is legit and my FPS is through the roof using the custom config file over stock. I am using a version of a config I downloaded from Bash n Slash. I unserstand the 'yitch' config has been a favorite for players with low end PCs ie.. There's plenty of how to videos on this on youtube. I'm also not 'owning' the legit-ness of all these files as I mentioned earlier I don't know if it's possible to have illegal settings in the config file or not?
I went by my own observation during testing. I also tested each one on a different server before playing with it on the Net Jam server.
Each of the links listed above have other sections as well to review. One thing I noticed that many of the average and better players have is a way to cancel the gun reload sequence and resume firing right away. There are a couple ways to achieve this, pressing '1' and '1' again quickly, or sprinting for a millisecond which I almost never see from other players. Instead, I noticed there are these 'scripts' that players are using - or aka 'macros' to where you can bind a key in the mp config file to perform multiple things.
There exists a 'reload cancel' script that I believe these better players are using. This has been out for years, but I never used them but noticed time and time again, players are using them on the NJ server so it must be OK? For the first time since COD4 first came out, I added this macro into my mp config file around 2 weeks ago and am still testing it.
I'm finding out that it will take me a long time to get used to using it - let alone remember that I still have it available to use, I bound the setting to my scroll up mouse wheel and out of the last 10 times I was in the middle of a reload and an enemy suddenly appeared, I only remembered to use it one time successfully so far.
Remembering it's there in the heat of the moment is proving to be the challenge for me so far! I believe the more people are informed and can make improvements to their situation, the better the competition will be in the game as long as the settings are all legal and legit. I just want to know so that I continue to be very careful with what configs I choose to use. Other settings I am wondering about: a Hold to sprint instead of toggle? I thought I used to have this setting but through casual google look-up it looks like there's only the toggle sprint capability.
Is that correct? I would much rather hold to sprint so that when I let go of the shift key, I immediately stop sprinting. If there's a config setting, what would that be? Speaking of stopping from a sprint. I noticed some of the better players are able to 'stop' and resume shooting much sooner than the average player and this seems to make a HUGE difference in which player is going to go down.
Does anyone know how to tweak this specifically? And I mean to shorten transition time from the time you stop sprinting toggle or otherwise to the point where one can shoot the gun again. I have very low ping, yet when I toggle off sprint, I still have a lengthier time to get back to the shooting stance than many of the other players I've observed.
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