What does “interpretability” mean in test results?, How many questions are in a test, How quickly a student completes a test, How well people understand and use a score as intended, How difficult a test is, What is “interpretation” of a test score?, The action taken after receiving a score, The number of questions answered correctly, The design of the test report, What the score tells us about the student, According to Folger et al. (2023), what does “use” mean?, Calculating the score, Taking an action based on a score, Designing a test, Giving meaning to a score, According to Messick (1990), before saying that a low score means low ability, what should we do?, Rule out other possible explanations such as anxiety or tiredness, Ignore the score, Change the student's grade, Immediately give the student extra work, According to Haertel & Lorié (2004), what is important when using a label such as “Proficient”?, The standard and cut score should match, The label should be as short as possible, Every student should receive the same label, The test should have more questions, What did O’Leary et al. (2017) show about redesigned score reports?, Students stopped using score reports, Scores became lower after redesign, Report comprehension improved from about 60% to over 90%, Teachers no longer needed score reports, What did Chou (2013) compare?, Two different examinations, Two different subjects, Two different groups of schools, A detailed rating scale and a checklist, According to the presentation, what should test developers do before releasing score reports?, Use only numerical scores, Test the reports with real users, Remove all explanations, Make the reports longer, What are “claims” according to Folger et al. (2023)?, Instructions given to teachers, Questions included in a test, Statements that should be supported by evidence, Scores given to students, Ali scores 62% on a maths test, but his report only says “Basic.” What is the most appropriate conclusion?, Ali should automatically receive extra support, Ali is definitely weak in mathematics, The test is definitely invalid, More evidence is needed before deciding what the score means

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