Frequently Asked Questions

What kinds of test reports does CEM provide?

Examinee Report Form (ERF) shows the examinee’s performance in each part of the test and overall performance.

Masterlist of Test Results (MTR) presents all examinees’ tests scores in each area and cognitive skills.  It can be presented in two ways: by Alphabetical Listing and Performance Ranking.

Institutional Performance Profile (IPP) shows the overall performance of all school examinees’ in each part of the test and in the entire test.

Consolidated Institutional Performance Profile (CIPP) shows the general performance of the group of examinees who took both pretest and posttest

Achievement Test Report Package (ATRP) is a software application.  It lets the user browse through electronic versions of CEM achievement test reports, and data across all grade levels and school years.

BasicPlus and/or BasicPlus+ Reports are test report packages for BEC-based Achievement Test.

Examinee Report on Learning Competencies (ERLC) indicates examinee’s response to each test item.  This report complements the information in the ERF.

Descriptive Statistics of Test Scores presents summary profile of a school’s general performance. It provides a basis on which curricular or school instructional programs needs enhancement.

Frequency Distribution of Test Scores are histograms showing the frequency distribution of examinees’ test scores across the different content areas, cognitive skills and overall performance scores.

School Report on Learning Competencies (SRLC) reports the number of students who acquired the specific learning competencies measured by each test item.

What are the different types of CEM test scores?

Criterion-referenced score is based on the student’s raw score.  It refers to the percentage of items in a test, or subtest, answered correctly, which is expressed as a percent correct score.  A student’s score may fall below or above a set standard of performance (or criterion) that indicates the degree of mastery of content and proficiency in skills is an area measured by the test.

Scale score is a score derived from raw scores that specifies the location of a student’s level of achievement on a continuum that represents knowledge and skills measured by the test.

Ability Index refers to the degree of competence in relation to the aptitude measured by the test.

Norm-referenced score is based on scores derived from the raw scores.  It can be expressed as standard score or a percentile rank.  A standard score describes test performance in terms of how far a student’s raw score is above or below the mean of a chosen group, and provides the basis for comparing performance and students across test forms, different groups of examinees, situations, and time. 

Percentile rank
is a type of standard score that represents the position of an examinee in relation to a group of examinees.  For example, if Ana’s percentile rank is 85, this means that Ana score better than 85% of the examinees who took the same test.