What is Standard Error of Measurement (SEM) and how does it affect SRI’s scoring and reporting?
Every test has some inherent measurement error related to how the test items were developed and calibrated and the number of questions asked. In addition, the test taker always introduces a degree of measurement error due to prior knowledge, health, and/or motivation. SRI is also subject to measurement error caused by a student’s unfamiliarity with the test’s item format and mode of administration (paper and pencil versus computer) and lack of prior knowledge of a student’s reading ability. As a student takes the SRI multiple times, more information is gathered about the student’s true reading ability and stored within the program. This history and students’ growing comfort and familiarity with the assessment lead to more accurate test targeting. For example, the SEM for the first administration of SRI is approximately 93L when only the student’s grade level is known, but SEM is reduced to approximately 56L when both grade and reading level are known. The table below shows the average
