In the previous posting, we talked about the importance of choosing the correct conversion table for reporting standardised test results as stanines. Here we explore some examples. What happens if you choose to use the current year level table when testing at the beginning of the year and again at the end of the year? When this approach is taken, you will have an accurate representation of the students’ stanine scores during Term 1 because the normed data is based on empirical data collected from students during this same point in time. If you are testing during Term 4 and referencing raw score results to the current year stanine tables, you will find your stanine results appear to be inflated and most likely will be hard to believe. That is because the norming studies the stanines are based on is done in March and by term four, your students have benefited from almost a year of teaching and learning. This approach does not give a true picture of student achievement and if testing on the same students is undertaken again in the next year, it will be likely the apparent inflation of scores seen in Term 4 will have dropped right back down to a more accurate representation of results. This inflation does not occur when referencing to the year above during Term 4. Some examples of recommended practice: If you have given PAT Mathematics Test 4 to your Year 7 students at the start of the year (Term 1) the stanine norms should be read off the table for Year 7 students (Term 1). If you have given PAT Mathematics Test 4 to your Year 7 students at the end of the year (Term 4) the stanine norms should be read off the table for Year 8 students (Term 1), not Year 7. If you have given STAR Test 5-6 B to your Year 5 students at the end of the year (Term 4) the stanine norms should be read off the table for Year6 students (Term 1), not Year 5. If you have given STAR Test 7-8 C in Term 4 to Year 8 students, you should read the stanines off the table for Year 9 students – not Year 8.