Assessment score explorer
Plot scores, choose how to show them, and explain each one in family words and clinical numbers. Everything runs in your browser. Nothing is stored or sent.
| Number and color | Score name | Score | Scale | Interval low – high | Level | Measures | Where it falls | More and remove |
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Scores stay in this tab and clear when you reload. Name a composite, domain, or rater; keep student last names out of labels.
Scroll the chart sideways to see every scale.
What the abilities mean
Select an ability to see what it is, how it shows up in school, how it connects to reading, math, and writing, supports that help, and where common batteries sample it.
Broad abilities are related to one another, and a test score samples an ability through specific tasks. Older reports and the 2013 figure use Gsm and Glr; current CHC terms are Gwm, Gl, and Gr.
Use the ability to describe a question, not a label. These descriptions explain task demands. They are not diagnostic signs or a learning-style classification. Connect them with classroom work, observations, and developmental and family information. CHC sources
A specific source, with its limits intact
Look up the 2016 New Mexico regression table exactly as published. To shade the discrepancy range on the main chart, turn on the SLD discrepancy overlay, or use the button below.
Lookup
Whole standard scores, M 100 / SD 15. The source’s ability rows run from 71 to 130, and the measure decides the column. Do not substitute an unlisted edition or index.
Adds these two scores to the chart and turns on the SLD reference. Undo is available.
| Ability SS | .7 column | .6 column | .5 column |
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A table comparison is one piece of evidence. A numerical discrepancy alone does not establish SLD, educational impact, or a need for specially designed instruction, and this page does not run RTI or pattern-of-strengths-and-weaknesses procedures. Federal regulations require public agencies to follow their state’s SLD criteria; see 34 CFR §§ 300.307–300.311.
Strengths-based wording
Draft sentences built from the scores on the chart. They describe the student, lead with strengths, and keep the numbers accurate. Edit them to fit the student and the instrument.
Stays in this tab. Leave it blank to write “the student.”
Same position, different scales
Every column is calculated from the same z value under a normal model. These are not publisher conversion tables or eligibility cutoffs.
| z | Standard M 100 / SD 15 | Scaled M 10 / SD 3 | T M 50 / SD 10 | Percentile normal model | Descriptor |
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Decimal scaled values are positions, not actual subtest scores. A dash marks values outside the usual 1 to 19 scaled range. Use publisher norms for a test’s reported percentiles and score ranges.
For families, teams, and everyone at the table
Use the curve to start a conversation, then connect it to the student’s everyday experience.
A percentile rank compares a student with a test’s same-age norm group. The 16th percentile does not mean 16% correct or 16% of anyone’s potential.
A standard score of 85 is 1 SD below the mean, about the 16th percentile under a normal model.
Use the publisher’s confidence interval and level. A score near a reference line needs careful interpretation. This tool shows the bounds you enter; it does not calculate test-specific intervals.
A score of 70 with an interval of 65–76 spans both sides of the −2 SD line.
Consider language, culture, opportunity to learn, access needs, test validity, daily functioning, strengths, and support needs. Scores alone cannot describe a student or decide eligibility.
Ask: “Where do we see this at school and at home, and what support would help?”
Bell curve shows where each score sits in the population, which helps when percentiles are new to a family. Score profile lines scores up side by side on one scale, which makes relative strengths easy to point to. Range bars give each score its own row with its interval, which works well for a few key scores. Quick setups turn on the overlays for a common meeting in one click. In the Explain panel, Family words gives plain language, Clinical gives the full numbers, Visual shows the position on a ruler and on other scales, and Both puts family words and key numbers together.
Many problem or symptom scales use higher scores for more reported concern, while skill and adaptive scales use higher scores for stronger functioning. Check each scale’s direction and classification ranges. The chart never flips a score’s position. A T score of 70 is +2 SD on a 50/10 scale; it is not equivalent to an intellectual functioning score or an intellectual disability criterion.
The chart can show where academic and cognitive scores fall against their own norms, and the SLD reference shades one published numerical criterion. A visible gap does not establish SLD, a statistically significant difference, an unusual difference, or an approved discrepancy result. Those judgments need your state and district procedures, appropriate test data, and a comprehensive evaluation.
The chart applies the standard normal distribution to a z score. Publishers may use empirical norms, discrete score distributions, floors, ceilings, or other methods. Enter a publisher percentile under a score’s More fields (the ⋯ button in the score table) to show it alongside the model estimate, and use the report and manual for interpretation.
Use the convention your instrument and district use. The seven-band convention matches contemporary Wechsler reports. The normative range convention comes from cross-battery assessment, where below 85 is a normative weakness and 85 to 115 is within normal limits. Descriptors here apply only to standard scores; rating and adaptive scales keep their own labels.
You can describe positions and the intervals you entered. You cannot infer a statistically significant difference, rarity, meaningful change, or eligibility from the picture alone. Raters may see different settings, so do not average their scores automatically. Equal positions do not mean equal skills or interchangeable tests.
Score summary is one page: the chart and a table of the plotted scores with z scores, percentile ranks, descriptors, and any intervals you entered. Summary with references adds the ten CHC definitions in report wording, the SLD lookup if you used it, and the sources. Backgrounds and controls are left off to save ink. Choose “Save as PDF” in the print dialog to keep a copy. For a report or slide, Save chart gives you the chart image alone.
Grounded in the source
The sources separate educational eligibility, diagnostic guidance, publisher terminology, CHC constructs, intervention research, and the source-specific regression table. Sources reviewed October 2026. Definitions, supports, and report wording are original paraphrases; examples are illustrative, and sample profiles use fictional scores.
An informational score visual. It does not diagnose or make eligibility decisions. Scores are processed in this browser tab.