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While most traditional standardized norm-referenced tests, and even some criterion-referenced assessments, provide users with age-equivalent scores, there are a number of inherent problems with the practice. First, for many tests, the age associated with a given item is not determined empirically; rather, the test developers assign the item an age based on how ages are assigned in other tests or generally agreed-upon developmental milestones. Second, age equivalencies do not inform teams as to a child’s strengths, emerging skills, or needs, which is the charge of evaluation teams. Third, having chronological ages assigned to items may lead interventionists and caregivers to select intervention targets based on the age level of an item rather than selecting items that address children’s individual developmental needs. Therefore, rather than assigning age equivalencies to AEPS Test items, cutoff scores based on the performances of typically developing children were empirically derived.
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