The QUIC is for use in grades two through twelve to establish or verify functional proficiency in mathematics or communicative arts. Although the QUIC may be administered to classes, it is ideal for testing individual students for whom very little information is available. It may also be used as a screening tool, particularly in situations when it is uncertain which level of a conventional battery would be most suitable for the student. Finally, since the QUIC is available in two forms (G and H), it readily lends itself to pre- and posttesting in conjunction with remediation programs.
The QUIC consists of blocks of items, with each block focusing upon content uniquely representative of a specific grade level. Virtually all grade levels are represented by the blocks, and the content within grade levels is proportionately balanced across the entire range. This ensures that the examinee has the opportunity to demonstrate skills on a broader and more evenly distributed range of content.
Separate scores are obtained for each item-block administered in order to assess the examinee’s performance at each grade level. Each block score is compared to scores obtained by a representative group of students at the appropriate grade level, on the same block of items. The results of that comparison are expressed in a performance index, which indicates whether or not the examinee matched the achievement of the normative group. For example, a third-grade student’s score on a block of fifth-grade material is compared with the performance of typical fifth-grade students on the very same items. If a third-grade student answered that block of items with sufficient success, he or she would demonstrate the capacity to perform fifth-grade material as well as the typical fifth-grade student and would earn the appropriate performance index. This is a sharp contrast to the traditional grade equivalent (GE) score.