How VPA peer norms are computed
Every percentile shown on a Visual Performance Assessment (VPA) result comes from a live, transparent norming pool. This page documents exactly how those numbers are built: what's included, what's excluded, and the statistical choices behind them.
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Statistical approach
VPL scores are ordinal (1–5), not continuous. Reporting means, standard deviations, or z-scores on ordinal data creates a false sense of precision that would inflate small differences and understate uncertainty. We use methods appropriate for ordinal ranking data:
- Empirical CDF with mid-rank ties. A student's percentile is the proportion of peers scoring below their VPL, plus half the proportion scoring exactly their VPL. This is the standard, unbiased treatment for tied ordinal data.
- Wilson score 95% confidence intervals on the underlying proportion. When a sample is small, we show the interval rather than a false-precision point estimate.
- No cross-protocol pooling. Norms are stratified by
protocol_version. When the assessment changes, old norms are retired — not silently mixed with new data.
Inclusion & exclusion rules
Every submission in the norming pool must meet all of the following:
- Complete per-skill VPL scoring (partial assessments are excluded).
- Age band is recorded (so peer matching is possible).
- Submitted by a non-admin account (test data from developer/admin accounts is excluded).
- At most one submission per student per protocol version — the most recent is kept, so a student reassessed six weeks later doesn't double-count.
Anonymous submissions (no linked student record) each count once. Grade and setting are used for finer peer-matching only when the finer cell independently clears the sample-size gate.
Sample-size gates
No percentile is displayed until a peer cell reaches n = 30. Below that, the results screen shows a "Building norms" progress line — the running count out of 30. Between 30 and 100, results are labeled "small sample" and the 95% CI is displayed alongside the point estimate.
This is deliberate. Reporting a "62nd percentile" based on 8 comparisons is worse than reporting nothing at all — it launders noise as authority.
Refresh cadence & reproducibility
Norms recompute nightly from the raw vpa_submissions table via a deterministic SQL aggregation function (refresh_vpa_norms). The function is idempotent — running it twice produces the same table. The refresh timestamp appears on every peer-comparison panel.
Current status & limitations
The VPA is a criterion-referenced clinical framework authored by an occupational therapist for school-based and clinic OT practice. It is in a v1.0 Beta norming phase: percentiles publish per age-band cell only after n ≥ 30, and each cell carries a Wilson 95% CI until it reaches n = 100. The VPA has not undergone an external psychometric validation study, and is not marketed as a standardized diagnostic test. It is intended to structure OT clinical reasoning about functional visual performance, not to replace comprehensive vision examination by a licensed eye-care provider when refractive or ocular pathology is suspected. A live reliability panel (above) reports Cronbach's α and test-retest r per item-bank version as retest pairs accumulate.
Evidence base & references
The VPA framework, item design, and intervention packets draw on the following bodies of literature. Citations are provided so clinicians and researchers can trace the reasoning behind each design choice.
- American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). AJOT, 74(Suppl. 2). — Establishes visual functions as client factors within OT scope.
- Scheiman, M. (2011). Understanding and Managing Vision Deficits: A Guide for Occupational Therapists (3rd ed.). SLACK.
- Warren, M. (1993). A hierarchical model for evaluation and treatment of visual perceptual dysfunction in adult acquired brain injury. AJOT, 47(1), 42–66.
- Maples, W. C. (1995). NSUCO Oculomotor Test. Optometric Extension Program. — Basis for the head/body-movement and accuracy observation rubric used in the interactive pursuits and saccades stimuli.
- Scheiman, M., & Wick, B. (2019). Clinical Management of Binocular Vision(5th ed.). Wolters Kluwer. — Framework for convergence, accommodation, and MFBF activities used in the Red/Green Intervention packet.
- Griffin, J. R., & Grisham, J. D. (2002). Binocular Anomalies: Diagnosis and Vision Therapy (4th ed.). Butterworth-Heinemann. — Anti-suppression and anaglyph (red/green) technique rationale.
- Martin, N. A. (2017). Test of Visual Perceptual Skills (4th ed.). ATP Assessments. — Construct definitions for discrimination, memory, spatial relations, form constancy, sequential memory, figure-ground, and closure that VPA subtests target.
- Beery, K. E., Buktenica, N. A., & Beery, N. A. (2010). The Beery-Buktenica Developmental Test of Visual-Motor Integration (6th ed.). Pearson. — Construct reference for VMI copy tasks in VPA and teen/adult packets.
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from https://udlguidelines.cast.org
- Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004). — Statutory basis for OT service in schools as a related service supporting educational access.
- Foster, J. (in progress). Doctoral research on teacher and OT competencies in visual performance and inclusive classroom practice. EdD dissertation.
- Wilson, E. B. (1927). Probable inference, the law of succession, and statistical inference. JASA, 22(158), 209–212. — Basis for the Wilson score confidence interval used on small-sample percentiles.
- Agresti, A., & Coull, B. A. (1998). Approximate is better than "exact" for interval estimation of binomial proportions. The American Statistician, 52(2), 119–126.
- Liddell, T. M., & Kruschke, J. K. (2018). Analyzing ordinal data with metric models: What could possibly go wrong? Journal of Experimental Social Psychology, 79, 328–348. — Rationale for treating VPL 1–5 scores with ordinal (ECDF + mid-rank) methods rather than parametric z-scores.
- Master, C. L., et al. (2016). Vision diagnoses are common after concussion in adolescents. Clinical Pediatrics, 55(3), 260–267.
- Halstead, M. E., et al. (2013). Returning to learning following a concussion. Pediatrics, 132(5), 948–957. — Context for the school-based concussion material at /concussion.
Citations are provided as the scholarly grounding for the framework and item design. They are not endorsements of the VPA by any of the cited authors or organizations.
How to cite
Foster, J., & Visual Minds Learning. (2026). Visual Performance Assessment (VPA): Live peer norms and methodology (v1.0 Beta). Retrieved from https://visualmindslearning.com/research
Questions about methodology? We welcome academic collaboration and independent review — contact us through the site.