What defines the possible range within which a student’s score would likely fall after multiple test administrations?

The correct choice of Confidence Interval is significant because it provides a statistical range that indicates where a student's true score is likely to fall based on multiple test administrations. This concept is rooted in the understanding that any single test score is subject to measurement error, meaning that the score obtained may not represent a student's true ability or knowledge completely.

A confidence interval accounts for this variability and expresses a range of scores in which a student's true score can be expected to lie, usually at a specific confidence level (such as 95% or 99%). This approach is crucial in educational settings where decisions about a student's abilities or qualifications may be based on these scores, ensuring a more accurate and reliable assessment.

In contrast, the other choices relate to different aspects of measurement and reliability but do not define the range of likely scores. The Standard Error of Estimate pertains to the precision of predictions made from a regression model but does not directly provide a range for test scores. Test-Retest Reliability evaluates the stability of a test's scores over time but does not provide information on the range of scores. Kuder-Richardson Reliability focuses on the internal consistency of a test, particularly in tests with dichotomous choices, again not addressing the range of potential scores that a student might