Changes in chart design over the years may make interpretation of norms difficult, but even more challenging to interpret are the many combinations of scoring rules and stopping procedures that users have adopted. Elliott et al.,
46 early on, using Monte Carlo methods similar to those described in the present paper and similar to the analytic derivation of accuracy originally used by Pelli et al.,
44 showed that scoring the test by giving 0.05-log unit credit for each letter improves the test’s reliability and reduces the standard deviation of test scores; and, based on these results, this practice has been used in many studies. Elliott et al. adopted the stopping rule of terminating the test when none of the letters of a triplet was correctly identified. Although some studies, such as the Smith-Kettlewell Institute (SKI) longitudinal study
40 have adopted both the scoring and stopping rule of Elliott et al.,
46 many use different stopping rules and scoring changes, often without reporting which stopping rule was used at all. The Salisbury Eye Evaluation (SEE) study,
38 for example, used letter-by-letter scoring, but terminated the test when two letters of a triplet were incorrectly identified (Rubin GS, personal communication, July 2, 2004), which is the same stopping (but not scoring) rule recommended by the manufacturer and by Pelli et al.,
44 but not by Elliott et al.,
46 the originators of the letter-by-letter scoring method. Haymes et al.
47 used the same two-of-three-errors stopping rule,
46 48 but after suggestions by Elliott et al.,
46 who recommended accepting the response “O” for a presented “C” (but not vice versa), accepted either “O” or “C” for presentation of either letter (Haymes S, personal communication, July 2, 2004). Thus, although some investigators have followed the manufacturer’s instructions,
49 50 there are many variants of stopping and scoring rules in common use, often not specified in publications and reports. These complicate interpretation, as will be shown herein, for two reasons. First, each stopping–scoring variant produces a different test accuracy (see
Fig. 2 ). Second, each variant converges on a different CS value (see
Fig. 3 ).