Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PYB309 - Individual differences and assessment > 11. Ability, Achievement and Aptitude Tests > Flashcards

11. Ability, Achievement and Aptitude Tests Flashcards

1
Q

What are the three psychometric tests?

A

ability, achievement and aptitude tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What do ability tests predict?

A

future behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What do ability tests measure?

A

person’s innate abilities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What do achievements tests assess?

A

knowledge AFTER formal education

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What do achievement tests measure?

A

how much a child has learned in school compared to same-age or same-grade based norms/expectations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What do aptitude tests predict?

A

future behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What do aptitude tests measure?

A

Measures a person’s aptitude to develop skill in a specific area

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Why do we do tests?

A

to answer referral questions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is important to develop when testing a child?

A

rapport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what happens when you do not build rapport with a cild?

A

If you don’t build rapport with them, they may not feel comfortable with you, which might lead to reduced performance on the test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what are possible rapport-building activities for an infant (0-3 years)?

A

Be positive toward the child, but approach the parent first. Do not remove the child from the parent without first making them comfortable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are possible rapport-building activities for preschool-aged children (4-6 years)

A

play age-appropriate games (e.g. snakes and ladders and play dough)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the possible rapport-building activities for primary school aged (7-11) children?

A

play age-appropriate ages (e.g. Uno)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the possible rapport-building activities for adolescents?

A

get to know them - ask them a little bit about their lives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are examples of cognitive abilities test?

A

Bayley scale of infant and Toddler development, WPPSI-IV, WISC, WAIS-IV, Universal Nonverbal Intelligence test (UNIT-2)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

when would you use a cognitive ability test?

A

When we suspect there is an intellectual impairment
OR
When we want to rule out the possibility of an intellectual impairment
OR
The child is experiencing some kind of functional difficulty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

When do we rarely use cognitive abilities test?

A

When the child is suspected to be gifted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Who administers cognitive ability tests?

A
  • In Australia, registered psychologists
  • No one else should be administering intelligence tests
  • However, in QLD, guidance officers (who may not be psychologists) administer the WPPSI-IV and WISC-V
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is the process of administering the WISC-V?

A

standardisted instructions and responses straight from the manual
Individually with the child where possible
Record any interesting behaviours
10 primary susets;; 60 minutes
complete proforma as you go
Ideally want to administer all in one session (but most important to get the best out of child)
Dont tell child if they got something right or wrong or give any praise

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the 5 indecies of IQ?

A

verbal comprehension, visual spatial, fluid reasoning, working memory and processing speed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What are the subsets of the verbal comprehension index?

A

similarities and vocabulary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What are the subsets of the visual spatial index?

A

block design and visual puzzles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

what are the subsets of the fluid reasoning index?

A

matrix reasoning, figure weights

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What are the subsets of the working memory index?

A

Didgit span and picture span

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

what are the subsets for the processing speed index?

A

coding and symbol search

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is the average of the WISC-V?

A

100

27
Q

What are the steps to scoring and interpreting the WISC-V?

A
  1. Calculate primary and secondary subtest total raw scores
  2. Convert primary and secondary subtest raw scores to Scaled Scores
    average, above 13 = above average
  3. Obtain Sums of Scaled Scores: Consider significant differences between subtests within an index, and between indices – are all summary scores interpretable?
  4. If all summary scores are interpretable, use Sums of Scaled Scores to obtain the Primary Index Scores and FSIQ
    • 85-115 = average range
28
Q

What must you never do when interpreting the WISC-V?

A

NEVER interpret a cognitive assessment alone – talk with the key people in client’s life and give other assessments where needed

29
Q

What are examples of achievement tests?

A

Weschler Individual Achievement test (WIAT-III), Woodcock-Jognson IV Test of Achievement

30
Q

When would we use an achievement test?

A
  • Objectively measure academic achievement
  • To work out why a child is having difficulty with school work
  • To gather information in the process of determining whether or not a child has a specific learning disorder/learning disability
31
Q

What is dyslexia?

A

reading disability

32
Q

What is dysgraphia?

A

writing disability

33
Q

What is dyscalculia?

A

maths disabilities

34
Q

Why is it important to identify learning disabilities?

A

to provide support and intervention ASAP

35
Q

what does diagnosing learning disabilities focus on?

A

Focus on whether or not a student has responded to instruction/intervention in light of adjustments/interventions provided.

36
Q

in order to be identified with a specific learning disorder/disability, what do the students’ responses need to be?

A

severe, persistent and ongoing

37
Q

What are the three tiers of intensive intervention for student support for learning?

A

At the top of the triangle: Intensive instruction and intervention
–>
Strategic instruction and intervention
–>
At bottom of triangle: good first teaching and classroom practices

38
Q

what is the approach to diagnosing learning disability/specific learning disorders?

A

Review individual’s developmental, medical, educational, and family history, reports of test scores and teacher observations, and response to academic interventions. and rule out alternative explanations

39
Q

What are the possible alternative explanations that need to be ruled out when diagnosing learning disabiity/specific learning disorders?

A

• Difficulty NOT better explained by developmental, neurological, sensory (visual or hearing), or motor problems
AND
• Difficulty NOT due to poor cognitive ability
AND
• Difficulty NOT due to environment
o Difficulty must significantly interfere with academic achievement, occupational performance, or activities of daily living.

40
Q

Why do we want to diagnose specific learning disorders?

A
  • Inform interventions
  • Important to diagnose early, because otherwise the child may fall further and further behind, and intervention effectiveness may reduce.
41
Q

What must academic skills test be to assess to support diagnosis of specific learning disorders?

A

Current academic skills must be well below the average range of scores in culturally and linguistically appropriate tests of reading, writing, or mathematics

42
Q

how can achievement tests be helpful in diagnosis of specific learning disorders?

A

Achievement Test (e.g., WIAT-III) can be helpful in establishing child’s current academic achievement levels in these areas

43
Q

What must the purpose of assessment to support diagnosis of specific learning disorders be>

A

must be to inform intervention

44
Q

Who can administer achievement tests?

A
  • Registered psychologists

* Depending on the test, also Allied Health or Special Education Professionals (e.g., WIAT-III)

45
Q

How does one administer achievement tests?

A
  • Standardised instructions
  • Ideally in one sitting
  • BUT, the top priority is to get the best out of the child
  • Can be long, draining assessments - two sittings are often needed, or selected subtests chosen (i.e., whole test not administered)
46
Q

what are the indices or components of that WAIT-III?

A

oral language, total reading (basic reading+reading comprehension and fluency), written expression, mathematics and maths fluency

47
Q

What are the subsets for oral language?

A

listening comprehension and oral expression

48
Q

What are the subsets of total reading?

A

reading comprehension, word reading, pseydoword decoding, oral reading fluency

49
Q

What are the subsets of written expression?

A

Alphabet writing fluency, Sentence Compossition, essay composition and spelling

50
Q

What are the subsets of mathematics?

A

maths problem solving, numerical operations

51
Q

What are the subsets of maths fluency?

A

Maths fluency-addition, subtraction and multiplication

52
Q

How does one score and interpret an achievement test?

A
  • Fill out the proforma as you go, then calculate each subtest raw score, from which you can calculate each subtest standard score
  • Some items may be more subjective to score than others (e.g., “Essay Composition” and “Oral Expression” subtests).
  • Look at each standard score and see where it falls.
  • Decide whether YOU THINK the child’s standard scores reflect their ability.
53
Q

What are further questions to consider when interpreting achievement tests?

A

o Is there any reason why the child might not have been doing their best??
o Any other reasons the test score might be an under-estimation of the child’s current achievement levels?

54
Q

How does one score the WAIT-III score?

A
  • You should get a score ranging between 40 and 160 for each of the overall areas (Oral Language, Total Reading, Written Expression, Mathematics, and Maths Fluency)
  • Compare these scores to FSIQ score if available
  • Note if any of the scores are considerably lower or higher than the other scores or than the FSIQ
55
Q

How does use the information retrieved from achievement tests?

A
  • Write a report for parents and teachers
  • Meeting with parents and teachers to explain the report
  • To plan interventions to make school easier
56
Q

What is it never appropriate to do when interpreting achievement testts?

A

It is never appropriate to draw such a conclusion based purely on achievement and IQ test results – must consider all information about child and evaluate child’s response to increasingly targeted and intensive intervention over a review period.

57
Q

What are examples of aptitude tests?

A

Differential Aptitude Tests

DAT for personnel and career assessment

58
Q

What are the indices of the differential aptitude test?

A

general cognitive abilities, perceptual abilities, clerical and language skills

59
Q

What are the subsets of general cognitive abilities?

A

Verbal reasoning, and numerical ability

60
Q

What are the subsets of perceptual abilities?

A

abstract reasoning, space reasoning, mechanical reasoning

61
Q

What are the subsets of clerical and language skills?

A

Spelling, language sage, clerical speed and accuracy

62
Q

Who can administer an aptitude test?

A
  • Not necessarily a psychologist
  • Guidance counsellor for high school kids
  • Organizational Psychologist
  • Human Resources professionals
  • Employers may administer aptitude tests when hiring
  • Pen and paper tests that participant completes individually under controlled conditions (e.g., silence)
63
Q

What does the percentile in interpreting the DAT tell us?

A

Percentiles tell us what percentage of the norm group the participant scored better than. 97th Percentile = participant performed better than 97% of reference group

64
Q

What does one do with the results of the aptitude tests?

A
  • Feedback to individual
  • Help high school kids decide what subjects to study for their senior years at high school, and what future employment might suit them
  • Decide which applicants would be best for an employment position

PYB309 - Individual differences and assessment (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions