578 Midterm Flashcards
Psychological Measurement/Psychometrics
Conveys meaningful information about people’s attributes, such as intelligence, reading ability, adaptive behaviors, interests, personality traits, and attitudes, through test scores and ratings that reflect such attributes.
Statistical Analysis
Helps us reduce large amounts to a manageable size to help us study.
Measurement
Helps us describe variability in human characteristics.
Score
Helps us assign a value to commonly measured characteristics, so we understand how variable they are.
Scales of Measurement
Is a scale system for assigning values or scores to some measurable trait or characteristic.
Nominal Scale
Sets of categories without order
Ordinal Scale
Sets of categories with order
Interval Scale
Sets of categories with order, zero point, and equal intervals between units.
Ratio Scale
Set of categories with true zero point and equal intervals between units.
Descriptive Statistics
summarizes data obtained about a sample of individuals. Ex. frequency distribution, normal curves, standard scores, measures of central tendency, measures of dispersion, correlation, and regression.
Measures of Central Tendency
identifies a single score that best describes the scores in a data set.
Mean
average score
Median
middle score
Mode
most occurring score
Dispersion
the variability of scores in a set or distribution of scores
Range
highest to lowest
Variance
difference from the mean
Standard Deviation
how much scores deviate from the mean
Normal Curve
a frequency distribution that, when graphed, forms a bell-shaped curve called the normal curve
Criterion-referenced
Performance is compared to an objective standard. Ex. 90% of material mastered.
Standards-referenced
The degree to which a defined standard is met. Ex. proficient, advanced, poor, etc.
Norm-referenced
Performance compared with the performance of a representative group (norm group or standardization sample) Ex. 80% when compared to all 8th graders.
Derived Scores
Standard scores, percentile rank, and age and grade equivalate scores.
Standard Scores
Raw scores that have been transformed so that they have a predetermined mean and standard deviation.
Percentile rank
Derived scores help us determine an individual’s position relative to the standardization sample.
Age and Grade Wquivalate Scores
Compares the raw score of students of different ages and grades.
Expression of Derived Scores
All derived scores are obtained from the raw score. Different derived scores are merely a different expressions of an individual’s performance.
Cognitive and Academic Measures
Typically expressed with Standard Scores (M=100 SD=15) and scaled scores (M=10 SD=3)
Personality Measures
Typically expressed with T-Scores (M=50 SD=10)
Score Classification
You will use your derived scores to tell the story about the student you are assessing.
Reliability
Involves test construct, test administration, test scoring/interpretation
Standard Error of Measure (SEM)
There is always uncertainty about a child’s true score.
Confidence Intervals
Are bands or a range of scores. Ex. if a student achieved a score of 50, we can be 95% sure that his true score falls within 42 to 58 (or within 2 SEM from the mean).
Validity
tells us that the test measures what it says it measures.
Content Validity
whether the items within a test represents the domain being assessment
Construct Validity
the degree to which a test measures a specified psychological construct or trait
Criterion-related Validity
how well the test scores correlate with similar measures
Why Assess?
To identify a disabling condition. To find out more about a child’s abilities. To address parent/teacher/district concerns. To better align instructional practices with learning abilities.
Formal Assessment
Determines absence or presence of qualities in a wat that allows for comparison. Ex. intelligence, achievement, neuropsychological, and aptitude tests.
Informal Assessment
Adds descriptive information and evidence to accompany formal assessment. Ex. observations, interviews, background, and work samples.
Goals of Assessment Process
- Explain assessment process to families
- Gather relevant background information
- Select appropriate measures and conduct evaluation
- Interpret assessment information.
- Provide recommendations.
Developmental Theory
Intra-and-Inter-individual differences
Normative-Developmental Theory
Inter-individual differences compared through normative data.
Cognitive-Behavioral Theory
Cognition mediates behavior
Family-Systems Theory
Family dynamics determines behavior
Eclectic Theory
uses all theoretical perspectives
Record Review
Student’s Complete Story: schools attended, attendance history, concerning grades, intervention programs, tutoring, family structure, genetic influences, family’s concerns, teacher comments/concerns, disciplinary problems, summary of previous assessments
Clinical Interviews
Arranged meetings, definite purpose, one sided, judgement free, emotionally neutral, privileged communication
Informal Interviews
Spontaneous, general purpose, mutual exchange, little/no planning, potentially emotional, information not assumed to be confidential.
Parent Interview Guidelines
Before: gather background information, decide on type of interview. During: establish rapport, be supportive, be neutral, be considerate.
Student Interviews
Elementary: find a connection, be encouraging. Secondary Age: show respect, be nonjudemental
Student Interviews
Elementary: find a connection, be encouraging. Secondary Age: show respect, be nonjudgmental
Observation Purpose
Provide a picture of the child’s natural behavior at school.
Verify the accuracy of parent and teacher concerns.
Enable a comparison of a child’s behavior between school and test settings.
Identify typical behavior in a child’s primary social setting.
Allow for observation of psychological factors such as motivation, self-concept.
Instructional Observations
Physical features, ambient features, contents, organization, communication, ecological factors. social/emotional factors.
Unstructured Observations
Physical features, ambient features, communication, ecological factors, and social/emotional factors.
Narrative/Anecdotal Observations
A glimpse into the student’s day. Select target behaviors, select recording method, select level of detail, be objective, verify validity, know when to step in.
Interval Recording Observation
Focuses on target behaviors during specific interval (usually once every 10-15 seconds)
Quantitative, ex. 8 out of 10 intervals or 80% or the time.
Allows for objective comparison with another student.
Event Recording
Focuses on number of occurrences of target behaviors in a specific observation period.
Good for tracking frequency of event with environmental conditions.
Allows for targeted interventions for a specific trouble spot.
Background Variables
Culture and ethnicity, previous assessments, reason for assessment, health factors, general cognition, behavior/test tolerance
Testing Observations
Attitude: toward examiner, toward tests
Attention: following directions, impulsive control, repetitions
Affect: mood, anxiety
Language: quality of speech, typicality of language
Behavior: cooperation, self-monitoring, work habits, reaction to challenge
Sensory & Motor Skills: vision or hearing issues, fine or gross motor issues.
Test Validity-Poor test performance
Individual Factors: physical limitations, behavior, social-emotional
Environmental Factors: physical conditions, ecological factors
Steps in Assessment Process
- Review referral information
- Decide whether to accept referral
- Obtain relevant background information
- Interview parent and teacher
- Observe the student
- Select and administer test battery
- Interpret the results (repeat #6 if necessary)
- Write the report
- Conversation with parents/staff
- Develop interventions, recommendations
