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SPSY 578 Advanced Assessment > 578 Midterm > Flashcards

578 Midterm Flashcards

1
Q

Psychological Measurement/Psychometrics

A

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.

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2
Q

Statistical Analysis

A

Helps us reduce large amounts to a manageable size to help us study.

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3
Q

Measurement

A

Helps us describe variability in human characteristics.

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4
Q

Score

A

Helps us assign a value to commonly measured characteristics, so we understand how variable they are.

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5
Q

Scales of Measurement

A

Is a scale system for assigning values or scores to some measurable trait or characteristic.

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6
Q

Nominal Scale

A

Sets of categories without order

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7
Q

Ordinal Scale

A

Sets of categories with order

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8
Q

Interval Scale

A

Sets of categories with order, zero point, and equal intervals between units.

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9
Q

Ratio Scale

A

Set of categories with true zero point and equal intervals between units.

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10
Q

Descriptive Statistics

A

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.

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11
Q

Measures of Central Tendency

A

identifies a single score that best describes the scores in a data set.

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12
Q

Mean

A

average score

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13
Q

Median

A

middle score

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14
Q

Mode

A

most occurring score

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15
Q

Dispersion

A

the variability of scores in a set or distribution of scores

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16
Q

Range

A

highest to lowest

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17
Q

Variance

A

difference from the mean

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18
Q

Standard Deviation

A

how much scores deviate from the mean

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19
Q

Normal Curve

A

a frequency distribution that, when graphed, forms a bell-shaped curve called the normal curve

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20
Q

Criterion-referenced

A

Performance is compared to an objective standard. Ex. 90% of material mastered.

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21
Q

Standards-referenced

A

The degree to which a defined standard is met. Ex. proficient, advanced, poor, etc.

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22
Q

Norm-referenced

A

Performance compared with the performance of a representative group (norm group or standardization sample) Ex. 80% when compared to all 8th graders.

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23
Q

Derived Scores

A

Standard scores, percentile rank, and age and grade equivalate scores.

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24
Q

Standard Scores

A

Raw scores that have been transformed so that they have a predetermined mean and standard deviation.

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25
Q

Percentile rank

A

Derived scores help us determine an individual’s position relative to the standardization sample.

26
Q

Age and Grade Wquivalate Scores

A

Compares the raw score of students of different ages and grades.

27
Q

Expression of Derived Scores

A

All derived scores are obtained from the raw score. Different derived scores are merely a different expressions of an individual’s performance.

28
Q

Cognitive and Academic Measures

A

Typically expressed with Standard Scores (M=100 SD=15) and scaled scores (M=10 SD=3)

29
Q

Personality Measures

A

Typically expressed with T-Scores (M=50 SD=10)

30
Q

Score Classification

A

You will use your derived scores to tell the story about the student you are assessing.

31
Q

Reliability

A

Involves test construct, test administration, test scoring/interpretation

32
Q

Standard Error of Measure (SEM)

A

There is always uncertainty about a child’s true score.

33
Q

Confidence Intervals

A

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).

34
Q

Validity

A

tells us that the test measures what it says it measures.

35
Q

Content Validity

A

whether the items within a test represents the domain being assessment

36
Q

Construct Validity

A

the degree to which a test measures a specified psychological construct or trait

37
Q

Criterion-related Validity

A

how well the test scores correlate with similar measures

38
Q

Why Assess?

A

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.

39
Q

Formal Assessment

A

Determines absence or presence of qualities in a wat that allows for comparison. Ex. intelligence, achievement, neuropsychological, and aptitude tests.

40
Q

Informal Assessment

A

Adds descriptive information and evidence to accompany formal assessment. Ex. observations, interviews, background, and work samples.

41
Q

Goals of Assessment Process

A
  1. Explain assessment process to families
  2. Gather relevant background information
  3. Select appropriate measures and conduct evaluation
  4. Interpret assessment information.
  5. Provide recommendations.
42
Q

Developmental Theory

A

Intra-and-Inter-individual differences

43
Q

Normative-Developmental Theory

A

Inter-individual differences compared through normative data.

44
Q

Cognitive-Behavioral Theory

A

Cognition mediates behavior

45
Q

Family-Systems Theory

A

Family dynamics determines behavior

46
Q

Eclectic Theory

A

uses all theoretical perspectives

47
Q

Record Review

A

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

48
Q

Clinical Interviews

A

Arranged meetings, definite purpose, one sided, judgement free, emotionally neutral, privileged communication

49
Q

Informal Interviews

A

Spontaneous, general purpose, mutual exchange, little/no planning, potentially emotional, information not assumed to be confidential.

50
Q

Parent Interview Guidelines

A

Before: gather background information, decide on type of interview. During: establish rapport, be supportive, be neutral, be considerate.

51
Q

Student Interviews

A

Elementary: find a connection, be encouraging. Secondary Age: show respect, be nonjudemental

52
Q

Student Interviews

A

Elementary: find a connection, be encouraging. Secondary Age: show respect, be nonjudgmental

53
Q

Observation Purpose

A

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.

54
Q

Instructional Observations

A

Physical features, ambient features, contents, organization, communication, ecological factors. social/emotional factors.

55
Q

Unstructured Observations

A

Physical features, ambient features, communication, ecological factors, and social/emotional factors.

56
Q

Narrative/Anecdotal Observations

A

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.

57
Q

Interval Recording Observation

A

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.

58
Q

Event Recording

A

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.

59
Q

Background Variables

A

Culture and ethnicity, previous assessments, reason for assessment, health factors, general cognition, behavior/test tolerance

60
Q

Testing Observations

A

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.

61
Q

Test Validity-Poor test performance

A

Individual Factors: physical limitations, behavior, social-emotional
Environmental Factors: physical conditions, ecological factors

62
Q

Steps in Assessment Process

A
  1. Review referral information
  2. Decide whether to accept referral
  3. Obtain relevant background information
  4. Interview parent and teacher
  5. Observe the student
  6. Select and administer test battery
  7. Interpret the results (repeat #6 if necessary)
  8. Write the report
  9. Conversation with parents/staff
  10. Develop interventions, recommendations

SPSY 578 Advanced Assessment (1 decks)

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