Analysis/Interpretation

Question 1

Rasch methodology

Answer 1

A hierarchal design used to develop a linear measurement scale within a standardized assessment

Question 2

Test-taker variables

Answer 2

Factors that may impact the performance results of a client during the evaluation process (motivation, energy level, stress)

Question 3

Environment bias

Answer 3

A type of testing bias that involves the degree to which the testing context is similar to the natural setting in which the task is typically performed

Question 4

Item bias

Answer 4

A. type of testing bias that involves clients of similar performance abilities scoring differently when the same evaluation instrument or subtext is administered

Question 5

Test-taker bias

Answer 5

A type of testing bias that must be controlled during standardized and non-standardized testing and involves actions of the client that influence the outcome of an evaluation or the test results (a client who influences test results by providing false information)

Question 6

Likert scale

Answer 6

A psychometric method, typically used in a questionnaire or survey, that includes response option that progress in a linear direction

Question 7

Evaluator bias

Answer 7

A type of testing bias that must be controlled during standardized and non-standardized testing and involves actions of the evaluator that influence the outcome of an evaluation or the test results

Question 8

Floor effect

Answer 8

A situation in which an assessment instrument is not able to measure any additional performance differences at the bottom of the rating scale

Question 9

Ceiling effect

Answer 9

A situation in which an assessment instrument is not able to measure any additional performance differences at the top of the rating scale

Question 10

Assessment responsiveness: specificity

Answer 10

A test’s ability to accurately detect functional and performance abilities (true negative)

Question 11

Assessment responsiveness: sensitivity

Answer 11

A test’s ability to accurately detect impairments or decreased performance abilities (true positive)

Question 12

Corrrelation

Answer 12

A statistical term that refers to the measurement of the proximity or two distinct variables

Question 13

Criterion validity

Answer 13

The degree to which the results of an assessment predict performance ability on other assessments that measure similar constructs
Two types:
- predictive validity
- concurrent validity

Question 14

Content validity

Answer 14

The degree to which items in an assessment are an accurate representation of all aspects of the domain being tested

Question 15

Construct validity

Answer 15

The degree to which an assessment tool measure specific constructs (FM skills) consistent to what it claims it measures

Question 16

Reliability

Answer 16

The degree to which an assessment tool produces consistent results when the same client i retested on separate occasions while external factors remain constant

Question 17

Validity

Answer 17

The degree to which an assessment tool measures what is claims to be measuring

Question 18

Mastery monitoring

Answer 18

A multistep method of using data to track progress on a chart when skills are not achieved or absent; involves ID the skill and subskills and establishing a decision-making plan

Question 19

Descriptive statistics

Answer 19

Provides insight into the general characteristics of data collected during a study

Types include:
- central tendency
- variability

Question 20

Scales of measurement

Answer 20

Classification system used for quantifiable data

Types include:
- nominal scale
- ordinal scale
- interval scale
- ratio scale

Question 21

Standard score

Answer 21

A score used in standardized testing, also referred to as z-scores, that is used to make comparisons across variable and populations

Question 22

Disadvantages of standardized testing

Answer 22

Must be combined with qualitative and other assessment methods to complete a comprehensive evaluation
Multiple internal and external variables can impact performance on test and affect results
Rigidity of administration may negatively influence the results

Question 23

Advantages of standardized testing

Answer 23

Scores can be understood by interprofessional team
Tools are often widely available
Uniform administration, scoring, and interpretation of results
Can help monitor progress over time
Can contribute to quality improvement and EBP

Question 24

Measures of variability

Answer 24

The statistical value that represents how much the group varies from the mean and degree to which the data spreads across the distribution

Types include:
- variance
- standard deviation

Question 25

Standard deviation

Answer 25

Measures the distribution and variation of data points around the mean

Question 26

Grade equivalent

Answer 26

A score that compares a student’s performance to a normative group of students at the same academic level

Question 27

Deviation IQ score

Answer 27

Score used for measurement of intelligence with the following features:
- mean score is 100
- intellectual disability is considered 2 SD below the mean

Question 28

Developmental index score

Answer 28

Score used in developmental testing with the following features:
- mean score is 100
- SD iof 15 or 16
- intervention often beneficial if scores are 2 SD below the mean

Question 29

Error variance

Answer 29

Factors or variable that cause a difference in standardized test scores (environmental conditions, motivation, fatigue)

Question 30

SWOT analysis

Answer 30

An acronym used in business planning that outlines a process for understanding the internal and external environments of an organization or business
S - strengths
W - weaknesses
O - opportunities
T - threats