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Assessment Flashcards

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1
Q

What is assessment

A

evaluate to determine needs

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2
Q

Consent

A

requirement that parent be fully informed in native language of all info relevant to activity

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3
Q

Assent

A

Voluntary participation of student in decision making, testing etc.

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4
Q

Cross Batter Assessment

A

Forming an assessment battery freely from using subtests from different IQ/Cognitive tests

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5
Q

Wechsler scales

A

Not theory based-saw need to develop verbal and nonverbal. Wechsler believed performance on measures of cognitive ability reflected only a portion what intelligence comprises

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6
Q

WPPSI

A

2.6-7.7 years old Under 4.0 just VCI, VSI, WMI Over 4 add FRI and PSI

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7
Q

WPSSI VCI

A

information and similarities

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8
Q

WPPSI VSI

A

Block Design Object Assembly

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9
Q

WPPSI WMI

A

picture memory and zoo location

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10
Q

WPPSI FRI

A

Matrix Reasoning and Picture concepts

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11
Q

WPPSI PSI

A

Bug Search and Cancellation

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12
Q

KABC

A

Based on CHC and Luria theory-provides a nonverbal index.

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13
Q

5 scales on the KABC

A

Learning (GLR), Sequential (Gsm), Simultaneous (Gv), Planning (Gf) and Knowledge (Gc)

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14
Q

CHC Theory

A

Cattell: Identified two clusters of mental abilities: (Horn expanded on Cattell’s theories and added visual perception, short-term memory, glr, processing speed, auditory processing, quantitative ability, and reading and writing ability factors.) Caroll: Stratum and evidence for g still strong

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15
Q

Luria Theory

A

The Luria neuropsychological theory focuses on “processes” and does not include measures of acquired knowledge. (MPI-Mental Processing Index) – PASS theory

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16
Q

PASS Theory

A

PASS theory=Planning, Attention, Stimulus, Successive Processing

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17
Q

3 Blocks in the Luria Theory

A

Block 1: arousal and attention, Block 2 use of senses to analyze and code info, Block see application of executive function

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18
Q

Planning KABC

A

Pattern reasoning, Story Completion (Gf)

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19
Q

Learning

A

Atlantis, Rebus (Glr)

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20
Q

Simultaneous (KABC)

A

Rover, Triangle, Block Counting (Gv)

21
Q

Sequential (KABC)

A

Word Order, Number recall (Gsm)

22
Q

Woodcock Johnston Test of Cog Abilities

A

2-99 Based on CHC theory test 7 abilities

23
Q

7 abilities of WJ

A

Comprehension Knowledge (Gc), Fluid Reasoning (Gf), Long-term Storage & Retrieval (Glr), Auditory Processing (Ga), Short-term Memory (Gsm), Processing Speed (Gs), Visual Spatial Processing (Gv)

24
Q

WJ Comprehension Knowledge

A

Vocabulary, General Information breadth and depth of knowledge of a culture

25
Q

WJ Fluid Reasoning

A

Number Series and Concept Formation Novel reasoning and problem solving-less dependent on acculturation

26
Q

WJ Long-term Storage and Retrieval

A

Story Recall and Visual-Auditory Learning store info and fluently retrieve it later

27
Q

WJ Auditory Processing

A

Phonological Processing and nonword repetition perceive and discriminate speech sounds

28
Q

WJ short-term memory

A

Verbal attention and numbers reversed apprehend and hold info in immediate awareness and then use it within a few seconds

29
Q

WJ processing Speed

A

Letter pair matching and pair cancellation perform automatic cognitive tasks. attentive speediness

30
Q

WJ Visual Spatial Processing

A

Visualization and Picture recognition ability to perceive, analyze and think with visual patterns

31
Q

Sattlers 4 pillars of Assessment

A

Review, Interview, Observe, Test/Assess

32
Q

Summative Assessment

A

All students, after, test what they learned (Finals)

33
Q

Formative

A

All Students, during instruction, test how well students are learning-mastery measures

34
Q

Diagnostic

A

Some students that are at risk Before-measures current knowledge to identify program for learning

35
Q

Criterion referenced tests

A

Students performance compared to a criterion for mastery

36
Q

What is an authentic assessment?

A

Authentic assessments involve the application of knowledge and skills in real-world situations, scenarios, or problems. Authentic assessments create a student-centered learning experience by providing students opportunities to problem-solve, inquire, and create new knowledge and meaning.

37
Q

What is a universal design?

A

Universal design reflects the modification of teaching and learning materials and instruction—that is, modification that makes assessment or instruction accessible to all. In this situation, these modifications would not only affect the target student but would likely benefit all students.

38
Q

Instructional targets need to be

A

Measurable and specific

39
Q

The base rate of a disability is directly tied to which of the following critical assessment considerations?

A

The accuracy of the diagnosis
The base rate of a test is directly connected, via the Bayes equation, to the accuracy of the assessment. This is a critical consideration in evaluating low-incidence disabilities. The lower the prevalence, the less accurate an assessment will be in indicating that disability

40
Q

When assessing for a suicide risk what are some essential things a SP should do?

A

it is essential to not leave the student alone. When interviewing the student, it is important to have compassion and it is necessary to determine if they have a plan on how they would kill themselves.

41
Q

What is a multiple baseline study

A

In a multiple baseline study, a baseline level of reading performance would be established separately for each student.

42
Q

convergent validity

A

measure of how closely related two or more measures are that are theoretically expected to be related.

43
Q

divergent validity

A

focuses on the lack of correlation with different constructs.

44
Q

What would most likely lead to a reduction in ethnic disproportionality in the number of students referred to special education for emotional and/or behavioral problems

A

Use of a validated screening system

45
Q

What best defines a curriculum-based assessment

A

evaluation using material from classroom curriculum to assess student understanding of academic concepts. A curriculum-based assessment evaluates a student’s knowledge of material utilizing the classroom curriculum.

46
Q

Which TWO of the following are broadband measures of developmental and adaptive functioning

A

The Achenbach System of Empirically Based Assessment (ASEBA) and Behavior Assessment System for Children Third Edition (BASC-3) are broadband measures of developmental and adaptive functioning.

47
Q

Local norms are useful for which of the following purposes?

A

Local norms connect goals to typical classroom performance, and they are used to calculate an outcome goal for the student or students targeted for an intervention

48
Q

What is an ecological assessment?

A

evaluates the success of a specific learner in a certain educational environment by examining the learning demands of that setting and comparing them to the target student’s strengths and challenges.

Praxis (15 decks)

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