Assessment Flashcards
Assessment
[ ] scores permit comparisons between an examinee’s test performance and the performance of individuals in the norm group.
Norm-referenced
Assessment
[ ] scores permit interpreting an examinee’s test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance or status on an external criterion.
criterion-referenced
Assessment
[ ] are provided by ipsative scales and permit intraindividual comparisons - i.e., comparisons of an examinee’s score on one scale with his/her scores on other scales.
self-referenced scores
Assessment
Standardization
2 qualifiers
- First, a test is standardized when the administration and scoring procedures are clearly defined.
- Second, a test is standardized when it has been administered under standard conditions to a representative sample for the purpose of establishing norms.
Assessment
Levels of Test User Qualifications
- Level A- tests that can be administered by non-psychologists
- B tests that require some knowledge of construction and use
- C only administered with a masters in psych
Assessment
Behavioral assessment focuses on [ ] and [ ] behaviors and utilizes various techniques including:
1) overt; covert behaviors
2) behavioral interviews, behavioral observation, protocol analysis and other cognitive measures, and psychophysiological measures.
Assessment
FBA
Functional behavioral assessment (FBA) is a type of behavioral assessment that involves identifying and altering the antecedents and consequences that are maintaining an undesirable behavior.
Assessment
Dynamic Assesment
Dynamic assessment was derived from Vygotsky’s method for evaluating a child’s mental development and involves deliberate deviation from standardized testing procedures to obtain additional information about an examinee and/or determine if he/she would benefit from assistance or instruction.
Assessment
Dynamic Assessment Types
3 types
- testing the limits
- graduated prompting
- test-teach-retest
Assessment
Testing the Limits
Testing the limits, a type of dynamic assessment, involves providing an examinee with additional cues, suggestions, or feedback and is ordinarily done after standard administration of the test to preserve the applicability of the test’s norms.
Assessment
CAT
computer assisted testing
- precision and efficiency
- adaptive to answers
Assessment
Actuarial predictions
based on empirically validated relationships between test results and target criteria and make use of a multiple regression equation or similar technique, while
Assessment
[ ] predictions are based on the decision-maker’s intuition, experience, and knowledge.
clinical
Assessment
Actuarial vs Clinical Predicitions
Studies comparing the two methods have generally found that the actuarial method alone is more accurate than clinical judgment alone.
Assessment
assessing children
age/advice
- can be interviewed reliably as young as 6
- use descriptive statements
- reflection
- labeled priase
- avoid critical statements
Assessment
most common way of collecting data from a large group
self-report
Assessment
Spearman Two-Factor Theory
- g (general intellectual factor)
- s factors specific to the task
Assessment
crystallized vs fluid
Horn and Cattell (1966)
- Gc crystallized - acquired knowledge and skills
- Gf fluid intelligence- does not depend on specific instruction, culture free
Assessment
Carroll’s Three Stratum
III: general intelligence
II: eight broad abilities
I: specific abilities linked ot the 2nd stratum
Assessment
CHC
Cattell Horn Carroll
- combined by McGrew in 1997
- WJ and KABC developed on CHC basis
- 10 broad stratum, 70 narrow stratum abilities
Assessment
convergent vs divergent thinking
Guilford
- convergent - rational, logical thinking
- divergent - non-logical processes, creativity and flexibility
most intelligence tests focus on convergent
Assessment
triarchic theory
ACP
Sternberg’s triarchic theory defines “successful intelligence” as the ability to adapt to, modify, and choose environments that accomplish one’s goals and the goals of society and proposes that it is composed of three abilities - analytical, creative, and practical.
Assessment
confluence model
- first child has higher IQ, doesn’t have to share parents’ attention
Assessment
IQ and heredity
- identical twins reared together, r = .85
- identical twins reared apart, r = .67
- siblings raised together, r = .45
Assessment
Flynn effect
Research conducted prior to 2000 found that IQ test scores consistently increased over the previous 70 years in the United States and other industrialized countries.
This increase is referred to as the Flynn effect, involves a rate of at least three IQ points per decade, and is apparently due primarily to increases in fluid intelligence.
Recent research suggests, however, that the Flynn effect has reversed in some countries and, in the U.S., for individuals with IQs of 110 and above.
Assessment
crystallized intelligence
effect of age
crystallized intelligence increases until age 60
Assessment
fluid intelligence
effect of age
peaks in late adolescence and thereafter declines
linked to decline in efficency of working memory and processing speed
Assessment
cross-sequential design
used in Seattle Longitudinal
combined cross-sectional and longitudinal
- cross sectional studies will find declines in IQ because of cohort (intergenerational) effects
- found that only perceptual speed declines before 60, most things stay stable until 70 or 75
Assessment
slope bias
Slope bias occurs when there is differential validity - i.e., when the validity coefficients for a test differ for different groups
Assessment
intercept bias
. Intercept bias (unfairness) occurs when the validity coefficients and criterion performance for different groups are the same, but their mean scores on the predictor differ.
Assessment
WAIS age
16:0 to 90:11
Assessment
WAIS indices
- Working Memory
- Verbal Comprehension
- Processing Speed
- Perceptual Reasoning
Assessment
SB-5
age range
ages 2 and up.
Assessment
SB-5
Five Cognitive Factors
- Fluid Reasoning
- Knowledge
- Quantitative Reasoning
- Visual-Spatial Processing
- Working Memory
Assessment
SB-5
Routing Subtests
Administration of the SB5 is tailored to the examinee’s level of cognitive functioning through the use of two routing subtests (Object Series/Matrices and Vocabulary) which indicate the appropriate starting point for the remaining subtests
Assessment
WAIS Findings on Mentally Unwell
FSIQ and Index Scores lowest for
TBI and Alzheimers (low 80s)
Assessment
WISC-V Age
6:0 to 16:11.
Assessment
WISC-V Indices
- Verbal Comprehension
- Visual-Spatial
- Fluid Reasoning
- Working Memory
- Processing Speed
Assessment
KABC-II Age
Age
3:0 through 18:11
Kaufman Assessment Battery for Children
Assessment
KABC-II
design/scoring
- designed to be a culture-fair test by minimizing verbal instructions and responses.
- Interpretation of scores can be based on one of two models - the Cattell-Horn-Carroll (CHC) model of cognitive abilities or Luria’s neuropsychological processing model (for non-mainstream cultural background)
Kaufman Assessment Battery for Children
Assessment
Cognitive Assessment System
CAS
CAS is based on PASS
Planning, Attention, Simultaneous Processing, Sequential Processing
age 5-17y/o
Assessment
Slosson
SIT-P-1
quick estimate of mental ability, idenitfying children at risk, SIT-R3-1 is for crystallized verbal intelligence
age 2-8
Assessment
WJ-IV
Woodcock-Johnson 4
based on CHC theory
both cog and achievement
age 2-80
Assessment
preschool tests
3 types
- Denver Developmental
- Bayley Scale of Toddler Development
- Fagan Test of Infant Intelligence
Assessment
CMMS
Columbia Mental Maturity Scale
- ages 3-10
- contains cards that have drawings on them, examinee required to indicate the drawing that does not belong
Assessment
PVVT-4
Peabody Picture Vocabulary Test
- measures receptive vocabulary
- ages 2-90
- useful for people with a motor or speech impairment
Assessment
Hiskey Nebraska Test of Learning Aptitude
- Can be done verbally or in pantomime
- ages 3-17
Assessment
Leiter-3
- culture fair measure of cognitive abilities
- ages 3-75
- no verbal instructions
- match cards to corresponding instructions on an easel
Assessment
Raven’s Progressive Matrices
- Raven’s Progressive Matrices is a nonverbal measure of general intelligence (g) and is considered useful as a multicultural test because it is relatively independent of the effects of specific education and cultural learning.
- There are several versions including the Standard Progressive Matrices and Colored Progressive Matrices.
