Assessment Flashcards
1
Q
Testing vs. Assessment
A
- testing is administering a test and obtaining scores, it’s about data collection
- assessment is more comprehensive evaluation
- involves various skill areas
- strengths/weaknesses, formal/informal, interviews, observations
- synthesizing and interpreting scores
2
Q
Four Pillars of Assessment
A
Normative Assessment
- administering tests that allow for comparison to a reference group - scores can be assigned a rank
Observations
- formal and informal
- look at response to stressors, behavior changes
- can compare referred child to non-reffered children
Interviews
- unstructure, semi-structured, and structured
- structured are most accurate
Informal Assessment
- CBM, Criterion referenced tests
- district-wide and teacher-made tests
- objective-referenced tests
- direct assessment
- formative evaluation
3
Q
Purposes of Assessment
A
Screening - a brief evaluation of a skill to determine need for a comprehensive evaulation
Focused/Problem-Solving - more detailed evaluation in one area of functioning
Diagnostic Assessment - comprehensive evaluation of multiple areas of functioning, strengths/weaknesses
- Can examine behavior, aptitude, achievement, language, social functioning
Counseling/Rehab - examines child’s ability to function in daily aspects of life, potential for recovery, potential response to treatment
Progress Monitoring - day-to-day, month-to-month…
- used to evaluate changes tto a child’s development ans skills to evaluate the effectiveness of interventions
4
Q
Pros and Cons of Intelligence Testing
(Kaufman, Lichtenberger, & Naglieri, 1999)
A
Pros
- allows for comparison to a norm sample
- standardized and objective
- useful in diagnosis and placement
- required for ID and gifted evals
- predictor of achievement
Cons
- stigmatization
- doesn’t measure all components of intelligence
- doesn’t measure motivation, perserverance, social skills
- Doesn’t inform treatment or intervention
- Overlap between IQ and intelligence
5
Q
Non-Verbal Intelligence Tests
A
- all tests are influences by some language ability because it requires communication
- better if all directions and responses are nonverbal
- can over estimate abilities in a verbally oriented society
- can underestimate because measures very narrow aspects of intelligence
- nonverbal IQ is proven to be less effective in predicting academic outcomes than verbal IQ
6
Q
Measures of Nonverbal Intelligence
A
UNIT
- green and black so that it can be used with color blind
- completely nonverbal directions - gestures -
- multidimensional - memory, reasoning, and attention
- should be used for high stakes assessments
TONI
- completely nonverbal directions
- untimed
- not heavily reliant on manipulatives - good for kids w/ motor problems
- one dimensional - narrow aspect of IQ b/c only used progressive matrices
- use for screening
7
Q
Achievement Tests
A
- Assesses the extent to which students have benefited from formal schooling and other life experiences compared with other students of the same age/grade. These are generally norm-referenced
8
Q
Skills Covered in Achievement Tests
A
Reading
- letter recognition, word attack, sight recognition, fluency, comprehension
Writing
- letter formation, spelling, capitalization, punctuation, syntax, text construction
Numeration
- math facts, time/money measurement, estimation, problem solving
9
Q
Achievment vs. IQ Tests
A
- IQ tests are better predictors of future achievement and they cover a broader skill area
- also looks at the application of knowledge to new situations
- Achievement tests look at mastery of skills and are more dependent upon formal schooling and culture
- Both measure aptitude, learning, and achievement to some degree
10
Q
Competent Test Use
(Eyde et al., 1993)
A
- Knowledge of professional laws and ethics
- appropriate interpretation of tests
- use appropriate test setting
- establish rapport w/ child
- test security
- test standardization
- be aware of examinees performance
- inteprett performance within the limit of the test
- integrate test results w/other sources of information
- remember that a score only represents one point in time
- understand reliability/validity
- don’t make evaluations w/inappropriate tests
11
Q
Factors that Affect Accurate Assessment
A
- ability to understand stimuli
- ability to respond to stimuli
- nature of normative sample
- appropriate level of items
- opportunity to learn - exposure to the curriculum
12
Q
Adaptations of Tests to Accommodate Students w/ Disabilities
A
- timing
- presentation
- response
- setting
13
Q
If Used and Interpreted Correctly IQ Tests:
A
- may increase accountability and help to know if the educational system is working
- are usually more reliable and valid - less bias than teacher-made tests
- let the community see how students in one school differ from students in another
- motivate parents and teachers to seek help for students whose test performance is poor
- allow students access to programs
14
Q
Testing of the Limits (TOL)
A
- extension of testing beyond the standard procedures
- goal - to obtain additional information about the child’s abilities
- use only after entire test is completed
- results are for information only - not final score
- procedures
- provide additions cues to adi subject
- uncover problem-solving strategies used by examinee
- addition time limits - readminister a subtest
15
Q
Recommendations for Assessing Children w/ Physical Disabilities
A
- may need more time to respond
- be sensitive not to talk over or rush the child
- may fatigue easily
- may feel extreme pressure when test is timed
- imperative that they are not penalized b/c of sensory or motor deficits
16
Q
Neisworth & Bagnato (2000)
A
- Need measures that bring parents and teachers together
- conventional tests not field-tested on infanntts and toddlers w/disabilities
- authentic assessment - need technique that caputures functioning of kids in everyday setting and routines
- direct observation, interviews, rating scales
17
Q
5 Major Steps in Social Skills Assessment
A
- Screening/Selection
- Classification of social skills deficit
- Target behavior selection
- Functional assessment
- Evaluation of intervention outcomes
18
Q
Sattler (2008) Steps in Assessment Process
A
- Review referral information
- Decide whether or not to accept referral
- Obtain relevant background info
- Consider the influence of relevant others - interviews
- Observe child in several settings
- Select and administer appropriate assessment battery
- Interpret results
- Develop intervention strategies
- Write a report
- Meet with parentts to discuss results
- Follow up on recommendations and reevaluate
19
Q
Considerations for Testing ELLs
A
General education background history
- did child start formal schooling in US?
- how many years of schooing in native country?
- structure, difference between there and US
- language system, urban/rural, regual attendance
Preschool experiences
- primary caregiver, any preschool education services
- how long, what language, concerns?
20
Q
Advantages and Disadvantages of Behavioral and Social-Emotional Rating Scales
A
Advantages
- quick, cheap, reliable
- have validity indexes
- include adaptive scales
- can be used w/ low frequency behaviors
- can be used for subjects who can’t provide info about themselves
Disadvantages
- lacks intrepretive information in manual
- doesn’t allow for additional info/detail
- cross scale comparisons can be difficult
- potential problems
- halo effect, leniency/severity, central tendencies
21
Q
Child Behavior Checklist (CBCL) and Teacher Report Form (TRF)
A
- assesses internalizng, externalizing, social competence
- adequate to excellent reliability
- strengths
- large research base for validity
- journal articles provide interpretive guidance
- familiar
- weaknesses
- lack of adaptive scales, no differentiation btwn depression/anxiety
22
Q
Conner’s Rating Scales
A
- parent, teacher, and self-report forms
- hyperactivity, conduct, emotional-indulgent, anxiety, attention, learning, psychosomatic behavior
- used mostly for attention and hyperactivity
23
Q
Best Practices in Using Rating Scales
A
- obtain ratings from a variety of sources
- use rating scales to assess progress during and after interventions
- ID differences between target child and high-funtioning children
24
Q
Assessment of Children w/ Specific Disorders
Children w/Autism, Rett’s, and Childhood Degenerative Disorders
(Sattler, 2001)
A
Children w/Autism, Rett’s, and Childhood Degenerative Disorders
- Assess as you would w/any other child as much as possible
- include a developmental scale/intelligence test, achievement test, perceptual-motor test, language test, Autism Diagnostic Observation Schedule (ADOS), Childhhood Autism Rating Scale (CARS)
- possibly nonverbal
- talk slowly, short simple sentences
- observe
- ability to make eye contact, interaction w/toys, speech, affect, motor patterns, activity level
- parents - developmental questionnaire
- teachers - school referral questionnaire and adaptive behavior scale
25
Q
Assessment of Children w/ Specific Disorders
Children w/ ID
(Sattler, 2001)
A
- intelligence, adaptive behavior, background info, and achievement
- “significantly subaverage” - IQ at least 2 SDs below the mean
- adaptive scales - Vineland, ABAS
26
Q
Assessment of Children w/ Specific Disorders
Giftedness
(Sattler, 2001)
A
- demonstrated achievement/potential ability in any of the following areas
- general intellectual functioning
- specific academic aptitude
- creativity/productive thinking
- leadership ability
- visual/performing arts
- best method of assessment - SB-V, WISC-V
- may underachieve if experiencing excessive parental pressure to succeed, schools do not provide adequate programs, or there is peer pressure to conform to the average
27
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