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School Psychology Ed.S. > Assessment Midterm > Flashcards

Assessment Midterm Flashcards

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1
Q

Nominal Scale

A

mutually exclusive categories

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2
Q

Ordinal Scale

A

order; magnitude

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3
Q

Interval Scale

A

equal units between points; an arbitrary zero point

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4
Q

Ratio Scale

A

a true zero point

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5
Q

Norm-Referenced Measurement

A

a child’s performance is compared with that of a representative group of children
-norm group or standardization sample

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6
Q

Standardized Test

A

require standardized administration and scoring procedure

-scores are transformed, or standardized, relative to the norm group

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7
Q

Representativeness

A

the extent to which the groups characteristics match those of the population of interest

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8
Q

% within 1 Z-Score (standard deviation)

A

68.26%

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9
Q

% within 2 Z-Scores (standard deviation)

A

95.44%

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10
Q

r^2

A

the amount of variance shared between two variables

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11
Q

rXY

A

Correlation coefficients

  • the degree to which two variables covary
  • ranges from -1.0 to 1.0
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12
Q

Factor Analysis

A

used to explain the pattern of inter-correlations among variables in a complex set of data
-ex) factors in the WISC-V; factor loading (correlation between a subtest and a factor/index)

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13
Q

Factor Loading

A

correlation between a subtest and a factor/index

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14
Q

Reliability

A

ratio of the true score variance to the observed score variance
-the extent to which random/unsystematic variation affects the meaurement of a trait

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15
Q

Classical Test Theory

A

X (observed score) = T (true score) + E (error)

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16
Q

Cronbach’s alpha

A

uniformity or homogeneity of items

-test length, item heterogeneity and alpha

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17
Q

Test-Retest Reliability

A

evaluate the test for stability over time

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18
Q

Alternate-Forms Reliability

A

two different forms of the same test at different times

-see if it is a reliable form of testing

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19
Q

Inter-Rater Reliability

A

the degree to which the raters agree

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20
Q

Validity

A

does it measure what it is supposed to measure?

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21
Q

Content Validity

A

do the items represent the domain being assessed?

-relatively subjective; unsystematic evaluation procedure

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22
Q

Construct Validity

A

the degree to which a test measures a purported psychological construct/trait

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23
Q

Criterion-Related Validity

A

the extent in which a measure is related to an outcome

  • ex) correlation between Total Reading should be be more highly correlated with reading domains
  • often divided into Concurrent and Predictive Validity
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24
Q

Concurrent Validity

A

a comparison between the measure in question and an outcome assessed at the same time

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25
Q

Percentile Ranks

A

an individual’s position relative to the standardization sample

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26
Q

Standard Error of Measurement (SEM)

A

an estimate of the amount of error in obtained scores; the standard deviation of the distribution of error scores

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27
Q

Predictive Validity

A

iq at age 12 predict your iq later in life

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28
Q

Divergent Validity

A

tests assess different areas

-ex) testing cognition vs. adaptive skills

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29
Q

Convergent Validity

A

measuring similar things

30
Q

Areas of Assessment in Schools

A
  • cognitive
  • academic
  • social/emotional/behavioral
31
Q

Purposes of Assessment in Schools

A

-classification/educational placement
-screening
-inform instruction/intervention
progress monitoring

32
Q

Cognitive Ability Assessment

A

Individually-administered, norm-referenced measures

  • norm group
  • standardized procedure of test administration
  • raw scores are converted to standard scores
  • scores indicate one’s standing within the norm group
33
Q

Norm Group

A

a large group of test takers who represent the population for which the test is intended

34
Q

Testing vs. Assessment

A 
Psychological Testing
-administering and scoring tests
-goal is collecting data
Psychological Assessment
-use of multiple sources of information
-goal is to give meaning to findings; make an informed, effective decision
35
Q

Jean Esquirol (1772-1840)

A

Distinction between mental incapacities and mental illness (insanity)

  • “idiocy” is not a disease but a condition in which the intellectual facilities are never manifested or have never . been developed sufficiently…
  • used language abilities to differentiate the two groups
36
Q

Wilhelm Wundt

A

Founder of the first experimental psychology laboratory (1879)

  • separation from philosophy
  • sensation, attention, reaction time, feelings, emotions
  • physiological experimental techniques
  • reflected in tests developed by Galton and Catell
37
Q

Sir Francis Galton

A

Father of the psychometrically-based testing movement

  • statistical explanation for inherited mental characteristics (e.g., correlation)
  • measurement: sensory and physical skills (height, weight, head size)
  • first large-scale standardized data collection
38
Q

James McKeen Catell

A
  • coined the term “mental test”
  • influenced by Wundt and Galton
  • measurement of the body and senses (perception of size, hearing, strength of hand, color preference)
  • anticipated the test as a measurement tool for diagnostic evaluation and selection
  • limited validity
39
Q

Binet

A

First breakthrough in intelligence testing

  • societal needs; need for the humane treatment of individuals with intellectual disabilities (mental retardation); need for correct diagnosis
  • limitations of the sensory and motor assessment procedures of Galton and Cattell
  • “higher” level cognitive skills
40
Q

Binet-Simon Scale (1905)

A

30 tests

  • following a moving object with one’s eyes, comparing two weights, reply to an abstract question
  • items ranked in order of difficulty
  • careful instruction for administration
  • introduced to the US by Goddard (1908)
41
Q

Lewis Terman

A

Stanford-Binet (1916)
-revision of the Binet-Simon Scale
-rigorous standardization procedure: US norm
-comprehensive examiner’s guide
Introduction of Intelligence Quotient (IQ)
-dividing mental age by chronological age X 100

42
Q

Robert Yerkes

A

WWI and Intelligence Testing

  • directed APA assessment committee
  • charged with the screening of about a million and a half potential soldiers
  • the committee developed the first group-administered intelligence tests
  • Army Alpha (verbal)
  • Army Beta (non-verbal)
  • correlation between 1916 SB and Army Alpha: .81 with Army Beta: .73
43
Q

David Wechsler

A

Clinical Psychologist

  • was to adult intelligence test what Binet was to children’s intelligence test
  • nearly all of the items were from the Army test battery (except Block Design)
  • integration of Verbal and Performance (non-verbal) tests into a single battery
  • hoped for effective measure of intelligence that can aid in psychiatric diagnosis
  • Deviation IQ (standard score) vs. Ratio IQ
  • influenced most contemporary intelligence test authors
44
Q

Woodcock-Johnson

A

General Intellectual Ability

45
Q

Kaufman Assessment Battery for Children

A

mental processing composite

46
Q

Differential Ability Scales

A

general conceptual ability composite

47
Q

Ethics in Assessment

A
  • High-Quality Assessment
  • Control of Information
  • Interpretation of assessment results
  • Competence
48
Q

What is Intelligence?

A

“aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment” -Wechsler
Intelligere - to understand

49
Q

Multiple Intelligence

A

a set of problem solving skills that lead to the acquisition of new knowledge (Gardner)

50
Q

Practical Intelligence

A

mental activity involved in purposive adaptation to, shaping of, and selection of real-world environments relevant to one’s life (Sternberg)

51
Q

Factor Analysis (Intelligence)

A

the degree to which, and the rate at which people are able to learn, and retain in long-term memory, the knowledge and skills that can be learned from the environment (Carroll)

52
Q

Intelligence Symposiums 1921 & 1986

A

both emphasized adaptation to the environment, basic mental processes, higher-order thinking (reasoning, problem solving, and decision making)
-1986: more emphasis on metacognition, executive processes, knowledge, cultural emphasis

53
Q

Experts’ Ratings of Important Elements of Intelligence

A

1) Abstract thinking or reasoning (99%)
2) Problem-Solving (97%)
3) Capacity to acquire knowledge (96%)
4) Memory (81%)
5) Adaptation to one’s environment
…
13) Academic Motivation (19%)

54
Q

Measurement Assumptions of Intelligence

A

Psychological Traits are measured within the individual
Characteristics of a psychological trait:
-a construct, not a palpable entity
-residing within the individual
-relatively stable

55
Q

Factor Analysis

A
  • Spearman introduced factor analysis
  • data reduction technique
  • observed and unobserved variables (factor)
  • Factor Loading: how high the correlation between the observable variables correlate with the factor (similarities and vocab have high correlation with Verbal index but not FRI)
56
Q

Factor Loading

A

how high the correlation between the observable variables correlate with the factor (similarities and vocab have high correlation with Verbal index but not FRI)

57
Q

General Intelligence (“g”) Theory - Spearman

A

“Positive Manifold”: tendency for tests of mental ability to be positively correlated
-a common latent trait (g)
“Two-Factor” Theory:
-g: general factor (underlying mental energy; mathematically derived general factor)
-s: specific factor (unique to specific measures)
-Hierarchical

58
Q

Primary Mental Abilities - Thurstone

A

Used factor analysis to “disprove” the existence of “g”
Intelligence is a composite of a number of independent faculties (i.e., primary mental abilities); they’re related but also distinct
-space, perceptual speed, number, verbal meaning…
Non-Hierarchical
Later postulated the existence of second-order factors related to g

59
Q

Gf-Gc Theory of Intelligence - Catell

reconciling the theories of Spearman and Thurstone

A

General Fluid Intelligence (Gf)
-ability to reason, form concepts, and solve problems that often include novel information or procedures
-manipulating abstractions, logical relations, and generalizations
-depend minimally on learning and culture
General Crystallized Intelligence (Gc)
-acquired knowledge and skills
-abilities that reflect learning and acculturation
-vocabulary, general information, word analogies

60
Q

Gf-Gc Theory of Intelligence - Horn, J.

A

Expanded into an eight factor model

  • Gf: fluid intelligence
  • Gq: quantitative knowledge
  • Gc: crystallized intelligence
  • Grw: reading/writing
  • Gsm: short-term memory
  • Gv: visual processing)
  • Ga: auditory processing
  • Glr: long-term retrieval
  • Gs: processing speed
  • CDS: correct decision speed

Served as theoretical basis for Woodcock Johnson Psychoeducational Battery - Revised (1989)

61
Q

Three-Stratum Theory of Intelligence - John Carroll

A

Human Cognitive Abilities: A survey of Factor Analytic Studies (1993)

  • based on 465 research studies
  • factor analytic theory
  • “definitive foundation for current theory”
  • “for the first time ever, an empirically based taxonomy of human cognitive ability elements, based on the analysis of the extant literature since Spearman, was presented in a single, coherent, organized, systematic framework”
62
Q

Differences between Carroll and Gf-Gc Models

A 
Existence of g
-Carroll includes g
-Horn-Cattell does not include g
Quantitative Abilities
-Carroll: under Gf
-Horn-Cattell: a separate Gq construct
Reading and Writing Abilities
-Carroll: under Gc
-Horn-Cattell: a separate Grw contruct
63
Q

The Cattell-Horn-Carroll (CHC) Theory

A

Utility value lies in broad and narrow abilities vs. g
-broad and narrow abilities are more helpful in understanding individuals’ functioning
-g is not necessarily helpful to understand what accounts for Jonny’s difficulty in reading; Verbal abilities (Gc) can be
Explicit and Implicit ground for a number of cognitive ability tests

64
Q

CHC Broad Abilities

A 
Gf fluid
Gc crystallized
Gv visual
Ga auditory
Gsm short term
Glr long term
Gs speed
Gq qualitative (math)
65
Q

Cross-Battery (XBA) Assessment

A
  • a cognitive test doesn’t measure/adequately measure all the important cognitive abilities (e.g., abilities that are predictive of achievement)
  • a practical, flexible method of assessment and interpretation grounded in CHC theory
  • allows measurement of a wider range of abilities, instead of being limited by a single battery, in a manner that is theoretically defensible
66
Q

g vs no-g

in support of

A
  • Carroll: stratum II abilities are positively correlated due to the casual influences of g
  • g is stable over the course of development, whereas scores of subtests are unstable
  • g is correlated more highly than any other factor with a number of phenomena that are wholly independent of both psychometrics and factor analysis… g is a fact of nature
  • many cognitive tests assume g as they produce composite scores
67
Q

g vs no-g

counter arguments to g

A

A child’s unique strengths/weaknesses can be masked by the composite score (“g”)
-modern large university analogy
The correlation between stratum II abilities is a statistical artifact
-many different combinations of tests yield the same g factor
The broad CHC abilities (stratum II) demonstrate differential relations with academic achievement outcomes, developmental growth curves, neurological functions, and degree of heritability

68
Q

Multiple Intelligence Theory - Gardner

A
  • linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal
  • empirical evidence is lacking
69
Q

Practical Intelligence Theory - Sternberg

A

intelligence should be predictive of school and employment criterion variables above and beyond the prediction offered by traditional IQ tests

70
Q

Emotional Intelligence Theory - Mayer & Salovey

A
  • ability to monitor one’s own and others’ emotions to guide one’s thinking and action
  • related to health-outcomes

School Psychology Ed.S. (7 decks)

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