Assessment Midterm Flashcards
1
Q
Nominal Scale
A
mutually exclusive categories
2
Q
Ordinal Scale
A
order; magnitude
3
Q
Interval Scale
A
equal units between points; an arbitrary zero point
4
Q
Ratio Scale
A
a true zero point
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
6
Q
Standardized Test
A
require standardized administration and scoring procedure
-scores are transformed, or standardized, relative to the norm group
7
Q
Representativeness
A
the extent to which the groups characteristics match those of the population of interest
8
Q
% within 1 Z-Score (standard deviation)
A
68.26%
9
Q
% within 2 Z-Scores (standard deviation)
A
95.44%
10
Q
r^2
A
the amount of variance shared between two variables
11
Q
rXY
A
Correlation coefficients
- the degree to which two variables covary
- ranges from -1.0 to 1.0
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)
13
Q
Factor Loading
A
correlation between a subtest and a factor/index
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
15
Q
Classical Test Theory
A
X (observed score) = T (true score) + E (error)
16
Q
Cronbach’s alpha
A
uniformity or homogeneity of items
-test length, item heterogeneity and alpha
17
Q
Test-Retest Reliability
A
evaluate the test for stability over time
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
19
Q
Inter-Rater Reliability
A
the degree to which the raters agree
20
Q
Validity
A
does it measure what it is supposed to measure?
21
Q
Content Validity
A
do the items represent the domain being assessed?
-relatively subjective; unsystematic evaluation procedure
22
Q
Construct Validity
A
the degree to which a test measures a purported psychological construct/trait
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
24
Q
Concurrent Validity
A
a comparison between the measure in question and an outcome assessed at the same time
25
Percentile Ranks
an individual's position relative to the standardization sample
26
Standard Error of Measurement (SEM)
an estimate of the amount of error in obtained scores; the standard deviation of the distribution of error scores
27
Predictive Validity
iq at age 12 predict your iq later in life
28
Divergent Validity
tests assess different areas
| -ex) testing cognition vs. adaptive skills
29
Convergent Validity
measuring similar things
30
Areas of Assessment in Schools
- cognitive
- academic
- social/emotional/behavioral
31
Purposes of Assessment in Schools
-classification/educational placement
-screening
-inform instruction/intervention
progress monitoring
32
Cognitive Ability Assessment
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
Norm Group
a large group of test takers who represent the population for which the test is intended
34
Testing vs. Assessment
```
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
Jean Esquirol (1772-1840)
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
Wilhelm Wundt
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
Sir Francis Galton
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
James McKeen Catell
- 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
Binet
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
Binet-Simon Scale (1905)
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
Lewis Terman
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
Robert Yerkes
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
David Wechsler
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
Woodcock-Johnson
General Intellectual Ability
45
Kaufman Assessment Battery for Children
mental processing composite
46
Differential Ability Scales
general conceptual ability composite
47
Ethics in Assessment
- High-Quality Assessment
- Control of Information
- Interpretation of assessment results
- Competence
48
What is Intelligence?
"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
Multiple Intelligence
a set of problem solving skills that lead to the acquisition of new knowledge (Gardner)
50
Practical Intelligence
mental activity involved in purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life (Sternberg)
51
Factor Analysis (Intelligence)
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
Intelligence Symposiums 1921 & 1986
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
Experts' Ratings of Important Elements of Intelligence
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
Measurement Assumptions of Intelligence
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
Factor Analysis
- 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
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)
57
General Intelligence ("g") Theory - Spearman
"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
Primary Mental Abilities - Thurstone
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
Gf-Gc Theory of Intelligence - Catell
| reconciling the theories of Spearman and Thurstone
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
Gf-Gc Theory of Intelligence - Horn, J.
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
Three-Stratum Theory of Intelligence - John Carroll
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
Differences between Carroll and Gf-Gc Models
```
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
The Cattell-Horn-Carroll (CHC) Theory
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
CHC Broad Abilities
```
Gf fluid
Gc crystallized
Gv visual
Ga auditory
Gsm short term
Glr long term
Gs speed
Gq qualitative (math)
```
65
Cross-Battery (XBA) Assessment
- 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
g vs no-g
| in support of
- 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
g vs no-g
| counter arguments to g
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
Multiple Intelligence Theory - Gardner
- linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal
- empirical evidence is lacking
69
Practical Intelligence Theory - Sternberg
intelligence should be predictive of school and employment criterion variables above and beyond the prediction offered by traditional IQ tests
70
Emotional Intelligence Theory - Mayer & Salovey
- ability to monitor one's own and others' emotions to guide one's thinking and action
- related to health-outcomes
