Assessment Processes

Question 1

5 code of Fair testing practices in education

Answer 1

Developing/ selecting tests
Interpreting scores
Striving for fairness
Inform test takers
Test developer control

Question 2

Developing/ selecting tests

Answer 2

Define purpose for assessment
Review test documentation/protocol
Review normative data to ensure comparison group
Select only tests which you are qualified give

Question 3

Interpreting scores

Answer 3

Review types of scores and how they should be interpreted
Developer purpose marches your purpose

Question 4

Striving for fairness

Answer 4

Evaluate for possible cultural or linguistic bias
Review for acceptable modifications for special individual

Question 5

Inform test takers

Answer 5

Inform of test purposes, limitations

Question 6

Test developer control

Answer 6

Not providing copies of protocol to client
Right to restore

Question 7

Principles of a good assessment

Answer 7

Thorough
Variety of test types
Valid
Reliable
Tailored to the client

Question 8

Selecting and interpreting standardized

Answer 8

Test must be appropriate to skills that need assessing, culturally appropriate and age appropriate
Normative population must represent individual being assessed

Question 9

Cultural competence

Answer 9

Understanding of own culture and bias
Respect for cultures differences
Allowing variance among individual in a culture, not overgeneralizing

Question 10

Steps of assessment

Answer 10

Case history
Interview
Screen hearing
Assess oral/facial evaluation, speech/language, chewing/ swallowing
Assimilate info
Draw conclusion
Share findings

Question 11

Test manual

Answer 11

Purpose of test
Test construction and development
Administration , and scoring procedures
Normative sample and statistical data
Test reliability and validity

Question 12

Administering tests

Answer 12

Understand purpose of test
Understand directions before administering
Understand types of scores and how to interpret before administering

Question 13

For each subtest determine

Answer 13

are there trial/practice items
can directions or items be repeated or revised
know the starting point (basals, ceilings)

Question 14

if there are practice items

Answer 14

must do them
if a client can’t do them then you can’t administer
know if you can teach during practice
know if all of them need to be correct to continue

Question 15

item analysis

Answer 15

what each question is testing
helps in determining what child can and cannot do

Question 16

choosing tests

Answer 16

decides what you want to assess and then choose appropriate tests

Question 17

developer’s test content/purpose

Answer 17

vocabulary expressive/receptive
combined expressive/receptive language
syntax
semantics
pragmatics
auditory processing
phonological processing

Question 18

is test valid/reliable

Answer 18

r >.80 (reliability coefficient)

Question 19

interrater reliability

Answer 19

cohen’s k
< .4 poor agreement
.4 - .8 mild to moderate
> .8 excellent agreement
correlation coefficients significant p>.05

Question 20

sensitivity and positive predictive value

Answer 20

ability to identify those with disease

Question 21

sensitivity and negative predictive value

Answer 21

identify those without disease

Question 22

reports must include

Answer 22

name and version of test administered
scores
diagnoses
recommendations

Question 23

score reports

Answer 23

standardized scores - percentiles with explanative
test cut-scores/interpretation
description of test results

Question 24

tests with individual scores

Answer 24

report in narrative form