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SLP 516 > Assessments > Flashcards

Assessments Flashcards

1
Q

What is a norm-referenced test?

A

a test that compares an individual’s performance to the average group’s performance. This group is the normative group

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2
Q

What question do norm-refererenced tests answer?

A

“How does my client compare to the average?”

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3
Q

What is a criterion referenced test?

A

a test that compares an individual’s performance to an expected level of performance based on age or level education

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4
Q

What question do criterion-referenced tests answer?

A

“How does my client compare to an expected level of performance?”

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5
Q

What is an authentic assessment/alternative assessment/nontraditional assessment approach?

A

A test that measures what a client can and cannot do based on context, such as observing a client in a real-life situation

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6
Q

What are examples of alternative assessment approaches?

A

language sampling, audiotaping, videotaping, real-life simulations, self-monitoring and self-assessment, structured symbolic play

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7
Q

What is validity?

A

Test claims to measure what it is supposed to measure

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8
Q

What is reliability?

A

test results can be reproduced

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9
Q

What are standardized tests?

A

tests that give standard procedures for administering and scoring the test

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10
Q

What are the three psychometric principles?

A

validity, reliability, and standardization

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11
Q

What is a dynamic assessment?

A

an informal assessment used to determine an individual’s potential to learn language

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12
Q

Which assessment method is typically used to distinguish disorder from difference?

A

dynamic assessment

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13
Q

Which assessment method uses the test, teach, and retest method?

A

dynamic assessment

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14
Q

What makes an assessment informal?

A

the procedures are not statistically based and there’s no established reliability or validity.

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15
Q

nWhat are features of a formal assessment?

A

consistent procedures; established reliability and validity; empircally or scientifically developed

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16
Q

Standardized does not mean _____

A

norm referenced

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17
Q

What are the pros of norm referenced tests?

A

eliminates administrator implicit bias, clear cut offs that you can interpret more easily, can be given to multiple clients; easy to administer, objective, other professionals and insurance companies recognize them, allows for comparison, time-efficient, necessary for eligibility

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18
Q

What are the cons of norm refernced tests?

A

Normative sample could be biasing for the client; limited and decontextualized; administration rules and test directions and test scoring allow for no flexibility

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19
Q

What are the pros of criterion referenced tests?

A

allows for comparison; specific to the age or developmental stage of an individual

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20
Q

What are the cons of criterion referenced tests?

A

criteria may not be up to date; may not be developmentally appropriate; decontextualized/limited;

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21
Q

What are the pros of interviews?

A

incorporates multiple perspectives, especially from individuals who know the client; can record detailed and client specific information; highly contextualized; can be done anywhere; naturalistic - the realest version of a client’s language

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22
Q

What are the cons of interviews?

A

potential of conflicting viewpoints from individuals who are participating in the interview; time consuming, tough to schedule, language barrier may be present; impacted by implicit biases; may not get all the information you need for an assessment

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23
Q

What are the pros of observations?

A

incorporates multiple perspectives, particularly from individuals who know the client; can capture detail and client specific information; highly contextualized; naturalistic; spontaneous; can be done anywhere

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24
Q

What are the cons of observations?

A

time consuming; can’t use it for eligibility; not reliable; cannot elicit behavior you want to see because you’re in the person’s natural environment; behavior impacted by presence of the evaluator; can be more difficult to do with children than with adults

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25
Q

What are the four types of reliability?

A

test-retest reliability, split-half reliability, rater reliability, and alternate form reliability

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26
Q

What is test-retest reliability?

A

the test results are the same when the same person takes the same test at different points in time.

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27
Q

What is split-half reliability?

A

one half of the test is of equal weight compared to the second half

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28
Q

What is rater reliability?

A

the reliability of the test administrator to administer and score a test correctly

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29
Q

What are the two subtypes of rater reliability?

A

intra-rater reliability and inter-rater reliability

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30
Q

What is inter-rater reliability?

A

the reliablity of an administrator’s scoring of a test compared to other administrators’s scoring of the same test

31
Q

What is intra-rater reliability?

A

the reliability of an administrator’s scoring of a test without comparison to another administrator’s scoring of the same test in a particular period of time.

32
Q

What is alternate form reliability?

A

a type of reliability that applies to standardized tests with two forms; the test results of both forms are reproducible

33
Q

What are the types of validity?

A

face validity, content validity, construct validity, and criterion validity

34
Q

What is face validity?

A

the test states, in its table of contents or introduction, that it measures what it claims to measure

35
Q

What is content validity?

A

the instructions, questions, and items in a test are appropriate for what the test claims to measure. For instance, a receptive language standardized test should have a section of following directions and understanding spoken language

36
Q

What is construct validity?

A

Scoring methods, questions, and instructions were created using scientific knowledge, theories, and developmental norms as a guide.

37
Q

What is criterion validity?

A

a standardized test meets criteria to determine whether it’s valid.

38
Q

What are the two subtypes of criterion validity?

A

concurrent validity and predictive validity

39
Q

What is concurrent validity?

A

measure of how well a standardized test compares to other established standardized tests.

40
Q

What is predictive validity?

A

measure of how well a standardized test will measure future performance in a given area.

41
Q

What is a test considered if it is not valid?

A

the results from it are meaningless

42
Q

What is a test considered if it is not reliable?

A

the results from it are not trustworthy

43
Q

What is the raw score?

A

score obtained from completing a norm-referenced test; it indicates how many questions a person answered correctly; it is used to calculate and glean other scores.

44
Q

Which type of score from completing norm-referenced tests is not interpretable?

A

raw score

45
Q

What is the scaled standard score?

A

score obtained from completing a subtest of a norm-referenced test; it is interpretable based on the normal distribution curve; the raw score is used to glean the scaled score

46
Q

What does the standard score (A.K.A. index score) represent?

A

It represents the number of standard deviations above or below the performance of the normative sample; you can use the standard score for comparison purposes.

47
Q

What is an index score?

A

another type of standard score that is calculated based on specific subtest raw scores

48
Q

What is the percentile rank?

A

indicates how well someone performed on a test compared to other people; e.g. if you are in the 60th percentile, then you scored better than 60% of individuals in the normative sample, but 40% of the sample scored better than you.

49
Q

What are norm referenced and criterion referenced tests used for?

A

comparison

50
Q

What is confidence interval?

A

a range of scores that an examinee may receive upon taken a norm referenced test. It is the range of scores that a particular standard scores will fall in. It considers the variance between an observed score and an expected score and it is a means to account for measurement error.

51
Q

What are age and grade equivalents?

A

the average raw score of a certain age or grade from a section of the normative sample
that is often misinterpreted and a cause of misdiagnosis.

52
Q

What should you do before administering a test?

A

read the manual, then determine the goal of the assessment, its psychometric qualities, and how your client compares to the normative sample; afterwards, read the instructions on how to administer the test

53
Q

What should you do while administering a test?

A

Set up the testing environment so that it has all necessary materials, is comfortable for the client and accessible for them; follow all testing directions; do not provide feedback of the client’s performance during it

54
Q

What are advantages of a language sample?

A

contextualized; actual language performance of a child; efficient tool to examine most ASHA areas; can complete with many partners so issue of rapport/support is reduced; supported by external scientific research

55
Q

What are disadvantages of a language sample?

A

time; necessary to be comfortable with the procedure; MLU is only meaningful up to age 7; cost of software tools such as SALT; not eligible as evidence for someone to receive services in several schools

56
Q

What are the pros of a curriculum-based informal assessment?

A

client specific, helps in all areas of a client’s educational success, understanding of language demands is incorporated

57
Q

What are the cons of a curriculum-based informal assessment?

A

time consuming, only child focused, unrealistic to complete the entire curriculum and educational spectrum.

58
Q

A standard score between 78 and 85 is judged to be

A

1 to 1.5 standard deviations below the mean and a mild communication disorder

59
Q

A standard score between 71 and 77 is judged to be

A

1.5 to 2.0 standard deviations below the mean and a moderate communication disorder

60
Q

A standard score of 70 and below is judged to be

A

2 standard deviations below the mean and a severe communication disorder

61
Q

What must you base your interpretation of standard scores on?

A

on the normative sample and normal distribution curve

62
Q

What scores are the best scores to use for diagnostic accuracy?

A

percentile rank, confidence interval, and standard scores

63
Q

What is variation or variance?

A

refers to the dispersion of standard scores and answers the question: how far away is the person from the mean; it is calculated as the standard deviation

64
Q

What is the central tendency?

A

mean or average of the sampled population

65
Q

A 90% C.I. indicates

A

90% confidence that a score is between a selected range and there’s a 10% chance (i.e., 10% error) that the score will not fall in that range

66
Q

A 95% C.I. indicates

A

95% confidence that a score is between a selected range and there’s a 5% chance (i.e., 5% error) that the score wil not fall in that range.

67
Q

What is the basal?

A

the starting point of a test

68
Q

What is the ceiling?

A

the ending point of a test due to the examinee answering a specific number of questions incorrectly.

69
Q

What are the pros of reports?

A

can capture multiple perspectives; more timely than observations and interviews; contextualized; can capture a person’s language in real time;

70
Q

What is the goal of interviews?

A

To gather specific information and perspectives of the stakeholder

71
Q

What is the goal of reports?

A

To gather information from multiple perspectives via checklists, questionnaires, and rating scales

72
Q

What is the goal of curriculum-based assessment?

A

to determine if the child has the skills to meet language expectations set in a curriculum

73
Q

What is sensitivity

A

True positive

74
Q

What is specificity?

A

True negative

SLP 516 (1 decks)

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