Ch 10 Educational Assessments

Question 1

Specific Learning Disability (SLD)

Answer 1

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken, or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations

• Diagnosed if a significant discrepancy existed between the child’s measured intellectual ability and the level of achievement that could reasonably be expected from the child in one or more areas

Question 2

Dynamic Assessment

Answer 2

• An approach to explirhng learning potential that is vased on a test-intervention-retest model
• Budoff (1967, 1987) explored differences between deficits identified by standardized tests that occurred because of differences in education versus mental deficiency
• The Learning Potential Assessment Device (LPAD) was designed to yield information about the nature and amount of intervention required to enhance a child’s performance

Question 3

Zone of proximal development

Answer 3

• The distance between the actual developmental level as determined by individual problem-solving under adult guidance or in collaboration with more capable peers
• The concept was introduced by Vygotsky (1978)

Question 4

Dynamic Assessment part 2

Answer 4

• Dynamic assessors do not remain neutral; by contrast, they may do everything in their power to help the test-taker master material in preparation for retesting
• Variations may be introduced that help the test-taker better understand or remediate the obstacles to learning

Question 5

Achievement Tests

Answer 5

• Designed to measure accomplishment

– In most education settings it’s used to gauge student progress toward instructional objectives, compare and individual accomplishments, etc.

Question 6

Achievement Tests part 2

Answer 6

Measures of achievement in specific subject areas

Question 7

Aptitude Tests

Answer 7

Tend to focus on informal learning or life experiences rather than structured learning, was normally assessed in achievement tests

• Also referred to as prognostic tests and are typically used to make predictions on a broader fund of information and abilities

Question 8

Aptitude Tests at the Preschool level

Answer 8

• Aptitude at time of development is referred to as readiness
• Assessment is used for determining a child’s cognitive, emotional, and social development is in line with age-related
  expectations
• Checklists and rating scales are tools commonly used with preschoolers

Question 9

Aptitude Tests at the Preschool level continued part 1

Answer 9

• BASC-2 utilizes teacher and parent ratings to identify adaptive difficulties on 16 scales ranging from activities of daily living to studying skills
• a Self-Report of Personality (SRP) if respondents believe they have insight into their own behavior

Question 10

Aptitude Tests at the Preschool level part 2

Answer 10

• By the age of 2 children provide a unique challenge to assessors in terms of evaluation and assessment
• Tests such as the WPPS-III and the SB5 may be used to gauge development strengths and weaknesses, but the interpretation of these scores proves questionable at times

Question 11

Aptitude Tests at the Elementary School Level

Answer 11

• Children of the same chronological age may vary widely in their abilities
• Metropolitan Readiness Tests (sixth edition; MRT6)

– MRT6 is a test battery that assess the development of the reading and mathematics skills important in the early stages of formal learning

Question 12

Aptitude Tests at the Secondary-School Level

Answer 12

• SAT Scholastic Aptitude Test which means reading, writing, and mathematics
• SAT devs claims that SAT scores combined with a considerations of high-school GPA yield the best available predictor of academic success in college

Question 13

Aptitude Tests at the Secondary-School Level part 2

Answer 13

American College Testing Assessment (ACT) scores may be predictive of creativity and academic success

• Some scores suggest the SAT and ACT are correlated with general intelligence

Question 14

Aptitude Tests at the College Level and Beyond

Answer 14

Graduate Record Examinaitions

-Verbal, quantitative, and analytical reasoning sections

Question 15

Diagnostic Tests

Answer 15

A tool used to identify areas of deficit to be targeted for intervention

• Reading Tests
• Math Tests

Question 16

Psychoeducational Test Battery

Answer 16

A test kit that generally contains two types of tests: those that measure abilities related to academic success and those that measure educational achievement

• Allows for normative comparisons
• Evaluation of an individual’s strengths and weaknesses

Question 17

Kaufman Assessment Battery for Children (K-ABC)

Answer 17

Designed for test-takers from the ages of 2 /1/2 to 12 1/2

• Subtests measuring both intelligence and achievement are included; subtests are divided into two subgroups reflecting two kinds of information-processing skills: simultaneous and sequential skills

Question 18

Kaufman Assessment Battery for Children (K-ABC-II)

Answer 18

• Designed for ages 3 to 18
• The grounding in Luria’s theory of sequential versus simultaneous processing theory was expanded, and a grounding in the CHC theory was added

–Provides the examiner with a choice as to which model of test interpretation was optimal for the testing situation