Chapter 8

Question 1

Alternate forms of reality

Answer 1

Reliability obtained by administering two equivalent tests to the same group of examinees.

Question 2

Concurrent validity

Answer 2

Refers to how precisely a person’s present performance (e.g., a test score) estimates that person’s performance on the criterion measure at approximately the same time.

Question 3

Construct validity

Answer 3

The extent to which a test measures a theoretical construct or attribute.

Question 4

Construct

Answer 4

Theoretical concepts, such as self-esteem and intelligence, that can be observed by some type of instrument.

Question 5

Content validity

Answer 5

Refers to whether the individual items of a test represent what is actually being assessed.

Question 6

Convergent validity

Answer 6

Refers to the degree to which two measures of constructs that theoretically should be related, are in fact related. A test that has good convergent validity has high positive correlations with other tests measuring the same construct.

Question 7

Criterion-related validity

Answer 7

A method for assessing the validity of an instrument by comparing its scores with another criterion known already to be a measure of the same trait or skill.

Question 8

Discriminate validity

Answer 8

Refers to whether concepts or measurements that are supposed to be unrelated are, in fact, unrelated. A test that has good discriminant validity has low correlations with tests that measure different constructs.

Question 9

Eligibility committee

Answer 9

he committee that determines whether a child is eligible to receive special education and related services. It is the team that oversees the identification, monitoring, review, and status of all children with disabilities residing within the school district.

Question 10

Evaluation

Answer 10

The determination of a child’s strengths and limitations in specific areas, including academic, intellectual, psychological, emotional, perceptual, language, cognitive, and medical development. In special education, the evaluation will determine whether a child has a disability and the nature and extent of the special education and related services that the child needs.

Question 11

Internal consistency

Answer 11

A method of assessing the reliability of a test by dividing the items on the test into two halves, such as odd- versus even-numbered items, and using the correlation between the two versions as an estimate of the whole test’s reliability

Question 12

inter-rater reliability

Answer 12

Refers to the degree among raters. It involves having two or more raters independently observe and record specified behaviors.

Question 13

mode of communication

Answer 13

The means of communication normally used by individuals who are deaf, blind, or have no written language, and may include Braille, sign language, oral communication or some form of technologically enhanced communication.

Question 14

native language

Answer 14

When used with reference to a person of limited English-speaking ability, means the language normally used by the individual, or in the case of a child, the language normally used by the parents of the child.

Question 15

obtained score

Answer 15

The score actually calculated in the assessment process.

Question 16

parental consent

Answer 16

When referring to special education assessment, it is the legal granting of permission to assess a child for a suspected disability.

Question 17

predictive validity

Answer 17

The extent to which a procedure allows accurate predictions about a subject’s future behavior. It is a measure of a specific instrument’s ability to predict future performance on some other measure or criterion at a later date.

Question 18

reliability

Answer 18

Refers to the consistency of measurements.

Question 19

reliability coefficient

Answer 19

A measure of how consistent the results of a test are over time. It expresses the degree of consistency in the measurement of test scores.

Question 20

reliable test scores

Answer 20

A test score that produces similar scores across various conditions and situations, including different evaluators and testing environments.

Question 21

split-half reliability

Answer 21

A method of assessing the reliability of a test by dividing the items on the test into two halves, such as odd- versus even-numbered items, and using the correlation between the two versions as an estimate of the whole test’s reliability.

Question 22

standard error of measurement

Answer 22

An error in estimating true scores from observed scores. It represents the amount of error that exists when using a specific instrument.

Question 23

standardization

Answer 23

Refers to structuring test materials, administration procedures, scoring methods, and techniques for interpreting results.

Question 24

target behavior

Answer 24

A specific behavior an observer seeks to record when doing the observation.

Question 25

test-retest reliability

Answer 25

A measure of the consistency of a test or assessment. This kind of reliability is used to determine the consistency of a test across time.

Question 26

validity

Answer 26

The extent to which a test measures what it is supposed to measure.

Question 27

validity coefficient

Answer 27

Criterion-related validity is usually expressed as a correlation between the test in question and the criterion measure.