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CAS 310 FINAL > CHapter 9 > Flashcards

CHapter 9 Flashcards

1
Q

Both achievement and aptitude tests measure

A

developed abilities and can be arranged along a continuum according to how dependent the abilities are on direct school experiences.

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2
Q

General intelligence tests

A

Historically have been the most popular and widely used aptitude tests in school settings.

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3
Q

Achievement tests measure

A

what has been learned or achieved at a specific point in time.

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4
Q

Aptitude tests are used

A

to predict the future performance

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5
Q

List the different aptitude tests (3)

A

Intelligence
special aptitude tests
multiple aptitude batteries

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6
Q

Special Aptitude Test

A

Employment setting for employers to select job applicants.

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7
Q

Multiple Aptitude Batteries

A

Measures a distinct ability.

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8
Q

Intelligence

A

A persons ability to problem solve, abstract reasoning, and acquire knowledge.

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9
Q

Arthur Jensen

A

1969 wrote an article “How much can we boost IQ and Scholastic Achievement? Assassination plot at Anaheim convention center if he spoke. He did, and police patrolled during speech.

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10
Q

Do Intelligence tests reveal your potential for learning

A

No, they are predictions.

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11
Q

APA Report “ Intelligence: Knowns and Unknowns” Nessier et al. 1996

7 criticial questions

A
  1. genetics contribute to development of intelligence, genetic difference not known
  2. environmental factors contribute to intelligence, influence not known.
  3. Nutrition is a factor, how much not known
  4. Information Processing speed correlates to intelligence
  5. Flynn Effect is real, mean IQ is increasing world wide, not sure why.
  6. Mean IQ difference between races cannot be attributed to test bias in socioeconomic status.
  7. Standardized intelligence test does not measure all capabilities.
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12
Q

Aptitude Test

A

Designed to measure cognitive skills, abilities, and knowledge that individuals have accumulated as the result of their overall life experiences.

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13
Q

School IQ Controversy

A
  1. Mean IQ difference among Ethnic groups. In California due to test bias many IQ tests are not used and Placement tests are not implemented. It’s based on public perception not psychometric facts.
  2. Can IQ be Increased: Historians believe genetics play a part in IQ feel humans are doomed to Increase IQ. 2004 federal law Individuals with disabilities says IQ tests can help diagnose learning disability
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14
Q

Binet-Simon Scale
AKA Stanford-Binet
1905

A

Problems arranged by difficulty and assesed a wide range of abilities.

  • Sensory perception
  • Verbal Comprehension
  • reasoning
  • judgment
  • short term memory
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15
Q

Army Alpha and Army Beta
Aptitude Tests
1915-1920

A

Alpha was verbal
Beta nonverbal

used to assess and classify recruits

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16
Q

College Entrance Exam Board (CEEB)

A

Developed the Scholastic Assessment Test (SAT)

To determine objective criteria for college admission. Prior acceptance was acquired by legacy.

17
Q

Wechler- Bellvue

A

has different versions for age groups, including preschool (WPPSI), school aged children (WISC), and adults (WAIS).

Mainly used by schools and psychologist

18
Q

Aptitude and Intelligence tests in schools

A
  • Alternative measures of cognitive abilities reflect info not captured form standardized tests.
  • Help educators tailor instruction to meet student strengths and weaknesses.
  • Assess how well students profit from school experiences..
  • Identify underachievers or learning disabilities.
  • Identify gifted students
  • help guide students and parents with vocational planning.
19
Q

Aptitude Achievement Discrepancy Analyisis

mid 1970’s

A

Determining a specific learning disability.

-practice employed in schools and in clinical settings.

20
Q

Individuals with disabilities education act of 2004

Aptitude achievement discrepancy in California

A

mandates that aptitude achievement discrepancy can no longer be required for diagnosis of learning disabilities in public school settings. Other state, local and federal and private agencies continue to recquire the discrepancy.

21
Q

Response to Intervention (RTI) for learning disabilities

page 290 for list of negatives of RTI

A
  1. Students are provided with “generally effective” instruction by their classroom teacher.
  2. their progress is monitored
  3. Those who don’t respond get something else or more from the teacher or someone else.
  4. progress is monitored
  5. those who still dont respond either qualify for special education or for special education evaluation.
22
Q

Diagnosing Mental Retardation/Intellectual Disability

3 reasons

A

Most commonly diagnosed in public school setting.

  1. Category Mild Mental Retardation , associated with IQ’s ranging from 55 to 70, majority of cases of mental retardation.
  2. Mild mental retardation may not be evident until a child begins the formal schooling process and experiences broad failures compared to others.
  3. Mental retardation is considered broadly under the category of development abilities and a key criteria for diagnosis is the characteristics and evidence of the disorder.
23
Q

Mental Retardation diagnosis

A

IQ tests score 2 standard deviations below the mean.

24
Q

College Admission Test

A

Predicts academic performance in college.

25
Q

Cognitive Abilities Test (CogAT)
Riverside Publishing
pg 294
(The profiles of the CogAT page 295 blue area)

A

Kindergarten through grade 12. Development of verbal, quantitative and nonverbal reasoning abilities.

26
Q

Otis Lennon School Ability Test- Eighth Edition (OLSAT-8)
Published Pearson assessments
PG 294

A

k-12

verbal and nonverbal process related to success in school.

27
Q

Test of Cognitive Skills- second edition (TCS/2)

Published McGraw Hill
PG 293

A

grades 2-12

verbal, non verbal and memory abilities thought to be important for academic success.

28
Q

Primary test of Cognitive Skills (PTCS)
McGraw Hill
PG 293

A

ages 5.1 to 7.6
Four subsets (Verbal, spatial, memory, and concepts)
measures cognitive skills index

29
Q

Inview

CTB McGraw Hill
PG 293

A

grades 2-12

Cognitive skills, cognitive abilities and verbal abilities

30
Q

Personel and Vocational Assesment

PG 294

A

Miller Analogies Test (MAT)
verbal measure relying on vocabulary development and reasoning skills and the Wonderlic Personnel Test. Wonderlic is for knowledge and reasoning capacities in a short period of time.

31
Q

Wischsler Intelligence Scale for Children Fourth Edition (WISC-IV)
Pge 297-299

A

Typically revised every 10-12 years
takes 2-3 hours
most popular in school and clincal setting
This version age 6-16

32
Q

Stanford -Binet Intelligence Scale Fifth edition
PG 300
released 2003
Tests expanded IQ of 160

A

ages 2-85 years old

10 subsets combined to produce five factors (301)

33
Q

Woodcock Johnson III Test of Cognitive Abilities

Pg 301

A

Ages 2-90 years old

based on Catell-Horn-Carroll theory of intelligence. (pg 302)

34
Q

Reynolds Intellectual Assessment Scales (RIAS)
pg 305
newer 2003

A

ages 3-94
gaining popularity in school setting
conformed supplemental memory scale.
verbal and nonverbal in a short period of time. 20-25 minutes

35
Q

Selecting aptitude tests

305-306

A

how will information be used
how much time is available for testing
what information do i need about the person I’m testing
if you want a comparison you need an aptitude test and a complimentary achievement test

CAS 310 FINAL (5 decks)

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