Criterion-Referenced Testing (W6-7)

Question 1

What is a criterion referenced measure?

Answer 1

Can they do it, or can they not? (can they reach a bench mark performance?)

Question 2

How do criterion referenced measures differ from norm-referenced?

Answer 2

Norm referenced measures are compared to peers - criterion referenced have the raw score compared against what you’d expect of them

Question 3

How should we use criterion-referenced measures?

Answer 3

Measuring progress over time, if you already know they have a diagnosis and won’t perform compared to peers but you want to see their abilities

Question 4

How can you probe comprehension of higher-level grammatical structures?

Answer 4

-Grammaticality judgement tasks

Question 5

How can you probe meta-pragmatic knowledge of classroom rules?

Answer 5

“Why do we raise our hands?” - “what went wrong, what should happen?” - etc.

Question 6

How can you probe the use of figurative language?

Answer 6

Easier to see in writing samples

Question 7

Just as we use oral language samples, we can use “reading samples” which entail…

Answer 7

• Student reads a passage (e.g., classroom text) aloud
• SLP follows along and notes errors
• Then analyzes error types

Question 8

Error types: does the student sound out unknown words, or look at the first letter and guess?

Answer 8

-Clue to phonological awareness issues

Question 9

Error types: Does student recognize written morphological endings?

Answer 9

Producing them incorrectly indicates poor morphological awareness (deals with morphological endings)

Question 10

Error types: Does student make orthographic knowledge errors?

Answer 10

-Clues you in that they recognize structures but don’t recognize orthographic system - may not be understanding the vowel patterns

Question 11

Error types: Does the student notice when he/she makes a mistake (such as misreading an orthographically similar word?)

Answer 11

Kids with RD don’t notice their errors - Lack of self-correction may indicate poor semantic awareness (comprehension)

Question 12

Ex of a morphological awareness task

Answer 12

Derivational suffix task: “Protect. Police provide protection.” - etc.

Question 13

Ex of orthographic pattern awareness task

Answer 13

Present series of nonsense word pairs and ask which one is more like a real word

Question 14

To assess writing, we can use __________ by ___________.

Answer 14

To assess writing, we can use written language samples by asking a child to compose a story to a picture or set of pictures, a summary of a text passage or video, an explanation of how to play a favorite game, a latter of arguing for a specific position.

Question 15

Misspelling errors from writing tasks: (3)

Answer 15

• Sounds not represented
• Sounds represented with unconventional or illegal letter sequences
• Omission of endings or misspelling endings

Question 16

Example of misspelling error: Sounds not represented – what does it indicate?

Answer 16

e.g., “sop” for “stop” – may indicate poor phonological awareness

Question 17

Example of misspelling error: Sounds represented with unconventional or illegal letter sequences – what does it indicate?

Answer 17

e.g., “kik” for “kick” – may indicate poor orthographic awareness

Question 18

Example of misspelling error: Omission of endings or misspelling endings – what does it indicate?

Answer 18

e.g., “shop” for “shopping” or “friendlee” for “friendly” – May indicate poor morphological awareness