Education Flashcards
Role of educational testing
1- how much learning has taken place and what degree is it mastered
2- compare knowledge acquired to groups of students
3- form assessment to test if a child has difficulty learning. If so why and what can be done
4- to what degree does a person have the prerequisites for learning
Referral question examples
Developmental delay? Ready to begin primary school? Have difficulty learning? Is info taught in class being learnt? How well with student perform in uni degree?
learning disorder
Learning disorders can affect abilities to perceive or process info efficiently and accurately
Poor achievement triggers referral
Dsm-5 has one overall diagnosis for deficits that impact academic achievement
After diagnosis type and specifics of deficit provided by clinician
Specific learning disorder dsm-5 diagnostic criteria
A- difficulties learning/ using academic skills for 6 months despite intervention
B- academic skills substantially below age expectancy and cause significant impairment
C- difficulties may not fully manifest until demand for skills exceeds individuals limited capacity eg - timed tests
D- difficulties should not be better explained by other disorder, disability or inadequate education
All meet based on history, testing and school reports
Name specific learning difficulties
Reading - dyslexia - reading accuracy, comprehension and rate/fluency
Written expression - dysgraphia - spelling, grammar and clarity of written expression
Maths - dyscalculia - accurate maths reasoning and calculation, number sense and memorisation of arithmetic facts
Response to intervention model (RTI)
Multi-tier approach to early identification and support of students with learning and behavioural needs
Tiers -
1- teachers provide evidence based instruction with usual classroom routine
2- targeted interventions for small groups identified as struggling
3- intensive one on one interventions
Constant evaluation, intervention and assessment
Individual tests
Tests subjects individually (maths)
Examiner records responses
Examiner needs training to score
Examiner flexibility if permitted by test can elicit best performance (means tests need to be interpreted)
Group tests
Many students at one time = cost-efficient
Students record response
Scoring objective and straight forward = less training
No safeguards- low score is assumed low ability
Types of educational tests
- Achievement tests - evaluate learning as a result of exposure to defined learning experience (course). Tests what’s learnt in the past (crystallised ability - direct experience)
- Aptitude tests - measures what learned informally. General or specific. Tests probable future ability (fluid ability - adapt general ability to new problems)
Types of achievement tests
Formative: give students feedback to monitor own learning and improve
Summative: evaluate students learning
Types of achievement test items
Fact-based: rote-learning
Conceptual: knowledge of facts and application
Use of achievement tests
Assess student progress toward instructional objectives Gauge quality of instruction Compare between student progress Decision making of placement of student Screening for learning difficulties
Group achievement tests
Common to student cohort
Standardised for comparison
In school setting to assess broad content (vocab, reading, math)
Eg-naplan
Individual achievement tests
Used to provide norm and criterion references of performance
Assess basic academic skills (reading, written expression)
Eg- Wechsler’s individual achievement test, Woodcock-Johnson tests of achievement, wide range achievement test
Wechsler individual achievement test (WAIT-3)
Assess reading, math, writing, oral language
Child and adult
Different subtests and items depending on grade
Scores compared to age and grade norms
