Educational Ability Flashcards
survey battery
broad content areas, used to assess progress in school
use increased as a result of NCLB and “Every student succeeds act”
use of profile reports
diagnostic battery
assesses problematic areas of learning/learning disabilities
readiness assessments
used to assess readiness to advance in school
national assessment of education progress (aka National Report Card)
STATE/NATIONAL PERFORMANCE AND CONTENT KNOWLEDGE
samples students from across states and compares them on subjects
math and reading tested every 2 years, grades 4 and 8
3000 students sampled from 100 public schools
results: % of students scoring over “proficient”
- can be compared within state, between states, and to a national sample
long-term national assessment held every 4 years in M & R ages 9, 13, 17
Stanford Achievement Test
INDIVIDUAL SUBJECT MASTERY
K-12 offers interpretative reports: individual profile, class groupings, grade grouping, school system grouping
info disaggregated by ethnicity, SES, LEP, IEP
Iowa Assessments
SKILLS TO PROGRESS THROUGH SCHOOL; CONTENT MASTERY APPROPRIATE TO GRADE
has the student mastered the core learning standards, is an intervention necessary, examine college/career readiness
Metropolitan Achievement Test
assesses subject areas in K-12
weighted for rural vs. urban classrooms
PL94-142 and IDEA
you have the right to be tested for a LD–> if a student is identified as having a LD–> IEP developed (services to help individual)–right to an education in least restrictive environment
WRAT5= Wide Range Achievement Test
SCREENING TEST FOR LEARNING PROBLEMS= diagnostic
-assess basic learning problems in reading, spelling, math, and sentence comprehension
-sig differences between WRAT5 and WISCV–> LD
WIATIII= Weschler Individual Achievement Test
diagnostic–DETERMINE STRENGTHS AND WEAKNESSES TO INFORM ED SERVICES
identify strengths and weaknesses, information about possible services/diagnoses/education placement–> design objectives and intervention
-designed to provide assessment and intervention strategies for those with LD
Peabody Picture Vocabulary Test
diagnostic
measure of RECEPTIVE VOCABULARY (ability to understand words)–> good for individuals with limited language development, individual with language disorders, ppl with severe motor disorders
Woodcock Johnson IV
diagnostic
assessment of cognitive ability related to intelligence (cognitive, achievement, and oral language)
2 batteries: academic strengths, gen cog abilities
KeyMath 3 Diagnostic
diagnostic
assess LD in math–> 3 content areas= basic concepts, operations, applications
2 categories of readiness tests
ability and developmental level
criticisms of readiness testing
kids changing rapidly around K-2
weak predictive validity
cultural and language biases
School Readiness Testing
readiness test
readiness for 1st grade
results: low, marginal, adequate
OVERALL: ready, marginally ready, not ready
Kindergarten readiness test
readiness
determine knowledge in 8 competencies when beginning K
- results: low, marg, adequate
- Overall: ready, marginally ready, not ready
Metropolitan Readiness Test
assesses literacy development, reading, and math in pre K- 2nd
results help determine if individual should be in first or second grade
level 1: literacy dev for preK-K
level 2: reading and math dev for K-1
Gesell Developmental Operation
readiness test
assesses cognitive, language, motor, and socio-emotional development
- based on Gesell’s theories of child development
- rating: “age appropriate”, “emerging”, “concern”
- results: given based on developmental age
Otis Lennon School Ability Test
assesses abstract thinking and reasoning skills via verbal and nonverbal abilities
discrepancy b/w aptitude and achievement test–> LD
Cognitive Ability Test (CogAT)
assesses verbal, quantitative, nonverbal reasoning; uses vernon’s and cattell’s models of intelligence (hierarchical and fluid/crystallized)
assess abilities, provide means of measuring cognitive ability other than achievement tests, identify students w/ discrepancies
cognitive abilities test
often based on what has learned in school; measure broad range of cognitive ability, useful in making predictions
what is the student capable of doing
NCLB
states must show all students are achieving state specified academic standards towards adequate yearly progress; have to identify a test to show this is happening
Otis Lennon Achievement/Ability Index
how student is doing compared to potential
