Educational Ability

Question 1

survey battery

Answer 1

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

Question 2

diagnostic battery

Answer 2

assesses problematic areas of learning/learning disabilities

Question 3

readiness assessments

Answer 3

used to assess readiness to advance in school

Question 4

national assessment of education progress (aka National Report Card)

Answer 4

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

Question 5

Stanford Achievement Test

Answer 5

INDIVIDUAL SUBJECT MASTERY

K-12 
offers interpretative reports: individual profile, class groupings, grade grouping, school system grouping 

info disaggregated by ethnicity, SES, LEP, IEP

Question 6

Iowa Assessments

Answer 6

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

Question 7

Metropolitan Achievement Test

Answer 7

assesses subject areas in K-12

weighted for rural vs. urban classrooms

Question 8

PL94-142 and IDEA

Answer 8

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

Question 9

WRAT5= Wide Range Achievement Test

Answer 9

SCREENING TEST FOR LEARNING PROBLEMS= diagnostic
-assess basic learning problems in reading, spelling, math, and sentence comprehension

-sig differences between WRAT5 and WISCV–> LD

Question 10

WIATIII= Weschler Individual Achievement Test

Answer 10

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

Question 11

Peabody Picture Vocabulary Test

Answer 11

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

Question 12

Woodcock Johnson IV

Answer 12

diagnostic

assessment of cognitive ability related to intelligence (cognitive, achievement, and oral language)

2 batteries: academic strengths, gen cog abilities

Question 13

KeyMath 3 Diagnostic

Answer 13

diagnostic

assess LD in math–> 3 content areas= basic concepts, operations, applications

Question 14

2 categories of readiness tests

Answer 14

ability and developmental level

Question 15

criticisms of readiness testing

Answer 15

kids changing rapidly around K-2
weak predictive validity
cultural and language biases

Question 16

School Readiness Testing

Answer 16

readiness test

readiness for 1st grade
results: low, marginal, adequate
OVERALL: ready, marginally ready, not ready

Question 17

Kindergarten readiness test

Answer 17

readiness

determine knowledge in 8 competencies when beginning K

• results: low, marg, adequate
• Overall: ready, marginally ready, not ready

Question 18

Metropolitan Readiness Test

Answer 18

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

Question 19

Gesell Developmental Operation

Answer 19

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

Question 20

Otis Lennon School Ability Test

Answer 20

assesses abstract thinking and reasoning skills via verbal and nonverbal abilities

discrepancy b/w aptitude and achievement test–> LD

Question 21

Cognitive Ability Test (CogAT)

Answer 21

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

Question 22

cognitive abilities test

Answer 22

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

Question 23

NCLB

Answer 23

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

Question 24

Otis Lennon Achievement/Ability Index

Answer 24

how student is doing compared to potential