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PSY3041 > Educational Testing > Flashcards

Educational Testing Flashcards

1
Q

Define

Summative assessment

A

an assessment that has a purely evaluative function

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2
Q

Define

Standardised test

A

a test administered and scored in a set way

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3
Q

Define

Standard

A

a fixed level of attainment

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4
Q

Define

Rasch model

A

a model that relates the probability of response of a particular sort (e.g. right/wrong) to the difference between a person’s standing on a latent variable and the difficulty of the item

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5
Q

Define

Multiple choice test

A

a test where each questions has a number of options, of which only one is correct

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6
Q

Define

High-stakes test

A

a test where the results have important consequences for the test taker

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7
Q

Define

Formative assessment

A

an assessment aimed at facilitating learning as well as evaluating it

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8
Q

Define

Constructed response test (CRT)

A

a test that requires the test takers to construct the answer in response to the question; no options are provided (as are in multiple choice test)

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9
Q

Define

Aptitude test

A

a test to assess future learning potential

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10
Q

Define

Achievement test

A

a test to assess past learning

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11
Q

Define

Specific learning disorder

A

a neurodevelopmental disorder that begins during school-age, although may not be recognized until adulthood. It refers to ongoing problems in one of three areas, reading, writing and math, which are foundational to one’s ability to learn

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12
Q

Define

Dyslexia

A

a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words

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13
Q

Define

Dyscalculia

A

severe difficulty in making arithmetical calculations, as a result of brain disorder.

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14
Q

Define

Response to Intervention (RTI) model

A

a multi-tier approach to the early identification and support of students with learning and behavioural needs

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15
Q

Define

Wide-Range Achievement Test (WRAT 4)

A

an academic skills assessment which measures reading skills, math skills, spelling, and comprehension

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16
Q

Define

General aptitude test

A

The type of aptitude test that assesses an individual’s overall potential to solve problems, adapt to changing circumstances, think abstractly and learn from experiences

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17
Q

Define

Kaufman Assessment Battery for Children

A

a clinical instrument (psychological diagnostic test) for assessing cognitive development in children

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18
Q

Define

Specific aptitude test

A

a type of aptitude test used to make predictions in specialised areas which provides useful information on an individual’s potential in regards to education and employment

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19
Q

Define

Performance assessment

A

assessments that pull together a variety of knowledge, skills, and values that the examinee must exhibit

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20
Q

Define

Authentic assessment

A

involves the assessment of relevant, meaningful tasks that demonstrate the transfer of an area of study to real world activities

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21
Q

Define

Checklist

A

a questionnaire on which marks are made to indicate the presence or absence of a specified behaviour, thought, event or circumstance

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22
Q

Define

Rating scale

A

completed by an evaluator to make a judgment of relative standing with regard to a specific variable or list of variables; often rated on a sliding scale

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23
Q

Definition

an assessment that has a purely evaluative function

A

Summative assessment

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24
Q

Definition

a test administered and scored in a set way

A

Standardised test

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25
Q

Definition

a fixed level of attainment

A

Standard

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26
Q

Definition

a model that relates the probability of response of a particular sort (e.g. right/wrong) to the difference between a person’s standing on a latent variable and the difficulty of the item

A

Rasch model

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27
Q

Definition

a test where each questions has a number of options, of which only one is correct

A

Multiple choice test

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28
Q

Definition

a test where the results have important consequences for the test taker

A

High-stakes test

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29
Q

Definition

an assessment aimed at facilitating learning as well as evaluating it

A

Formative assessment

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30
Q

Definition

a test that requires the test takers to construct the answer in response to the question; no options are provided (as are in multiple choice test)

A

Constructed response test (CRT)

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31
Q

Definition

a test to assess future learning potential

A

Aptitude test

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32
Q

Definition

a test to assess past learning

A

Achievement test

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33
Q

Definition

a neurodevelopmental disorder that begins during school-age, although may not be recognized until adulthood. It refers to ongoing problems in one of three areas, reading, writing and math, which are foundational to one’s ability to learn

A

Specific learning disorder

34
Q

Definition

a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words

A

Dyslexia

35
Q

Definition

severe difficulty in making arithmetical calculations, as a result of brain disorder.

A

Dyscalculia

36
Q

Definition

a multi-tier approach to the early identification and support of students with learning and behavioural needs

A

Response to Intervention (RTI) model

37
Q

Definition

an academic skills assessment which measures reading skills, math skills, spelling, and comprehension

A

Wide-Range Achievement Test (WRAT 4)

38
Q

Definition

The type of aptitude test that assesses an individual’s overall potential to solve problems, adapt to changing circumstances, think abstractly and learn from experiences

A

General aptitude test

39
Q

Definition

a clinical instrument (psychological diagnostic test) for assessing cognitive development in children

A

Kaufman Assessment Battery for Children

40
Q

Definition

a type of aptitude test used to make predictions in specialised areas which provides useful information on an individual’s potential in regards to education and employment

A

Specific aptitude test

41
Q

Definition

assessments that pull together a variety of knowledge, skills, and values that the examinee must exhibit

A

Performance assessment

42
Q

Definition

involves the assessment of relevant, meaningful tasks that demonstrate the transfer of an area of study to real world activities

A

Authentic assessment

43
Q

Definition

a questionnaire on which marks are made to indicate the presence or absence of a specified behaviour, thought, event or circumstance

A

Checklist

44
Q

Definition

completed by an evaluator to make a judgment of relative standing with regard to a specific variable or list of variables; often rated on a sliding scale

A

Rating scale

45
Q

What is the role of educational testing?

A
  • Assessments of how much learning has taken place and to what degree it has been mastered
  • Assessments of how knowledge acquired by a given student compares to that acquired by various groups of students
  • To form part of assessment in testing whether a child is having difficulties learning material, and if so, why and what might be done to alleviate the difficulty
  • To what degree does a child have the pre-requisites for learning
46
Q

What must be present to warrant a diagnosis of a Specific Learning Disorder?

A
  1. Difficulties learning and using academic skills persisting for at least 6 months
  2. Academic skills must be considerably below expected for the individual’s age
  3. Difficulties begin during school-age years
  4. Difficulties must not be better explained by other factors
47
Q

What areas are effected by a specific learning difficulty in reading?

A

Word reading accuracy, reading rate or fluency, reading comprehension

48
Q

What areas are effected by a specific learning difficulty in written expession?

A

Spelling accuracy, grammar and punctuation accuracy, clarity or organisation of written expression

49
Q

What areas are effected by a specific learning difficulty in mathematics?

A

Number sense, memorisation of arithmetic facts, accurate or fluent calculation, accurate math reasoning

50
Q

What are the steps to the Response to Intervention (RTI) model?

A
  1. Teachers provide evidence-based instruction
  2. All student’s learning of that instruction is regularly evaluated
  3. Struggling learners are provided with interventions to aid their rate of learning
  4. Progress is closely monitored and students are re-evaluated to gauge the effectiveness of the interventions
  5. Re-evaluation, intervention and re-assessment occur as necessary
51
Q

What is the difference between Individual and Group Testing?

A
52
Q

What are the two main types of educational tests?

A

Achievement tests

Aptitude tests

53
Q

Achievement tests assess ________ ability (more dependent on direct experience and learning)

Aptitude tests assess ________ ability (reflects a more general ability to adapt or transfer experience to new problems)

A

Achievement tests assess crystallised ability (more dependent on direct experience and learning)

Aptitude tests assess fluid ability (reflects a more general ability to adapt or transfer experience to new problems)

54
Q

This question is an example of which type of test?:

A correlation of .7 between variables X and Y in a predictive validity study accounts for what percentage of the variance?

a) 7% b) 70% c) .7% d) 49% e) 25%

A

Achievement test item

55
Q

This question is an example of which type of test?:

o is to O as x is to…

a) / b) % c) X d) Y

A

Aptitude test item

56
Q

What are the two types of achievement tests?

A
  1. Fact-based; require rote-learning
  2. Conceptual; require both knowledge of the facts and sufficient understanding for application.
57
Q

What are some common uses of achievement tests?

A
  • Assess students progress toward instructional objectives
  • Gauge the quality of instruction
  • Comparison between students’ progress
  • Decision making regarding placement of student
  • Screening for learning difficulties
58
Q

What does the WRAT 4 assess? Who is it appropriate for?

A

Assess reading, mathematics and non-verbal reasoning. Child to adult (mostly primary school)

59
Q

What are the benefits of the WRAT?

A

A quick measure of fundamental academic skills, helpful in diagnosing learning disabilities and determining instructional needs

60
Q

What are the advantages and disadvantages of teacher-made tests?

A
  • Advantages of teacher-made tests
    • Tailored to a specific program of instruction or training
  • Disadvantages of teacher-made tests
    • Not standardised (i.e., no norms)
    • May lack objectivity, content validity, etc.
61
Q

What are the two types of aptitude tests?

A

General and specific

62
Q

What are some examples of aptitude tests?

A
  • Stanford Binet Intelligence Scales (SB-5)
  • Wechsler Intelligence Scale for Children (WISC-IV)
  • Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV)
  • Kaufman Assessment Battery for Children (K-ABC)
63
Q

What are the two intelligence sub-types of the K-ABC?

A

Simultaneous

Serial

64
Q

What is Simultaneous intelliegence of the K-ABC?

A
  • solves problems best by mentally integrating many parallel pieces of information at the same time
  • prefers visual instruction
65
Q

What is Serial intelliegence of the K-ABC?

A
  • solves problems best by mentally arranging small amount of information in a consecutive, step by step order
  • prefers verbal instructions
66
Q

What are some General considerations about psychoeducational testing?

A
  • Develop rapport (very important) and explain purpose of testing
  • Ensure test-taker understands instructions
  • Be flexible (especially when testing children)
  • Take note of the test-taker’s presentation for assessment (e.g., attention, fatigue, mood), and their approach to testing (e.g., giving up easily or persevering? Getting anxious on particular tests?)
  • Environmental factors are important- e.g. need to minimise distractions/loud noises
  • Time of day important
  • Keep in mind who the referrer is, and who the intended audience is (of the report)
67
Q

What should be included in a psychoeducational assessment report?

A
  • Referral question(s)
  • Referral source
  • Background information
  • List of assessments conducted
  • Observations during assessment
  • Assessment results
  • Interpretation of results
  • Summary and recommendations
68
Q

What typically triggers a referral for education testing?

Select one or more:

Poor effort

Poor brain development

Poor social skills

Poor achievement

A

What typically triggers a referral for education testing?

Select one or more:

Poor effort

Poor brain development

Poor social skills

Poor achievement

69
Q

There are __ diagnostic criteria to be met to be diagnosed with a specific learning disorder. These are based on a synthesis of an individual’s history, psychoeducational testing, and school reports/observations.

A

There are 4 diagnostic criteria to be met to be diagnosed with a specific learning disorder. These are based on a synthesis of an individual’s history, psychoeducational testing, and school reports/observations.

70
Q

A specific learning difficulty in written expression is alternatively called:

Select one or more:

Dyslexia

Dyscalculia

Aphasia

None of these are correct

A

A specific learning difficulty in written expression is alternatively called:

Select one or more:

Dyslexia

Dyscalculia

Aphasia

None of these are correct

71
Q

There are three tiers to the ‘response to intervention’ approach. These are:

A

Tier 1: → Supplemental instructions with usual classroom routine

Tier 2 → Targeted more engaging intervention in small groups

Tier 3 → Intensive one-on-one interventions

72
Q

Vygotsky introduced the concept of the ‘zone of proximal development’. This zone refers to…

Select one:

a. Things the learner is not motivated to do, but may be motivated to do with further encouragement
b. Things the learner cannot do
c. Things the learner is motivated to do
d. Things the learner can do with help

A

Vygotsky introduced the concept of the ‘zone of proximal development’. This zone refers to…

Select one:

a. Things the learner is not motivated to do, but may be motivated to do with further encouragement
b. Things the learner cannot do
c. Things the learner is motivated to do

d. Things the learner can do with help

73
Q

True or false:

Scoring for group tests requires lower levels of skill and training from the scorer compared to individual tests.

A

True

74
Q

While achievement tests typically assess ________ knowledge, more dependent on ________, aptitude tests typically assess __________knowledge, more dependent on ________.

A

While achievement tests typically assess fact-based knowledge, more dependent on rote-learning, aptitude tests typically assess conceptual knowledge, more dependent on understanding for application.

75
Q

True or false:

NAPLAN is an example of an individually administered achievement test.

A

False

76
Q

What does WRAT 4 stand for?

Select one:

a. Wide-range ability test
b. Wide-range assessment test
c. Wide-range achievement test
d. Wide-range aptitude test

A

What does WRAT 4 stand for?

Select one:

a. Wide-range ability test
b. Wide-range assessment test

c. Wide-range achievement test

d. Wide-range aptitude test

77
Q

The wide-range achievement test (WRAT4) can be administered to a wide age range, from __ to __ years old.

A

The wide-range achievement test (WRAT4) can be administered to a wide age range, from 5 to 94 years old.

78
Q

Which of the following is a/are subtest(s) of the WRAT4?

Select one or more:

Word reading

Recollection

Repetition

Word naming

A

Which of the following is a/are subtest(s) of the WRAT4?

Select one or more:

Word reading

Recollection

Repetition

Word naming

79
Q

A(n) ________ test focuses on informal learning and measures the potential for learning, rather than assessing how much an individual has already learned.

A

A(n) aptitude test focuses on informal learning and measures the potential for learning, rather than assessing how much an individual has already learned.

80
Q

Walter has applied for a job as a teacher. As part of the application, Walter has to teach a practice class while being assessed by the hiring committee. This is an example of a(n) ____ assessment.

Select one:

a. Ecologically reliable
b. Demonstrative
c. Authentic
d. Performance

A

Walter has applied for a job as a teacher. As part of the application, Walter has to teach a practice class while being assessed by the hiring committee. This is an example of a(n) ____ assessment.

Select one:

a. Ecologically reliable
b. Demonstrative

c. Authentic

d. Performance

PSY3041 (12 decks)

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