EL C-LIM Quiz

Question 1

The fundamental problem in the testing of English learners is based primarily on the concept of?

a. reliability
b. predictive validity
c. construct validity
d. item content

Answer 1

c. construct validity

Question 2

Which of the following methods provides a complete & satisfactory solution to comprehensive neuropsychological evaluation of English learners?

a. modifications/alterations such as use of translators, testing of the limits, etc.
b. nonverbal & language-reduced assessment
c. dominant language evaluation followed by assessment in the dominant language
d. non of the above

Answer 2

d. none of the above

Question 3

The major shortcoming in the structure of standardized, norm-referenced tests with English learners is?

a. an inability to measure a wide range of school-related abilities
b. the need to have bilingual competency
c. having to adhere to a standardized protocol
d. lack of norm sample representation based on bilingual development

Answer 3

d. lack of norm sample representation based on bilingual development

Question 4

Nondiscriminatory interpretation of test score data must be based on?

a. use of native language tests
b. true peer comparison
c. age-based normative samples
d. assignment of meaning with extreme caution

Answer 4

b. true peer comparison

Question 5

Contemporary & historical research indicates that English learners perform?

a. no different than native English speakers
b. better on verbal tests than on nonverbal tests
c. proportionally more poorly as tests require more development in language
d. equally poorly on both verbal & nonverbal tests compared to English speakers

Answer 5

c. proportionally more poorly as tests require more development in language

Question 6

According to Cormier, McGrew, & Ysseldyk study (2014), the amount of variance in test performance explained by language ability is?

a. negligible across all tests
b. equal across all tests
c. unrelated to test performance
d. proportional to the amount of language a test requires

Answer 6

d. proportional to the amount of language a test requires

Question 7

Despite their claims, the 2013 & 2014 studies by Styck & Watkins provided substantial support for the C-LIM because they…

a. mistakenly expected to find a declining pattern of scores (invalid) in English learner samples with disabilities
b. neglected the valid score pattern (no decline) in the standardization sample
c. overlooked the progressive influence of language at the broad ability, index, and subtest level
d. all of the above

Answer 7

d. all of the above

Question 8

Although research can help establish what the “average” performance of English learners might be as compared to native English speakers, it is also important to determine what the average performance is as compared to…

a. other English learners with the same level of language development
b. other English learners who speak the same language
c. other English learners of the same age
d. diagnostic standards as indicated in the DSM or ICD

Answer 8

a. other English learners with the same level of language development

Question 9

The main purpose of the Culture-Language Interpretive Matrix is to?

a. provide a diagnosis
b. evaluate the validity of obtained test results
c. calculate new scores for culturally & linguistically diverse learners
d. pinpoint specific areas of psychological & neuropsychological dysfunction

Answer 9

b. evaluate the validity of obtained test results

Question 10

When all scores entered into the C-LIM demonstrate an overall pattern of decline & all bars on the graph are within the shaded range that corresponds to the selected degree of difference?

a. the results are valid, but cannot be interpret
b. the results are equivocal & mean nothing
c. the results are invalid, but indicate that the examinee likely has no deficits
d. the results can be determined to be valid & can be interpreted

Answer 10

c. the results are invalid, but indicate that the examinee likely has no deficits

Question 11

Interpretation of score patterns with the C-LIM is based on which two criteria?

a. an overall pattern of decline & scores within the expected range
b. lack of a pattern of decline & scores above SS=90
c. general ability (e.g., FSIQ) and specific cognitive weaknesses
d. the magnitude of the scores & the number of broad abilities being measured

Answer 11

a. an overall pattern of decline & scores within the expected range

Question 12

The Multilingual Assessment Model for English Learners is based on all of the following considerations except?

a. sufficient bilingual capabilities
b. the need to establish validity of obtained test scores
c. lack of availability of native language tests beyond Spanish
d. increasing the efficiency of evaluations by reducing needless/repetitive testing

Answer 12

a. sufficient bilingual capabilities

Question 13

In the Multilingual Assessment Model for English Learners, test first in English is recommended primarily because?

a. there are no alternatives to doing so
b. it permits evaluation of test score validity with the C-LIM
c. it saves the bilingual psychologists for the harder cases
d. use of English language tests automatically results in valid scores

Answer 13

b. it permits evaluation of test score validity with the C-LIM

Question 14

One of the unique features of the Dual Discrepancy/Consistency (DD/C) model operationalized in X-BASS as compared to other PSW approaches is?

a. specification of overall general ability
b. evaluation of an aptitude-achievement discrepancy
c. the need to evaluate the empirical relationship between the cognitive deficit and the academic deficit
d. establishing the presence of at least one circumscribed cognitive deficit

Answer 14

b. evaluation of an aptitude-achievement discrepancy

Question 15

If use of the C-LIM results in a determination that the results are valid, test scores may be interpreted in a normal manner with the exception of?

a. Gf
b. Glr
c. Gc
d. Gsm

Answer 15

c. Gc

Question 16

Whether a composite or index (e.g., WISC-V VCI) that measures language or acculturative knowledge acquisition (e.g., Gc) should be interpreted as a strength or weakness can only be established by?

a. adding a certain number of points to the score
b. use of typical classification schemes
c. simply examining the magnitude of the score in relation to the normal curve
d. comparing the magnitude of the score to the expected range in the C-LIM

Answer 16

d. comparing the magnitude of the score to the expected range in the C-LIM

Question 17

Apart from having two sets of norms, the most distinguishing & innovative feature of the Ortiz Picture Vocabulary Acquisition Test is?

a. stratification by proportion of lifetime exposure to English in the EL sample
b. an equal split in genre sampling
c. an age range that spans from 2:6 to 22:11
d. its digital format

Answer 17

a. stratification by proportion of lifetime exposure to English in the EL sample

Question 18

Results from an analysis of test performance by various linguistic groups on the Ortiz PvAT indicates that?

a. individuals who learned Spanish first learn English more easily than speakers of other languages
b. speaking Arabic first caused the most difficulty in the acquisition of English
c. there is no difference in the sequence of how English is learned irrespective of an individual’s first language
d. Indo-European languages had the best performance across all language groups

Answer 18

c. there is no difference in the sequence of how English is learned irrespective of an individual’s first language

Question 19

When re-evaluating areas of suspected weakness that were found in English via the native language, the primary focus is on?

a. reducing practice effects
b. finding the right native-language test
c. avoiding the use of interpreters or testing of the limits
d. cross-linguistically confirming that performance remains low even in the native langue

Answer 19

b. finding the right native-language test

Question 20

The use of information such as language proficiency, socio-economic status, opportunity to learn, academic history, family history, work samples, pre-referral data, etc. is?

a. necessary to help establish ecological validity of findings based on test scores
b. required y las
c. mostly for the purpose of writing up the “background” section of a report
d. only important for evaluation of English learners

Answer 20

a. necessary to help establish ecological validity of findings based on test scores