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Foundations Of Assessments Flashcards

1
Q

basic assessment methods

A

standardized assessments
authentic assessments

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2
Q

types of standard assessments

A

norm-referenced
criterion referenced

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3
Q

norm-referenced

A

compare and rank test takers in relation to others
comparison of individual scores to large group by age, gender or disorder

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4
Q

criterion referenced

A

compare to individual performance to predetermine criteria or performance standards
comparison can be of expected stages of development, level knowledge, mastery of information

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5
Q

norm referenced assessment methods

A

must be administered exactly
do practice items
keep same wording
repeat only if permitted
do not teach the test
can’t use materials in therapy
shouldn’t be re-administered within same year
identify basals and ceilings

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6
Q

basals

A

number of correct responses required to determine starting point

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7
Q

ceilings

A

number of error responses required to determine stopping point

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8
Q

norm referenced advantages

A

objective
efficient administration
common ground
less clinical experience
insurance and school prefer

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9
Q

norm referenced disadvantages

A

no individualization
not real life
isolated skills
must be administered as specified in manual

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9
Q

criterion referenced test advantages

A

objective
efficient administration
widely recognized
insurance/school
non-standardized some ability to individualize

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10
Q

criterion referenced disadvantages

A

not real life
evaluates isolated skills
standardized no individualization
be administered exactly as instructed

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11
Q

strategies/approaches

A

systemic observation
real life simulation
language sampling
structured symbolic play
short answer and extended response
self assessment

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12
Q

authentic assessment advantages

A

real world
greater client participation
individualization: culturally
flexibility

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13
Q

authentic assessment disadvantages

A

may lack objectivity
not standardized
requires high level of clinical observation
may be impractical

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14
Q

authentic assessment approach

A

analog tasks observations
naturalistic observations
systemic observations

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15
Q

analog tasks observations

A

stimulated or staged real-world events

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16
Q

naturalistic observations

A

everyday setting

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17
Q

systemic observation

A

planned observation of specific skills

18
Q

authentic assessment

A

speech sampling
language sampling
dynamic assessment

19
Q

speech sampling

A

error patterns in context

20
Q

language sampling

A

mean length of utterance (MLU)
type toke ration (TTR)
dynamic sentence (DSS)

21
Q

dynamic assessment

A

test skill
teach skill
re-test skill

22
Q

face validity

A

does test measures what it says it does

23
Q

content validity

A

the items on the test measure what they intended to measure.
what is the level of completeness

24
Q

construct validity

A

what is the tests ability to measure between assessed skills and other known constructs such as age sex or iq

25
Q

predictive validity

A

what is the ability of the test to predict future performance or ability

26
Q

alternate form reliability

A

is there consistency between two forms for the same test

27
Q

test retest reliability

A

consistency of results of a test administered on two occasions
intratester
intertester

28
Q

intratester

A

consistent scores with same person at two different times

29
Q

intertester

A

consistent scores with different tester

30
Q

split half

A

consistency of difficulty across test items for tests not designed to progressively get more difficult

31
Q

mean

A

average of scores

32
Q

median

33
Q

mode

A

most frequent

34
Q

standard deviation

A

normal distribution
68% within one
95% within two
98% within three

35
Q

z-score

A

standard score
number of deviations from mean

36
Q

norm referenced test scores

A

raw scores
standards scores
scaled scores
percentiles
age/grade equivalent
stanines

37
Q

standard scores

A

normative data
describes how far above or below the mean
100 = mean

38
Q

scaled scores

A

normative data, can be compared
10 = mean
describes how far above or below the mean an individual score

39
Q

stanines

A

can be compared
stanine - 9 unit scale
5 = average 4,5,6
7,8,9 = above average
1,2,3 = below average

40
Q

percentiles

A

statistically derived from raw scores
average is between 25th and 75th
at or below 10th is often used to identify special needs

41
Q

percentile disadvantages

A

ordinal rank
cannot be used to compare gains or losses

42
Q

age or grade equivalent

A

indicate that student has attained the same median score but not necessarily the same skills as an average student of that age or grade

Testing & Measurements (8 decks)

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