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Speech Pathology Assessments > Mid-Semester Test > Flashcards

Mid-Semester Test Flashcards

1
Q

Describe Psychometrics

A

The study of theories and techniques in the measurement of psychological attributes, eg. language and speech.

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2
Q

What makes a test standardised?

A

Designed to be administered and scored in a consistent manner.

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3
Q

What does norm-referenced mean?

A

score is compared to a sample of matched peers who completed the same test. Norms gathered in process of standardisation.

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4
Q

What is a criterion-referenced test?

A

Compares performance to a pre-established level of mastery, states whether a task can be performed. Can be standardised.

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5
Q

What kind of data is retrieved from a descriptive test?

A

Qualitative data - may or may not be standardised.

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6
Q

What is validity?

A

A measure of whether the test does what it says it does. Is the purpose explicitly stated? Does the construct or model relate to the stated purpose?

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7
Q

What are the 6 types of validity?

A

Construct Validity
Content Validity
Criterion-related Validity
Face validity
Structural Validity
Cross-cultural Validity

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8
Q

What is construct validity?

A

Whether the test measures only the concept/idea stated and nothing else

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9
Q

What is Criterion-related Validity?

A

Do the results reflect results from ‘gold standard’ measurements?

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9
Q

What is content validity?

A

Are the test items relevant to the skills being assessed? Does it measure all of the skill or only part of it?

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10
Q

What is Face Validity?

A

The judgement of informed stakeholders that the items that make up an instrument are representative.

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11
Q

What is Structural Validity?

A

Everything in the test is there for a reason

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12
Q

What is Cross-cultural Validity?

A

Is the population valid for context and norms?

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13
Q

What is Sensitivity?

A

The test’s ability to correctly identify people with a language difficulty.
100% sensitivity = test correctly identifies every person with a disease

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14
Q

What is Specificity?

A

The test’s ability to identify people that DO NOT have language difficulties.
100% specificity = everyone without a disorder is identified

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15
Q

Describe the relationship between sensitivity and specificity. What is a good %?

A

As one goes up, the other goes down.
good = 90%
fair = 80-90%
unacceptable <80%

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16
Q

What is reliability?

A

Whether the test produces the same score when done at different times.

17
Q

What is intra-tester reliability?

A

Does the same tester produce the same results each time? Recommended 90%

18
Q

What is inter-tester reliability?

A

The test produces the same score when done by different testers. >90% good

19
Q

What is test-retest reliability?

A

Whether the person would receive the same score if given the test at different times.

20
Q

What is instrument reliability?

A

Measures how different the test items are from each other, whether they measure the same characteristics or skills.

21
Q

What is SEM?

A

Standard Error of Measurement - confidence interval. Used to provide an indication of how confident you are that the test score represents the person’s ability.

22
Q

What are the typical confidence intervals used? What happens to the spread of the scores as confidence interval goes up?

A

68%
90%
95%
The spread of the scores increases as the confidence interval goes up - takes into account more of the scores. eg. 90% score the child would score within this range.

23
Q

What is a raw score?

A

The number of points that the client scored correctly. Cannot be used to compare performance to anyone else.

24
Q

What is a scaled score?

A

A raw score converted to a different scale for comparison. eg. subtest out of 15, but scaled to be out of 10

25
Q

What is a standard score?

A

Also called a Z score. A raw score converted to a number that corresponds to the number of standard deviations that score is to the mean.

26
Q

What is a percentile rank?

A

A score that indicates the percentage of the population that scored equal or below to the client.

27
Q

What is RTI?

A

Response to Intervention

28
Q

What is the CELF?

A

The Clinical Evaluation of Language Fundamentals
Designed for diagnosis, screening, describing status
Standardised, norm-referenced, static, de-contextualised

29
Q

CELF-3 Purpose

A

Identification, diagnosis and follow-up evaluation of language and communication deficits in children aged 3-6 years

30
Q

CELF-3 Form

A

Standardised, norm-referenced, static (performed once), de-contextualised

31
Q

CELF-3 Subtests: Sentence Comprehension (SC)

A

The child identifies a picture that matches the sentence read aloud by the examiner.

eg. “point to the picture that says I can eat this”
Comprehension

32
Q

CELF-3 Subtests: Word Structure (WS)

A

The child completes a sentence (cloze procedure) with the target structure(s)
eg. “Here is a boy, here are two…”
Morphosyntax Production

33
Q

CELF-3 Subtests: Expressive Vocabulary (EV)

A

The child names an object, person or activity portrayed in a picture.
eg. “What is this?” “What are they doing?”
Production, semantics

34
Q

CELF-3 Subtests: Following Directions (FD)

A

The child points to pictures in response to oral directions
eg. “point to the dog” “point to the big square and then the apple”

35
Q

CELF-3 Subtests: Recalling Sentences (RS)

A

The child imitates sentences produced by the examiner

Production. Morphosyntax

36
Q

CELF-3 Subtests: Basic Concepts (BC)

A

The child points to the picture that demonstrates the target concept presented by the examiner.
eg. “point to the one that is…”

37
Q

CELF-3 Subtests: Word Classes (WC)

A

The child chooses two words/pictures that are related from a choice of three or four words/pictures.
eg. “Which of these pictures go together best?”

38
Q

CELF-3 Subtests: Phonological Awareness (PA)

A

The child rhymes words and blends and identifies sounds and syllables.

Phonology, production

39
Q

CELF-3 Designs

A

The test is made up of a range of subtests that measure receptive and expressive language

Speech Pathology Assessments (2 decks)

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