Module 3 Flashcards
primary goals of assessment:
determine ?
-are they ?
Measure the extent to which?
-asking “wh” questions consistently is … NOT ?
strengths and weaknesses in terms of language and literacy ability as compared to age-matched peers or certain criteria
the intervention process employed can be deemed successful
assessment NOT intervention
Purpose of Assessment:
establishing a purpose for assessment helps to guide the ?
while some assessments inform a variety of decisions other serve a more narrow purpose
4 primary purpose of assessment
1) screening: a quick
-only tells
-
2) … data: examine ?
3) establishing?
4) … monitoring: administered?
selection of individual testing products
determination of which students may need additional help
- need more testing or not
- quick, norm-referenced
baseline data: all areas of current functioning
intervention targets
progress monitoring
-periodically throughout the year to determine if students are successfully making progress
Formative v. summative assessment:
formative: - examples -let's us know if things are -focus on provides info to ? interactive process between ? -.. centered, ... based, often ? not ? - -occuring during the ?
kahoot, ticket out the door, knowledge check quiz
going great or not
- learning, teaching, outcomes
- improve learning and teaching
- students and faculty to inform learning and teaching to figure out how intervention is going
- learner centered, course based, often anonymous, not graded
ongoing
learning process
Summative: focus on examples? course content ? can include?
grades
final grade, quiz
mastery
discussion, cooperation, attendance, verbal ability
Formative: occurs ?
provides data that will
includes? which provides the clinician with a ?
during learning process
-support continuing or modifying instruction to meet the needs of learners
ongoing monitoring of client progress/clear picture of student learning
summative assessment:
serves an ?
gives summary info of
afford an opportunity to ?
evaluative role following a period of sustained instruction
client achievement
discern learning outcomes at both individual client and program levels
formal assessments: - - -allows you to -tries to make sure you ? -to figure out if you have ?
standardized norm-referenced allows you to compare based off time and age to other student administer test the same every time language disorder or eligibility
informal assessments: everything else other than -most common to can be ? ... referenced compare client performance to a set of ? - - -
norm-referenced SLP's standardized - no normative data criterion referenced established standards and expectations -dynamic assessments -functional assessments -curriculum-based assessments
Assessing the components of language: it's usually important to see how -shouldn't be -usually, information from formal assessments does not provide -think about the ?
your client compares to a set of established standards and expectations
-giving assessments just to give them
-enough detail to know where to start in therapy
assessment task and how true it is to typically language use
Norm-referenced Tests: Overview
compare an individual’s
designed to produce?
norming population is of the?
scores are reported in terms of ?
norm-referenced tests can be ? but not all standardized tests can be
performance with the performance of others
normal curve with 5-% falling above and below mean
-same age, sometimes grade, and sometimes gender
-standard scores, percentile ranks, grade/age equivalents, scaled scores, z-scores, stanine scores
standardized/norm-referenced
Normal (Bell) Curve
-what is considered average
-no ?
for language ? is mean, what is standard deviation
average range is
what percent of people fall in average mean
one standard deviation -quantification of a standard deviation -100/15 85-115 -68.26%
Normal Curve continued
you are looking for people
how much is gifted, how much intellectually disabled
what is outside average range- what is below the average range
percentiles are NOT
-what are they
-not ?
highest you can score is a ? because you can’t be ?
below the average range but NOT below average
-130/70
-31.74
-15%
percentages
-where you fall on normal curve
-equally distributed across normal curve
99.9% better or worse than yourself
Raw scores:
the number ?
-all it does is help you
-never ?
when you administer any test, the first step in scoring almost always will be
-a raw score is a test score that has not been ?
-by itself?
someone got right on a test
-find/calc. standard score
-show these scores to parents
-to calc. # of items student got correct
-weighted, transformed, or statistically manipulated
no real meaning
Standard Scores:
a standard score is a score that has been?
-normally, standard scores have a mean of ? and SD of?
-perhaps most well known version is?
-using the scoring system a child with standard score of 115 would be ? whereas a child with a standard score of 85 would be?
also, percentage of scores between 115 and 85 is?
often, when doing assessment, you will have to tell parents and administrators the ?
transformed to fit a normal curve with a mean and SD that remain the same across ages
-100/15
Wechsler Intelligence Scales
-1 SD above mean/ 1 SD below
-68.26
-standard scores and appropriate classification they represent
percentile ranks:
a percentile rank is a score indicating ?
-not a ?
a percentile rank of 16 means
percntile ranks range from the lowest ? to the highest?
the 50th percentile normally signifies ?
percentage of people or scores that occur below a given score
- percentage
- you scored as well as or better than only 16% of the pop.
- 1st percentile 99th percentile
- average ranking or average performance
Importance of PR:
in assessment, percentile ranks are very important because they ?
eligibility and insurance prefer?
indicate how well a child did when compared to the norms on a test
-standards class
Stanines:
a stanine, an abbreviation for ? is a type of standard score that has a mean of ? and a standard deviation of ?
stanine scores can range from ? a stanine of 7 is ?
a stanine of 9 is ?
conversely a stanine of 3 is ?
a stanine of 1 is ?
standard nines/5/2
1 to 9 / 1 standard dev. above the mean (5+2)
-2 SD above the mean (5+2+2)
-1 SD below the mean (5-2)
2 SD below the mean (5-2-2)
Scaled Scores:
used for
-mean is ? and SD is ? so average ranging is from
subtests for a norm-referenced (CELF-5)
10/3
7-13
Z-Scores and T-scores: Z-scores: aka ? describes where is ? 0 is ? positive scores ? negative scores? -each unit increment represents ? therefore, a Z-score of -1 is ? -parents seem to ?
standard score -score is based on a distribution of scores -average/above average/below average one SD from the mean one SD below the mean understand better
T-Scores: describes how far ? Standard score calculated by? therefore a T-Score of 50 is the ? and a score of 60 is? -more common in?
indiv. is away from the mean
- mult. z-score by 10 and adding 50
- mean score/one SD above the mean
- psychology
age-equivalent scores: an age equivalent is a very general score that is used to ? very ? it is the estimated ? age equivalent scores are almost always
compare the performance of children at the same age with one another
- misleading, use with caution
- age level that corresponds with given score
- given in years and months
Grade Equivalent score: a grade equivalent is a very? -very ? -it is the estimated? - almost always given in ?
general score that is used to compare the performance of children in same grade with one another
-cautious
-grade level that corresponds to given score
years and months in school
Confidence interval: used to describe the amount of ? a 90% CI means that ? calculated by the ? this will also account for? never is there an ?
uncertainty associated with a sample of a pop.
-90% of the interval estimates include the pop. parameter
-sample statistic +/- Margin of error
-test performance on a given day for a given child
exact score
PPVT-4: age?
what does it test
2-90
single word receptive vocab test
