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Sem 2 - SPHY105 - Foundations of SP Practice > Module 3 - Standardised Assessments > Flashcards

Module 3 - Standardised Assessments Flashcards

1
Q

Which stage in the clinical reasoning cycle will you use standardised assessment?

A

Process information stage

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2
Q

Standardised test:

Features (5)

A

Formal tests
Tested on normative sample
Correlational research (compare research to other things)
Valid & reliable
Strict administration & scoring procedures

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3
Q

Standardised tests:

2 types

A

Norm-referenced tests
Criterion referenced test

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4
Q

Standardised tests:

3 positives

A

Funding
Provides a baseline to assess progress
Psychometrically reliable & valid = consistency

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5
Q

Standardised tests:

4 negatives

A
  • Valid for only population tested
  • Expensive (takes time to administer)
  • Anxiety provoking for some clients (because they are so strict)
  • Reliability & validity may be vulnerable to operational measurement error
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6
Q

Non-standardised test:

2 features

A

Flexible to individual & contextual need
Naturalistic, functional

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7
Q

Non-standardised test:

4 types

A

Observations, language sampling
Authentic Assessments (Communication samples)
Dynamic Assessment
Some criterion-referenced tests

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8
Q

Non-standardised test:

3 Positives

A

Provides information of client in context
Descriptive approach = individualised
Can use measures to compare behaviours to known norms

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9
Q

Non-standardised test:

2 Negatives

A

Not sufficient for funding without standardised testing
Normative measures depend on clinician analysis & knowledge

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10
Q

What is best? Standardised or non-standardised tests?

A

Use a combination of both, backed by clinical reasoning

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11
Q

How to choose between standardised & non-standardised assessments:

6 questions to ask

A

Who are they for? (who are the tests designed for?)
Which aspects of language are assessed?
How are aspects assessed?
Test Limitations?
Impact of cultural bias?
Developmental level essential for accessibility?

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12
Q

Psychometrics

Psycho:
Metrics:

A

Psycho: Homan traits
Metrics: Measurement

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13
Q

Psychometric Properties:

standardised tests:

A

Reliability (Are the results replicable?)
Validity (Does it measure what it says it measures?)

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14
Q

Reliability:

3 Types

A

Test-Retest reliability
Inter-rater reliability
Intra-rater relability

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15
Q

Test-retest reliability:

A

Results are consistent when the same group is tested multiple times

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16
Q

Inter-rater reliability

A

Results are consistent when multiple raters (examiners) rate the same item

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17
Q

Intra-rater reliability

A

Results are consistent when the same person rates (examines) the test on more than one occasion

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18
Q

Validity: 2 Types

A

Content Validity
Construct Validity

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19
Q

Content Validity:

A

Test items represent all the possible test items that could be used to measure the construct that we want to measure

(tests have appropriate content that matches test purpose)

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20
Q

Construct Validity:

A

Test measures the construct that it is mean to be measuring
Reported as correlation co-efficient of the relationship between the test and the construct of interest
If the test correlates with other established tests that tests the same thing

(test vs existing tests)

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21
Q

Correlation coefficient:

0.1-0.25

A

Weak relationship
small correlation

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22
Q

Correlation coefficient: 0.3 - 0.49

A

Moderate relationship
medium correlation

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23
Q

Correlation coefficient: 0.5 - 1.0

A

Strong relationship
large correlation

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24
Q

Which correlation coefficient should you look for?

A

r= >0.5

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25
Descriptive Statistics: Measures? (3)
Summary / description observed for a given variable in a dataset Measures central tendency Measures variability/spread
26
Central tendency:
Tells us about the middle or centre of the data
27
Central tendency: measures (3)
Mean: average (total ages / n) Median: middle value when data is arranged in order Mode: most commonly occurring value
28
Variability: measures (5)
Interquartile range Range Standard deviation Skewness Kurtosis
29
Variability: measures Interquartile range:
Interquartile range - spread of middle half (25% above and below mean = 50%) of data
30
Variability: measures range
Range - difference between highest & lowest
31
Variability: measures Standard deviation
Standard deviation - measure of variance (interval or ratio data) Low standard deviation: values closer to mean High standard deviation: values spread @ wider range from mean
32
Variability: measures Skewness
Skewness - imbalance of spread / : negative skew \ : positive skew
33
Variability: measures Kurtosis
Kurtosis - outliers
34
Inferential Statistics: predicts__
Predicts things about the population from a representative sample
35
Inferential Statistics: creates ___ distribution?
Standard normal distribution, bell curve
36
Norm referenced tests: What are they?
Represents most tests SLPs use Always standardised ( raw scores need to be converted to standard scores)
37
Norm referenced tests: purpose
To compare a client's results with the average
38
Norm referenced tests: ICF relevance
Evaluates body structures & functions
39
Norm-referenced tests: Positives (4)
Objective Efficient Widely recognised Clear guidelines for administration & scoring
40
Norm-referenced tests: Negatives (5)
Unable to be adapted Does not represent real-life communication Time bound, snapshot Reflects response, but not the process of response (how client got there) Content/ materials may not be appropriate to all clients
41
Criterion-referenced tests: what are they? (2)
Evaluates what a client can or cannot do Either standardised (scaled scores) or raw scores used
42
Criterion-referenced tests: Compares client performance to: (3)
Level of 'acceptable' performance Pre-determined criteria Known developmental stages
43
Criterion-referenced tests: ICF relevance?
Evaluates body structures & functions
44
Criterion-referenced tests: Used to evaluate? (3)
Neurogenic communication disorders Fluency voice
45
Criterion-referenced tests: Positives (4)
Objective Efficient Individualisation/ flexibility possible (for non-standardised tests) Guidelines for administration and scoring (variable)
46
Criterion-referenced tests: Negatives (2)
Does not replicate real life Standardised criterion-referenced tests do not allow for individualisation
47
The assessment Manual: You must know procedures (5)
- Use the Index to read the manual - Check reliability & Validity (correlation coefficient) - Is your client appropriate (age, language background, referral information) - Follow administration procedures exactly as stated - Find tables to turn raw scores to standardised scores
48
The assessment Manual: Why do you need to know the procedures? (3)
Inaccurate administration = invalid results Potentially harmful (client doesn't get help or gets unnecessary help) Ethics compromised
49
The assessment Manual: Considerations (8)
Basal: starting point Ceiling: ending point Repetition: of items (might not be able to repeat Cues & prompts: allowed? How to assess/score: specific responses Latency: time to respond Feedback: allowed What is each subtest measuring?
50
Test Scoring Tables & Appendices Information: (5)
Raw score conversion to scaled score Subtest scores Core/index scores Percentiles, confidence intervals Suggested classification of scores (within normal distribution)
51
Standardised tests & operational Error (5)
Time influence Test content error (client has a different culture Testing condition Examiner error Examinee error (client may be feeling sick)
52
Chronological age:
The exact age of a person in years, months and days
53
Raw score:
The initial score obtained based off of their correct or incorrect responses. Not meaningful unless converted to other scores or ratings
54
Basal:
Starting point for tests administration & scoring
55
Ceiling:
Ending point of a test. Typically determined by number of consecutively incorrect responses
56
Standard score
Standard score reflects performance compared to average and the normal distribution
57
Percentile rank: 95th percentile means
Tells the percentage of people scoring at or below a given score 95th percentile = only 5% of scores were higher than yours You scored better than 95% of people who scored before you
58
Scaled Score
Reflects performance compared to the normative sample However, these scores do not necessarily follow a normal distribution
59
Confidence Interval
Degree of certainty on the statistical values obtained are true Takes into consideration human variability
60
Normal Distribution
Bell curve graph Indicates values near the mean occur more frequently than the values away from the mean

Sem 2 - SPHY105 - Foundations of SP Practice (4 decks)

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