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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
Q

Descriptive Statistics:
Measures? (3)

A

Summary / description observed for a given variable in a dataset
Measures central tendency
Measures variability/spread

26
Q

Central tendency:

A

Tells us about the middle or centre of the data

27
Q

Central tendency:
measures (3)

A

Mean: average (total ages / n)
Median: middle value when data is arranged in order
Mode: most commonly occurring value

28
Q

Variability: measures (5)

A

Interquartile range
Range
Standard deviation
Skewness
Kurtosis

29
Q

Variability: measures

Interquartile range:

A

Interquartile range - spread of middle half (25% above and below mean = 50%) of data

30
Q

Variability: measures

range

A

Range - difference between highest & lowest

31
Q

Variability: measures

Standard deviation

A

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
Q

Variability: measures

Skewness

A

Skewness - imbalance of spread
/ : negative skew
\ : positive skew

33
Q

Variability: measures

Kurtosis

A

Kurtosis - outliers

34
Q

Inferential Statistics: predicts__

A

Predicts things about the population from a representative sample

35
Q

Inferential Statistics: creates ___ distribution?

A

Standard normal distribution, bell curve

36
Q

Norm referenced tests:

What are they?

A

Represents most tests SLPs use
Always standardised ( raw scores need to be converted to standard scores)

37
Q

Norm referenced tests:

purpose

A

To compare a client’s results with the average

38
Q

Norm referenced tests:

ICF relevance

A

Evaluates body structures & functions

39
Q

Norm-referenced tests:

Positives (4)

A

Objective
Efficient
Widely recognised
Clear guidelines for administration & scoring

40
Q

Norm-referenced tests:

Negatives (5)

A

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
Q

Criterion-referenced tests:
what are they? (2)

A

Evaluates what a client can or cannot do
Either standardised (scaled scores) or raw scores used

42
Q

Criterion-referenced tests:
Compares client performance to: (3)

A

Level of ‘acceptable’ performance
Pre-determined criteria
Known developmental stages

43
Q

Criterion-referenced tests:
ICF relevance?

A

Evaluates body structures & functions

44
Q

Criterion-referenced tests:

Used to evaluate? (3)

A

Neurogenic communication disorders
Fluency
voice

45
Q

Criterion-referenced tests:

Positives (4)

A

Objective
Efficient
Individualisation/ flexibility possible (for non-standardised tests)
Guidelines for administration and scoring (variable)

46
Q

Criterion-referenced tests:
Negatives (2)

A

Does not replicate real life
Standardised criterion-referenced tests do not allow for individualisation

47
Q

The assessment Manual:
You must know procedures (5)

A
  • 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
Q

The assessment Manual:
Why do you need to know the procedures? (3)

A

Inaccurate administration = invalid results
Potentially harmful (client doesn’t get help or gets unnecessary help)
Ethics compromised

49
Q

The assessment Manual:
Considerations (8)

A

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
Q

Test Scoring Tables & Appendices

Information: (5)

A

Raw score conversion to scaled score
Subtest scores
Core/index scores
Percentiles, confidence intervals
Suggested classification of scores (within normal distribution)

51
Q

Standardised tests &

operational Error (5)

A

Time influence
Test content error (client has a different culture
Testing condition
Examiner error
Examinee error (client may be feeling sick)

52
Q

Chronological age:

A

The exact age of a person in years, months and days

53
Q

Raw score:

A

The initial score obtained based off of their correct or incorrect responses.
Not meaningful unless converted to other scores or ratings

54
Q

Basal:

A

Starting point for tests administration & scoring

55
Q

Ceiling:

A

Ending point of a test.
Typically determined by number of consecutively incorrect responses

56
Q

Standard score

A

Standard score reflects performance compared to average and the normal distribution

57
Q

Percentile rank:

95th percentile means

A

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
Q

Scaled Score

A

Reflects performance compared to the normative sample
However, these scores do not necessarily follow a normal distribution

59
Q

Confidence Interval

A

Degree of certainty on the statistical values obtained are true
Takes into consideration human variability

60
Q

Normal Distribution

A

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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