Multicultural Issues Flashcards
The fundamental problem in the testing of English learners is based primarily on the concept of? A. Reliability B. Predictive validity C. Construct validity D. Item content
C. Construct validity
Which of the following methods provides a complete and satisfactory solution to comprehensive neuropsychological evaluation of English learners?
A. Modifications/alterations such as use of translators, testing the limits, etc.
B. Nonverbal and language-reduced assessment
C. Dominant language evaluation followed by assessment in the dominant language
D. None of the above
D. None of the above
The major shortcoming in the structure of standardized, norm-referenced tests with English learners is?
A. An inability to measure a wide range of school-related abilities
B. The need to have bilingual competency
C. Having to adhere to a standardized protocol
D. Lack of normal sample representation based on bilingual development
D. Lack of normal sample representation based on bilingual development
Nondiscriminatory interpretation of test score data must be based on?
A. Use of native language tests
B. True peer comparison
C. Age-based normative samples
D. Assignment of meaning with extreme caution
B. True peer comparison
Contemporary and historical research indicates that English learners perform:
A. No different than native English speakers
B. Better on verbal tests than on nonverbal tests
C. Proportionally more poorly as tests require more development in language
D. Equally poorly on both verbal and nonverbal tests compared to English speakers
C. Proportionally more poorly as tests require more development in language
According to the Cormier, McGrew, and Ysseldyk study (2014), the amount of variance in test performance explained by language ability is:
A. Negligible across all tests
B. Equal across all tests
C. Unrelated to test performance
D. Proportional to the amount of language a test requires
D. Proportional to the amount of language a test requires
Despite their claims, the 2013 and 2014 studies by Styck and Watkins provided substantial support for the C-LIM (Culture-Language Interpretive Matrix; Flanagan, Ortiz, & Alfonso) because they:
A. Mistakenly expected to find a declining pattern of scores (invalid) in English learn samples with disabilities
B. Neglected the valid score pattern (no decline) in the standardization sample
C. Overlooked the progressive influence of language at the broad ability, index, and subtest level
D. All of the above
D. All of the above
Although research can help establish what the “average” performance of English learners might be compared to native English speakers, it’s also important to determine what the average performance is as compared to:
A. Other English learners with the same level of language development
B. Other English learners who speak the same language
C. Other English learners of the same age
D. Diagnostic standards as indicated in DSM or ICD
A. Other English learners with the same level of language development
The purpose of the C-LIM (Culture-Language Interpretive Matrix) is to
A. Provide a diagnosis
B. Evaluate the validity of obtained test results
C. Calculate new scores for culturally and linguistically diverse learners
D. Pinpoint specific areas of psychological and neuropsychological dysfunction
B. Evaluate the validity of obtained test results
When all scores entered in the C-LIM demonstrate an overall pattern of decline and all bars on the graph are within the shaded range that correspond to the selected degree of difference:
A. The results are valid, but can’t be interpreted
B. The results are equivocal and mean nothing
C. The results are invalid, but indicate that the examinee likely has no deficits
D. The results are determined to be valid and can be interpreted
C. The results are invalid, but indicate that the examinee likely has no deficits
Academic skills tests (e.g., reading, writing, and math) cannot be classified in the C-LIM because EL performance on academic tasks:
A. Is more dependent on what grade someone is in rather than their age
B. Depends heavily on the type of educational program the student is in
C. Involves learning that is not acquired merely by physical maturation
D. All of the above
D. All of the above
The Multilingual Assessment Model for English Learners is based on all of the following considerations except:
A. Sufficient bilingual capabilities
B. The need to establish validity of obtained test scores
C. Lack of availability of native language tests beyond Spanish
D. Increasing the efficiency of evaluations by reducing needless and repetitive testing
A. Sufficient bilingual capabilities
In the Multilingual Assessment Model for English Learners, test first in English is recommended primarily because:
A. There are no alternatives to doing so
B. It permits evaluation of test score validity with the C-LIM
C. It saves the bilingual psychologists for the harder cases
D. Use of English language tests automatically results in valid scores
B. It permits evaluation of test score validity with the C-LIM
One of the unique features of the Dual Discrepancy/Consistency (DD/C) model operationalized in X-BASS as compared to other PSW approaches is:
A. Specification of overall general ability
B. Evaluation of an aptitude-achievement discrepancy
C. The need to evaluate the empirical relationship between the cognitive deficit and the academic deficit.
D. Establishing the presence of at least one circumscribed cognitive deficit
B. Evaluation of an aptitude-achievement discrepancy
If use of the C-LIM results in a determination that the results are valid, test sores may be interpreted in a normal manner with the exception of:
A. Gf
B. Glr
C. Gc
D. Gsm
C. Gc
