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Psych Assessment Lecture Flashcards

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1
Q

It is a severe discrepancy between achievement and intellectual ability

A

learning disability

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2
Q

It is a severe discrepancy between achievement and intellectual ability

A

learning disability

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3
Q

It is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in the imperfect ability to think, write…etc

A

specific learning disability

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4
Q

This law requires the state to allow the use of a process based on the child’s response to scientific, research based intervention

A

Individuals with Disabilities Education Act (IDEA)

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5
Q

It is a multilevel education framework that is designed to maximize student achievement through the use of data that identifies students who are at risk of having poor outcomes combined with evidenced based intervention

A

Response to intervention (RtI)

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6
Q

Description of the RtI model

A

a) Teacher provides evidence based instruction
b) Student learning regularly evaluated
c) intervention is made if required
d) reevaluation
e) intervention and reassessment occurs if necessary

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7
Q

1st level of intervention in the RtI model

It is the classroom environment, all students are taught similarly

A

Universal level/ bench-mark

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8
Q

2nd level of the rti model

A small group of students who are at risk of failing in the classroom setting were segregated for special teaching

A

Targeted level

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9
Q

3rd level of the rti
smaller group/ individual instruction that aims to target specific skill developments. Students under this stage are in high risk of failure

A

Intensive level

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10
Q

It is a model of rti that uses individually tailored interventions that were decided upon by a team of school professionals from different fields of study

A

Problem-solving model

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11
Q

It is a multidisciplinary approach to evaluation that uses different sources of information

A

Integrative assessment

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12
Q

It is an approach to assessment that departs from using “static” tests

A

Dynamic approach

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13
Q

It is a device that aims to yield information about the nature and amount if intervention required to help the student progress

A

Learning Potential Assessment device (LPAD)

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14
Q

Vgotsky introduced this.
It is defined as the the distance between the actual developmental level due to the individual’s own efforts and the potential learning development under the guidance of adults or professionals

A

zone of proximal development

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15
Q

Differences of the dynamic approach compared to other approaches

A

1) test examiners are tasked to do everything in their power to help the student master material for retesting going away from the usual neutral form of administering

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16
Q

These are designed to measure student accomplishment or the degree of learning that took place after being exposed to a learning experience

A

achievement tests

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17
Q

Popular battery test in the secondary level, it consists of achievement test that assess english, math, literature social studies, science and foreign languages

A

Cooperative Achievement Test (CAT)

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18
Q

Popular battery test in the secondary level, it consists of achievement test that assess english, math, literature social studies, science and foreign languages

A

Cooperative Achievement Test (CAT)

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19
Q

It is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest itself in the imperfect ability to think, write…etc

A

specific learning disability

How well did you know this?
1
Not at all
2
3
4
5
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20
Q

This law requires the state to allow the use of a process based on the child’s response to scientific, research based intervention

A

Individuals with Disabilities Education Act (IDEA)

How well did you know this?
1
Not at all
2
3
4
5
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21
Q

It is a multilevel education framework that is designed to maximize student achievement through the use of data that identifies students who are at risk of having poor outcomes combined with evidenced based intervention

A

Response to intervention (RtI)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Description of the RtI model

A

a) Teacher provides evidence based instruction
b) Student learning regularly evaluated
c) intervention is made if required
d) reevaluation
e) intervention and reassessment occurs if necessary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

1st level of intervention in the RtI model

It is the classroom environment, all students are taught similarly

A

Universal level/ bench-mark

How well did you know this?
1
Not at all
2
3
4
5
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24
Q

2nd level of the rti model

A small group of students who are at risk of failing in the classroom setting were segregated for special teaching

A

Targeted level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

3rd level of the rti
smaller group/ individual instruction that aims to target specific skill developments. Students under this stage are in high risk of failure

A

Intensive level

26
Q

It is a model of rti that uses individually tailored interventions that were decided upon by a team of school professionals from different fields of study

A

Problem-solving model

27
Q

It is a multidisciplinary approach to evaluation that uses different sources of information

A

Integrative assessment

28
Q

It is an approach to assessment that departs from using “static” tests

A

Dynamic approach

29
Q

It is a device that aims to yield information about the nature and amount if intervention required to help the student progress

A

Learning Potential Assessment device (LPAD)

30
Q

Vgotsky introduced this.
It is defined as the the distance between the actual developmental level due to the individual’s own efforts and the potential learning development under the guidance of adults or professionals

A

zone of proximal development

31
Q

Differences of the dynamic approach compared to other approaches

A

1) test examiners are tasked to do everything in their power to help the student master material for retesting going away from the usual neutral form of administering

32
Q

These are designed to measure student accomplishment or the degree of learning that took place after being exposed to a learning experience

A

achievement tests

33
Q

It is a pretest administered to determine the level of the actual test to be used for administration

A

locator tests

34
Q

Popular battery test in the secondary level, it consists of achievement test that assess english, math, literature social studies, science and foreign languages

A

Cooperative Achievement Test (CAT)

35
Q

This refers to assessment of information acquired from teachings at school

A

Curriculum-based assessment

36
Q

Characterized by the use of standardized measurement procedures to get local norms to assess student performance on curriculum-based tasks

A

curriculum-based measurement

37
Q

Two type of achievement test items

A

a) fact-based items
- from rote memory
b) conceptual based
- application of knowledge related to a concept

38
Q

This kind of test focuses more on learning from experiences that from formal education and used for predictions or assess the readiness of the student to enter to a particular program

A

aptitude test aka prognostic test or readiness tests

39
Q

Example of an aptitude test given in the college level

A

graduate record examination (GRE)

40
Q

This is an assessment tool where marks are made in the absence or the presence of a specified behavior

A

checklist

41
Q

It is a form completed by an evaluator to make a judgement based on specified variables

A

rating scale

42
Q

examples of aptitude tests in the preschool level

A

1) Achenbach Child behaviour Checklist (CBCL)
- tests for syndromes
2) Connors Rating Scale Revised (CRS-R)
- could be used to test for ADHD
3) Behaviour Assessment System for children-2 (BASC-2)
- uses teacher and parent ratings

43
Q

example of aptitude tests in the elementary level

A

1) Metropolitan Readiness tests (MRT6)

- importance of reading and math

44
Q

aptitude test in secondary school

A

1) Scholastic Aptitude Test (SAT)

45
Q

A tool of assessment that identify area of deficit to be targeted for intervention

A

Diagnostic test

46
Q

The measurement and evaluation of psychological traits, states, values, interests, attitudes, worldview, acculturation, sense of humor, cognitive and behavioral styles and/or related characteristics

A

personality assessment

47
Q

it is any distinguishable relatively enduring way in which one individual differs from another

A

personality trait

48
Q

It is a constellation of traits similar in pattern to an identified category of personality within a taxonomy of personalities

A

personality type

49
Q

One’s attitude, beliefs, opinions and related thoughts about oneself

A

self-concept

50
Q

An instrument designed to yield information relevant to how an individual sees him or herself with regard to selected pschyological variables

A

self-concept measure

51
Q

This refers to having different self-concepts in different roles

A

self-concept differentiation

52
Q

Rater biases

A

1) leniency or generosity error
2) error of central tendency
3) horn or halo effect

53
Q

The tendency to respond to a test item or interview question in a certain manner

A

response style

54
Q

The attempt to manipulate impressions through the selective exposure or suppression of information

A

Impression management

55
Q

A sub scale of a test that is designed to check the judgements regarding the honesty of the respondent, or answers were products of response styles, carelessness, deception or misunderstanding

A

validity scale

56
Q

A person’s perception of the source of things that he or she experiences

A

locus of control

57
Q

This approach to personality assessment is characterized by certain personality traits that are present in all people in varying degrees

A

nomothetic approach

58
Q

This approach in personality development is characterized by learning about each individual’s unique set of traits without any attempt to categorize them into any particular set of traits

A

idiographic approach

59
Q

A testtaker’s responses and the presumed strength of a measured trait are interpreted relative to the strength of that trait in a sample of a larger population

A

normative approach

60
Q

A testtaker’s responses as well as the presumed strngth of measure traits are interpreted relative to the strength of measured traits for the same individual.

A

ipsative approach

Psychology (2 decks)

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