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Psychometrics > Quiz 7 > Flashcards

Quiz 7 Flashcards

1
Q

What did Anastasi argue in his 1979 conference talk?

A

Psychometric vocabulary should remove ‘aptitude’ and ‘achievement’

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2
Q

Traditionally, how is intelligence and aptitude differentiated from achievement?

A

Intelligence and aptitude are innate-capacity. Achievement is effects of learning.

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3
Q

What is AQ? Formula?

A

Achievement/Accomplishment Quotient.

Divide Educational Quotient by Intelligence Quotient (EQ/IQ)

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4
Q

What is educational quotient?

A

Ratio of educational age with chronological age

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5
Q

Why did AQ fall out? When?

A

Mid-20th century.

Statistical weakness. Psychological grounds too (unwarrented assumptions).

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6
Q

What did it mean when AQ is above 100? What are concerns?

A

Above 100 is ‘overachievers’

Concerns are that it’s impossible to achieve greater than your capacity.

Explained by unreliability of tests and unusually strong interest/motivation

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7
Q

How is jangle fallacy related to intelligence/aptitude tests and achievement tests?

A

Kelley argued that they meant the same thing, just different terms.

Correlation very high (90% overlap)

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8
Q

What did GRE Board do with aptitude-achievement distinctions?

A

They helped dispel it by changing ‘aptitude’ test to ‘general’ test.

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9
Q

Antecedent Experience and Achievement vs. Aptitude

A

Muc hmore narrow for achievement test, while the pool is broad in aptitude.

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10
Q

Use of test scores (Achievement vs. Aptitude)

A

Achievement: used to see current status

Aptitude: used to predict future performance

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11
Q

What is functional assessment?

A

An assortment of procedures to get at the cause (or function) of some behavior for a particular person.

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12
Q

Is functional assessment inter or intra-individual

A

Intra-individual

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13
Q

What does it mean when variance is high while doing a functional assessment?

A

Cannot get the baseline. Something is happening.

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14
Q

In psych, are theories for individuals or aggregates?

what does this entail?

A

stated for individuals.

There’s a disconnect between statistics and theories.

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15
Q

What’s an authentic assessment?

A

Part of performance assessment. Real-world tasks involved.

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16
Q

What is the ‘con’ or necessary requirement for performance assessments?

A

Must have a rubric or some criteria, or else it will be subjective.

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17
Q

What might anti-test people say about testing in education?

A

Testing makes teachers focus on ‘teaching to the test’ rather than to teach better and more permanent outcomes.

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18
Q

Formative vs. Summative assessment

A

Formative: data gathered to monitor student learning, so students can focus efforts and teachers can improve teaching

Summative: exams, papers, projects, etc. at end of learning period.

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19
Q

Common Core State Standards

A

Comprehensive set of standards (English and math, but more to come) for K-12 students. What students should achieve by the end of each year.

For conformity between states in educational development.

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20
Q

How has specific learning disabilities traditionally been diagnosed?

A

IQ-achievement discrepancies

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21
Q

The RtI model

A

Response to Intervention model

A multilevel prevention framework to maximize student achievement and identify students at risk for poor learning. Evidence-based.

22
Q

why is RtI model multilevel?

A

3 tiers.
1) classroom environment
2) those who failed to make progression in another section
3) those who fail to respond to second tier

23
Q

Multitiered System of Support (MTSS)

A

Deliver academic interventions, but also provide services beyond academics, like social and emotional support.

24
Q

Problem-solving model

A

Use of interventions tailored to students’ individual needs identified by school professionals.

25
Q

Integrative assessment

A

Multidisciplinary approach to evaluating, assimilating input from multiple sources

26
Q

Dynamic Assessment

A

Contrasts to static/fixed tests. Interactive. Assesses potential learning by ‘guidance’

27
Q

Zone of proximal development

A

Distance between actual developmental level and the level of potential development under guidance or collaboration

28
Q

Achievement Batteries

A

Tests that cover multiple areas and typically divided into subtests

29
Q

Locator tests / Routing tests

A

Pretests to determine level of actual test most appropriate

30
Q

What kind of test is Cooperative Achievement Test?

A

achievement in specific areas

31
Q

Curriculum-based Assessment (CBA)

A

Assessment of information acquired from teachings at school.

32
Q

Two types of achievement test items

A

fact-based
conceptual

33
Q

According to book, how do aptitude tests differ to achievement tests?

A

Aptitude is about informal learning or life experiences, while achievement tests are learning from structured input.

34
Q

Aptitude tests are also called ______

A

Prognostic tests (test used to make predictions)

35
Q

What are readiness tests?

A

Aptitude tests but for preschool/elementary level.

36
Q

Apgar number

A

Score on rating scale to newborn about their health.

37
Q

Informal evaluation

A

Nonsystematic, off-the-record assessment that leads to some attitude

38
Q

Metropolitan Readiness Tests

A

test battery
reading and math skills
2 levels
orally administered

39
Q

Miller Analogies Test (MAT)

A

100-item
MC
analogies

cost-effective aptitude test

40
Q

Diagnostic test

A

Tool used to identify areas of deficit to be targeted for intervention

41
Q

T/F: Diagnositc tests can have simpler items than achievement tests for the same grade.

A

T

42
Q

Woodcock Reading Mastery Tests- 3rd Ed

A

15-45 minutes
4.5 to 80 years old

a diagnostic reading test (subtests in textbook)

43
Q

Psychoeducational test batteries

A

Test abilities related to academic success and those that measure educational achievement

44
Q

Kaufman Assessment Battery for Children, 2nd ed Normative Update

A

A type of psychoeducational test battery.

45
Q

What theory was the KABC-II (Kaufman Assessment Battery) aligned with?

A

CHC theory of cognitive abilities.

46
Q

Woodcock-Johnson IV (WJ IV)

A

a type of psychoeducational test battery.

measures broad cognitive abilities, oral language, and academic achievement

also uses CHC theory

47
Q

Performance Assessment

A

Something requiring examinee to do more than just choose a correct response.

48
Q

Performance Task

A

A work sample designed to elicit some representative knowledge/skill/values from a particular domain.

49
Q

Portfolio

A

Work sample.

50
Q

Peer Appraisal methods

A

Ask individual’s peer group to make an evaluation.

51
Q

Sociogram

A

Graphically illustrated results of peer approaisal.

Psychometrics (15 decks)

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