research and eval

Question 1

Objective evaluation of the influence of interventions on the client’s performance

When possible and applicable, measurement should be taken at the beginning, during, and at the end of intervention

Answer 1

Outcome measure

Question 2

Advantages include:
• scores can be understood by interprofessional team
• tools are often widely available
• uniform administration, scoring, and interpretation of results
• can help monitor progress over time
• can contribute to quality improvement and evidence-based practice

Answer 2

Advantages of standardized testing

Question 3

Disadvantages include:
• must be combined with qualitative and other assessment methods to complete a comprehensive evaluation
• multiple internal and external variables can impact performance on test and affect results
• rigidity of administration may negatively influence the results

Answer 3

Disadvantages of standardized testing

Question 4

A large sample of people who represent the intended population for a test

Also referred to as the norm group

Answer 4

Standardization sample

Question 5

A score used in standardized testing, also referred to as z-values and z-scores, that is used to make comparisons across variables and across populations or individuals

Answer 5

Standard score

Question 6

Classification system used for quantifiable data

Types include:
• nominal scale
• ordinal scale
• interval scale
• ratio scale

Answer 6

Scales of measurement

Question 7

Provides insight into the general characteristics of data collected during a study

Types include:
• measure of central tendency
• measure of variability

Answer 7

Descriptive statistics

Question 8

A value that describes the center point of a data set

Types include:
• mean
• median
• mode

Answer 8

Measures of central tendency

Question 9

A measure of central tendency, also known as an average score, that is calculated by finding the sum of all scores within a data set then dividing the sum by the total number of scores in the data set

Answer 9

Mean

Question 10

A measure of central tendency, also referred to as middle value, that is determined by placing all scores in numerical order and locating the number in the middle

Answer 10

Median

Question 11

A measure of central tendency that refers to the value that occurs most frequently within a data set

Answer 11

Mode

Question 12

The statistical value that represents how much the group varies from the mean, and the degree to which the data spreads across the distribution

Types include:
• variance
• standard deviation

Answer 12

Measures of variability

Question 13

Measures the distribution and variation of data points around the mean

Answer 13

Standard deviation

Question 14

Factors or variables that cause a difference in standardized test scores (e.g., environmental conditions, motivation, fatigue)

Answer 14

Error variance

Question 15

Score used in developmental testing with the following features:
• mean score is 100
• standard deviation of 15 or 16
• intervention often beneficial if scores are 2 standard deviations below the mean

Answer 15

Developmental index score

Question 16

Score used for measurement of intelligence with the following features:
• mean score is 100
• intellectual disability is considered 2 standard deviations below the mean

Answer 16

Deviation IQ score

Question 17

A score that compares a child’s performance to others in the same age range

Answer 17

Age-equivalent scores

Question 18

Age of an individual since birth that is calculated by subtracting birth date from current date

Answer 18

Chronological age

Question 19

Age calculation, also referred to as adjusted age, that is applied to premature infants to consider achievement of developmental milestones

Age is calculated by subtracting the weeks of prematurity from chronological age

Answer 19

Corrected age

Question 20

A score that compares a student’s performance to a normative group of students at the same academic level

Answer 20

Grade equivalent

Question 21

The degree to which an assessment tool measures what it claims to be measuring

Answer 21

Validity

Question 22

The degree to which an assessment tool produces consistent results when the same client is retested on separate occasions while external factors remain constant

Answer 22

Reliability

Question 23

The degree to which an assessment tool measures specific constructs (e.g., fine motor skills) consistent to what it claims it measures

Answer 23

Construct validity

Question 24

The degree to which items in an assessment are an accurate representation of all aspects of the domain being tested

Answer 24

Content validity

Question 25

The degree to which the results of an assessment predict performance ability on other assessments that measure similar constructs

Two types include:
• predictive validity
• concurrent validity

Answer 25

Criterion validity

Question 26

A statistical term that refers to the measurement of the proximity of two distinct variables

Answer 26

Correlation

Question 27

A test’s ability to accurately detect impairments or decreased performance abilities (i.e. true positive)

Answer 27

Assessment responsiveness: Sensitivity

Question 28

A test’s ability to accurately detect functional and performance abilities (i.e. true negative)

Answer 28

Assessment responsiveness: Specificity

Question 29

A situation in which an assessment instrument is not able to measure any additional performance differences at the top of the rating scale

Answer 29

Ceiling effect

Question 30

A situation in which an assessment instrument is not able to measure any additional performance differences at the bottom of the rating scale

Answer 30

Floor effect

Question 31

A bias that may occur when administering a standardized or nonstandardized assessment

Types include:
• person-related bias
• item bias
• environment bias

Answer 31

Testing bias

Question 32

An aspect of testing bias related to the actions of the evaluator or the client that influence the outcome of an evaluation or a test and must be controlled to achieve optimal results in standardized and non-standardized testing

Types include:
• evaluator bias
• test-taker bias

Answer 32

Person-related testing bias

Question 33

A type of testing bias that must be controlled during standardized and non-standardized testing and involves actions of the evaluator that influence the outcome of an evaluation or the test results (e.g., an evaluator who influences test results by imposing personal expectations)

Answer 33

Evaluator bias

Question 34

A type of testing bias that must be controlled during standardized and non-standardized testing and involves actions of the client that influence the outcome of an evaluation or the test results (e.g., a client who influences test results by providing false or misleading information

Answer 34

Test-taker bias

Question 35

A type of testing bias that involves clients of similar performance abilities scoring differently when the same evaluation instrument or subtest is administered

Answer 35

Item bias

Question 36

A type of testing bias that involves the degree to which the testing context is similar to the natural setting in which the task is typically performed

Answer 36

Environment bias

Question 37

Factors that may impact the performance results of a client during the evaluation process (e.g., motivation, energy level, stress)

Answer 37

Test-taker variables

Question 38

A hierarchal design used to develop a linear measurement scale within a standardized assessment

Answer 38

Rasch methodology

Question 39

A psychometric method, typically used in a questionnaire or survey, that includes response options that progress in a linear direction (e.g., never to always)

Answer 39

Likert scales