Standardized Tests Ch 7 Flashcards
What is the purpose of standardized assessments
Screening
Determination of a medical or educational diagnosis
Document a child’s developmental, functional, and participation status
Aid in planning an intervention program
Measure outcomes of programs
How do we become competent test users?
Choose appropriate test
Learning test and clinical usefulness
Selecting optimal test environment
Administering test items
PREPARATION & SKILL DEV. FOR ADMINISTERING STANDARDIZED ASSESSMENTS
Strategic interview
Skilled observation
Consideration of context and environment
TYPES OF STANDARDIZED ASSESSMENTS
Ipsative
Norm-referenced
Interview-based
Observation-based
Performance-based
Self or parent-report questionnaire
Large diverse population.
Norm or average is derived from scores.
Performance is compared with a normal sample.
One or more areas of behavior.
Materials and activities are familiar and typical for children of the age group.
Strict standardized protocols for administration and scoring.
These fall into what type of standardized assessment?
Norm-referenced
Criterion-referenced assessment
Performance is compared with a particular criterion or level of performance of a certain skill.
The purpose is to determine what skills a child can or cannot accomplish, not to compare the child with his/her peers.
Administration and scoring may or may not be standardized.
Certain scales are both norm and criterion referenced.
Test manual — Purpose, population, technical information, administration, scoring, and interpretation
Fixed number of items
Fixed protocol for administration
Fixed guideline for scoring
Characteristics of standardized tests
Types of scores
Z Score
T Scores
Deviation IQ scores
Developmental index scores
Percentile
Age equivalent
Descriptive statistics
Normal curve
Computing the mean
Computing the variance
Computing a standard deviation
When is a median more appropriate?
Technical application of standardized assessments
Hierarchic ranking
Expected pattern
RASCH SCORES
PERCENTILE SCORES & AGE EQUIVALENTS
Reliability
Test-retest reliability
Inter-rater reliability
Standard error of measurement
Confidence interval
PSYCHOMETRICS
Validity
Construct-related validity
Use of factor analysis to identify test constructs
Content-related validity
Criterion-related validity
Technical aspects of standardized assessments
Did the child’s performance represent typical performance?
Do the results concur with the parent/teacher report?
Are the results complete?
Interpreting the test
Minimal clinical important difference
Minimal detectable change
Are ways to….
Evaluate the clinical usefulness of the test
ETHICAL CONSIDERATIONS IN TESTING
Examiner competency
Client privacy
Communication of test results
Cultural bias
Advantages for standardized testing
Well-known and commercially available
Common interdisciplinary language
Monitor developmental progress
Disadvantages for standard tests
Cannot be a stand-alone measure
Provides only a brief “snapshot” of functioning
Test situations are artificial and not a totally accurate interpretation of daily functioning
True/False: Standardized tests screen children for a variety of performance or conditions; assist in the determination of a medical or educational diagnosis; document a child’s developmental, functional, and participation status; aid the planning of an intervention program; and measure outcomes of programs.
True
OT develops competency in using tests by understanding…
concepts, familiarizing with test procedures, materials and setting requirements, observing others, and preparing.
Types of test include
ipsative, norm-references, and criterion referenced.
Standardized tests have procedures for
administration, scoring, and interpreting performance.
Reliability refers to
the consistency of scores between multiple raters
Validity is the
extent to which a test measures what it claims.
Primary standard scores used are
Z and T scores
True/False: Ethical testing procedures include considering the purpose of the assessment; adapting procedures to match child and family culture, characteristics, and values; adjusting for testing context; understanding test administration, scoring and mechanics and synthesizing information from standardized tests, observations, and interview.
True
