Test 2 Flashcards
According to Bloom and Laney objective assessment to determine the existence of a problem you should _________ and ________?
Emphasize the role of formal procedures (standardized test) and
Language sample data may either confirm, refute or supplement test results
According to Bloom and Laney objective assessment to determine the goals of intervention is ________?
Emphasize role of informal procedures (language samples and base rates)
According to Bloom and Laney objective assessment to determine the procedures for an intervention program you should _________?
Emphasize identifying treatment procedures that address the modalities and learning styles best suited to the needs of individual children.
The three aspects of planning are?
- Medical model
- Remedial model
- Scientific method
Medical model does what?
Identifying symptoms including characteristic performance patterns on test.
Remedial model does what?
Identifying strengths and weakness
The scientific method entails?
Forming a hypothesis and by using testing results to either confirm or refute hypothesis.
The three aspects of procedures are?
- Case history
- Standardized test
- Language Sample
Standardized test means?
That there is a certain way to give the test and you have to follow the exact instruction, stimuli and scoring.
Most Structured would be?
Standardized testing
Midway Structured is?
Baserate is somewhat structured almost like a language sample, direct them to prepositions and spatial relations. (make your own test)
Least structured is?
Language sample
Familiarity and structure may effect what?
Amount of language behavior observed and
The type of language behavior observed.
A case history is the…?
Background information
Language sample
Evokes natural interactions
conversation
Taxonomy is ?
Categorization or classification scheme for observed characteristics or behaviors based on some ordered system.
Making sense of the chaos
Some model or conceptual framework
What are the two types of taxonomy?
Etic and Emi
Etic taxonomy is?
A priori, Existed due to someone’s else’s prior efforts
Ex) Brown’s 14 grammatical morphemes
Emic taxonomy
A posterior, after the fact, emerge as observations are organized
Taxonomies of from are
Utterance length Grammatical category Morphological structures Sentence type Transformational types
Taxonomies of content are
Type-token ratio
Semantic cases
Taxonomies of use are
Searle's Speech acts Holliday's Communicative Functions Dore's PSA's Dore's CSA Discourse skills
Frequency?
Count
Proportions?
Utterances in various categories (percentage)
Ratio?
Expressing variety of utterances representing different classification (Type-token)
`Weights?
Assigned to various categories (developmental sentence scoring)
Normative scores?
Derived from comparing test responses/raw scores to test norm
Definition:
Standardization
To develop standard or uniform test materials procedures to minimize variations in administrations and results.
Definition:
Norm
The average, normal or standard for a group of individuals.
Definition:
Normal (Distribution) Curve
A bell-shaped curve representing the theoretical distribution of an infinitely large number of scores with deviation occurring only be chance.
Definition:
Norm-Referenced
Compares an individual’s performance to the performances of a representative sample of his/her peers.
Definition:
Normative Population
The entire group of individuals who exhibit a trait or characteristic of interest
Definition:
Normative Sample
A subgroup of individuals chosen to be representatives of the normative population of interest
Definition:
Representativeness
The extent to which a subgroup of individuals reflects the relevant characteristics in a larger population of interest.
Definition:
Normal Curve
A theoretical curve derived mathematically to represent the normal (random) distribution of a trait, value or score.
Definition:
Mean
The average of a set of scores, the sum of the scores divided by the number of scores in a set, one measure of central tendency.
Definition:
Median
The scores that divides the top 50% from the bottom 50% in a distribution of scores, one measure of central tendency
Definition:
Mode
The most frequently occurring score or value in a distribution of scores, a measure a central tendency
Definition:
Range
The difference in score values between the highest and lowest values of distributions, a measure of dispersion or variability
Definition:
Standard Deviation
A measure for expressing the amount of dispersion or variability in a set of scores with reference tot he mean. Smaller SD’s=clustered scores (around mean) Larger SD’s=more dispersed (farther from the mean)
Definition:
Narrow View (of “normal”)
A stat definition of normal based on the set of values that fall between the first SD above and below the mean
Definition:
Broad View (of “normal)
A stat definition of normal based on the set of values that fall between the 2 SD above and below the mean.
Definition:
Basal
The highest set of items that satisfies the specific sequence of the successful items
Definition:
Basal Item
The first item in the basal sequence
Definition:
Ceiling
The lowest set of items that satisfies the specific sequence of unsuccessful items
Definition:
Ceiling Item
The last item in the ceiling sequence
Definition:
Scatter
Those unsuccessful or error items which occur between the basal and ceiling item.
Definition:
Raw Score
The original unconverted score obtained on a test; the number of items, credits, or points obtained on items administered.
Definition:
Derived Score
The normalized scare derived by comparing the raw score to the score used to represent the distribution of performances by the standardization sample.
Definition:
Converted Score
A normalized score expressed in its equivalent form on another scale;
EX) a T-score having been converted from the equivalent deviation quotient.
Definition:
Equivalent Score
Derived scores expressed as the chronological age or grade placement of that group for whom an obtained score was typical; equivalent scores are based only on the means obtained by each of the peer groups included in the standardization sample.
EX) a raw score resulting in an age-equivalent score of 5 years means that raw score was the typical (mean) score for 5 year olds included in the sample, regardless of how old the test subject was
Definition:
Percentile
Scores expressed as a point in the distribution of scores below which the given percent of score fall.
EX) a score at the 70 percentile represents a score which is better than 70% of the scores obtained by the peer group in the standardization sample.
Definition:
Standard Scores
A general term referring to transformed or normalized scores used to compare an individual to his/her peers.
Definition:
Deviation Quotients
Standard score which has a mean of 100 and SD of 15
Definition:
T-Scores
Standard score which has a mean of 50 and SD of 10
Definition:
Z-Scores
Standard score which has a mean of 0 and a SD of 1
Definition:
Stanines
Standard score which represents the normal distribution with nine bands or ranges; the mean is 5 (score within the 5th band) and SD of 2 (bands)
Definition:
Scaled Scores
Scores expressed using arbitrary value ranges representing a standard score distribution with a set men and SD.
Definition:
True Score
Hypothetical score which would most accurately represent the subject’s level of the ability in the skill being measured.
Definition:
Observed Score:
The actual obtained score derived from the subject’s performance on a given measure.
Definition:
Standard error of measurement
Measure of variability evident in the test scores over re-administrations of a test instrument to subgroups of the standardization sample.
Smaller SEM’s indicate lesser variability over re-administration
Larger SEM’s indicate greater variability over re-administration
Definition:
Confidence interval (Band)
The stat derived range of probable scores in which the hypothetical true score for a subject might be expected to fall; based on the variability evidenced by the standardization sample
Definition:
Validity
The extent to which an instrument measures which it claims to measure. Determined in various ways: Construct Content Face Criterion Predictive
Definition:
Construct
The extent to which the items in the test represent the theoretical construct being measured; requires expert analysis to compare the construct tot he items used to measure it
Definition:
Content
The extent to which an expert determines that the items in a test represent the skill being measured
Definition:
Face
The extent to which the an untrained individual recognizes the apparent relationship between test items and the skill being measured.
Definition:
Criterion
The extent to which the instrument performs according to some established criterion
Concurrent
Predictive
Definition:
Concurrent
Comparing performances to those on currently established instruments
Definition:
Predictive
Predicting future performance from the measure obtained by the instrument
Definition:
Reliability
The extent to which results obtained by an instrument with a given subject are similar or consistent
Definition:
Intra-examiner (Test-Retest)
The extent to which similar score are obtained with the same subject on subsequent administrations by the same examiner.
Definition:
Inter-examiner
The extent to which similar scores are obtained with the dame subject on subsequent administrations by different examiners
Definition:
Equivalence forms (Split-Half)
The extent to which similar scores are obtained with the same subject on different forms of the same test.
DQ scores have a mean of ______ and a SD of ____
100
15
T-scores have a mean of _____ and SD of _____
50
10
Z-scores have a mean of _____ and an SD of ___
0
1
Stanines have mean of ______ and SD of ______
5
2
Scale scores have a mean of ______ and SD of _____
Based on individual means and SD’s
A child with SSE-DQ of 85 or greater , T score of greater than 40, Z-scores of greater than -1 and 16th percent tile would be considered?
Normal
A child with SSE-DQ of 78-85 , T score of 35-40, Z-scores of greater than -1.5–1. and 7th-16th percent tile would be considered?
Mild
A child with SSE-DQ of 70-78 , T score of 30-35, Z-scores of greater than -2–1.5 and 3rd-7th percent tile would be considered?
Moderate
A child with SSE-DQ of 55-70 , T score of 20-30, Z-scores of greater than -3–2 and less than the 3rd percent tile would be considered?
Severe
A child with SSE-DQ of less than 55 , T score less than 20, Z-scores less than -3 and less than 1st percent tile would be considered?
Profound
