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Spring '14 SPHP 143 > Test 3 Chapter 11 INTRO TO NONBIASED ASSESSMENT > Flashcards

Test 3 Chapter 11 INTRO TO NONBIASED ASSESSMENT Flashcards

1
Q

What is language?

A

is a system of symbols used to represent concepts formed through exposure and experience

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2
Q

T/F according to the diagnostic pie: Students’ experiences may differ from mainstream school expectations

A

True

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3
Q

If teachers refer ELL students for testing, there may be a difference, not disorder, because of ________________

A

experiential differences

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4
Q

In order to qualify as a LI what the disorder must be present in ______ and ______

A

LI=disorder in both L1 and English

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5
Q

What are the 4 quadrants ?

A

Quadrant 1==normal ability, adequate background

Quadrant 2==normal ability, limitations of linguistic experience, environmental exposure

Quadrant 3==LI, adequate background

Quadrant 4==LI limitations of linguistic experience, environmental exposure

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6
Q

Which quadrant do we work with?

A

We only work with quad 3 & 4

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7
Q

Which quadrant can look like 3 & 4, but we do not work with them?

A

Quad 2 because they’re low SES

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8
Q

According to Dr. Ron Gillam (CSHA) We are wayyyyy overidentifying ELL ______ for IEPs

A
  • kindergarteners

- Assessed Spanish-speaking Ks at beginning and end of K (English and Spanish)

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9
Q

According to Dr. Ron Gillam (CSHA) what are the states of students

A

Of 167 “at risk” at beginning of K, only 21 really needed IEPS at end of K

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10
Q

Why could students be at risk for being labeled as LI?

A

Silent period

Transfer of L1 to L2

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11
Q

What are some indicators of LI?

A
  • Compared to SIMILAR PEERS, learn slowly in L1 and L2
  • Communication problems at home and/or with similar peers
  • Slower development than siblings (of same gender)
  • Need for lots of prompting, repetition, during instruction
  • Pragmatic, syntactic, semantic problems in L1 (ask interp.)
  • Delay language development milestones in L1
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12
Q

What does the LEGISLATION: IDEA 2004 state?

A

We must evaluate in a nondiscriminatory manner

Tests must be administered in most proficient communication mode

Testing cannot reflect limited English; must reflect child’s ability in area tested

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13
Q

T/F The IDEA does not require that standardized measures are used

A

True

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14
Q

Traditionally IDEA made people believe that special educators needed to obtain what?

A

many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the choice of measurement tools and criteria to the educator.

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15
Q

IDEA, 2004 says you need _______ to eliminate discrepancy

A

need for IQ-performance discrepancy eliminated

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16
Q

T/F IDEA (2004) does not specify use of either formal or informal tools for assessment

A

True

it states: use a variety of assessment tools, and that determination of disability should not rely on a single test or measure

17
Q

Before doing formal testing, it is extremely important to carry out the following:

A
  1. Language proficiency testing
  2. Ethnographic interviewing and case history
  3. Teacher evaluation of student’s classroom performance
18
Q

What do you test when using the Language Proficiency ?

A

Primary language?
The first language they learn

Dominant language?
What she speaks most fluently today

Interview parents, teachers, interpreters who have worked with the student

19
Q

Make sure you are always testing language measures not proficiency of a language. What is a test that measures language?

A

California  CELDT (California English LanguageDevelopment Test)

Ask re: oral and written skills in both langs

20
Q

Be careful of the label “English Proficient, because it usually means what?

A

Usually means adequate ORAL English Skills (CILF)

However, CH still may not be able to read, write adequately in ENGLISH and take standardized tests competently (FALF)

21
Q

In Dr. R’s Assessment of ELLs with Language Impairment: Gathering Case History Through Interviews Youtube video what were some signs and symptoms of LI?

A

=6 year old level in cantonese but is 9 years old
=Cannot tell simple story in a sequence—leaves words out
=The responses are briefer and short than other children who speak Cantonese
=Points to things when he wants something—never in Cantonese or English
=Family history

22
Q

What are 3 problems in TESTING IN THE PRIMARY LANGUAGE?

A

Problem: great heterogeneity within languages (dialects)

Problem: Limited data on normal development in other languages

Problem: Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.

23
Q

Many primary tests are normed on monolingual Spanish-Speaking CH. As a result what does it fail to consider?

A

For example, Spanish versions of most test fail to consider dialectal differences

24
Q

Why should you NEVER Translate an English test into the child’s L1 and use the norms?

A

=Normative data is invalid
=ELL students has different life background experiences than norming sample
=Some items are not directly translatable

25
Q

When SELECTING ASSESSMENT INSTRUMENTS what 3 things should you consider?

A

A. Appropriateness of Test Content

B. Adequacy of norms

C. Possible Examiner Bias

26
Q

What are some possible format bias?

A

Some CH, at home, are rarely asked known-information questions (e.g., about pictures that both speaker and listener can see)

ELL CH may have differences in socialization practices or early literacy experiences

For example, labeling or pointing to objects may not be a typical experience for Hispanic CH

27
Q

What did Anderson-Yocket & Haynes find in regards to AA mothers?

A

AA mothers asked their CH fewer yes-no questions during a reading task than White mothers

28
Q

What is a Possible Value Bias?

A

Example: Test of Problem-Solving Skills-Revised—”What should she do now?”

Preschool Language Scale—”Why do you brush your teeth?” African American children in some communities “Because my momma told me to.” (scored as incorrect; correct answer is “because you get cavities if you don’t”)

29
Q

T/F Standardized, formal tests are commonly used with ELL students

A

True

30
Q

What is a common misconception SLPS have about standardized tests?

A

Many speech-language pathologists and other special educators operate from the belief that we must always obtain quantitative data such as percentile ranks and standard deviations

31
Q

T/F IDEA permits the use of qualitative, subjective measures

A

True our two measure to qualify for services

32
Q

what are the Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions

A

There are very few standardized tests in most languages

Most standardized tests are developed from a Western, literate, middle class framework

33
Q

What to standardized tests assume?

A
  • Cooperate to the best of their ability
  • Attempt to respond even when test tasks don’t make sense
  • Understand and successfully perform artificial, potentially unfamiliar tasks such as fill-in-the-blanks
  • Have been exposed to the information and experiences assumed by the test
  • Be comfortable with an unfamiliar adult and willing to talk with him or her readily
  • Be proficient in verbal display of knowledge
34
Q

Bias in Standardized Testing: What are some Potentially Unfamiliar Items?

A 
Household objects
Vehicles
Sports
Musical instruments 
Types of clothing
Professions/occupations
Historically related events and people
Foods
American nursery rhymes
Geography
Games
35
Q

How can you modify Standardized Tests?

A
  • Instructions in L1 and English
  • Rephrase confusing instruction
  • Give extra examples, demos
  • Give the student extra time to respond**
  • If the student gives a “wrong” answer, ask her to explain it and record her explanation; score it as correct if it would be correct in her culture
  • Repeat items when necessary
36
Q

How else can you modify standardized tests?

A
  • Omit biased items student will probably miss
  • Test beyond ceiling
  • Complete assessment in several sessions
  • Count, as correct, answers in either lang (dual scoring system; conceptual scoring)
37
Q

What are some considerations in test interpretation?

A

Don’t identify a student based solely on formal test scores

Ascertain if the student’s errors are typical of other students with similar backgrounds

Interpret overall results as a team

IMPORTANT: In assessment reports, include disclaimers about departure from standard testing procedures
“Modified Formal Testing”
“This examiner modified the subtest of the CELF-4”

38
Q

It is important when interpreting test results to…..

A

Always do this as a team

In your diagnostic report, be SURE to describe how you altered administration of tests

Review results with family members and others from the culture—are these results typical?

Spring '14 SPHP 143 (12 decks)

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