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Psych Assessment > The Educational / Psychometric Assessment and Culture Fair Intelligence Test > Flashcards

The Educational / Psychometric Assessment and Culture Fair Intelligence Test Flashcards

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1
Q

roles of testing and assessment in education

A
  • ensure knowledge transmission
  • assess readiness for advanced material
  • compliance with legal requirements
  • response to intervention (RTI) model
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2
Q

types of test

A
  • reading test
  • math tests
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3
Q
  • standardized tool for assessing reading skills in individuals aged 5 and older
  • helps identify reading strengths and weaknesses to guide instruction and remediation efforts
A

woodcock reading mastery tests-revised (WMRT-R)

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4
Q

applications of the woodcock reading mastery test-revised (WMRT-R)

A
  • guiding educational decisions
  • screening for reading difficulties
  • educational interventions
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5
Q

diagnose difficulties with arithmetic and mathematical concepts

A
  • Stanford Diagnostic Mathematics Test (4th edition, SDMT4)
  • Keymath 3 Diagnostic System
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6
Q

designed to assess students’ learning in specific content areas, including state academic standards and general academic proficiency

A

achievement test

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7
Q

achievement test cater to students from ____ through _____

A
  • kindergarten
  • high school
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8
Q

examples of achievement tests

A
  • California Achievement Tests (CAT)
  • National Achievement Tests (NAT)
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9
Q
  • used to assess academic achievement in students from kindergarten through grade 12
  • measures proficiency in various subjects including reading, language arts, mathematics, science, and social studies
A

California Achievement Test (CAT)

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10
Q

designed to determine if graduating learners are meeting the learning standard in the senior high school (SHS) curriculum

A

National Achievement Test (NAT)

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11
Q

assess subject-specific teaching skills, general knowledge, and teaching foundations across different grade levels

A

PRAXIS Series Tests

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12
Q

applications of the achievement test (within educational settings)

A
  • preparation for college
  • assessment of student learning
  • curriculum development
  • school improvement
  • diagnostic assessment
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13
Q

aim to predict general school achievement and success in college and are broader in scope and focus on assessing general abilities or potential in a particular domain

A

aptitude tests

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14
Q

example of aptitude tests

A
  • American College Testing (ACT)
  • SAT Reasoning Test
  • The Cognitive Abilities Test
  • The Woodcock-Johnson III
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15
Q

SAT reasoning test is formerly known as

A

Scholastic Assessment Test

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16
Q

evaluates students’ reasoning abilities with words, quantitative concepts, and nonverbal (spatial) pictures across K-12 levels

A

Cognitive Abilities Test

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17
Q

3 main areas in evaluating students’ cognitive abilities

A
  • verbal reasoning
  • quantitative reasoning
  • nonverbal reasoning
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18
Q

assesses a student’s ability to understand and manipulate language-based concepts

A

verbal reasoning

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19
Q

focuses on mathematical concepts and problem-solving skills

A

quantitative reasoning

20
Q

often depicted through spatial images, measures a student’s ability to identify patterns and relationships without relying on language

A

nonverbal reasoning

21
Q
  • includes cognitive abilities tests alongside achievement tests
  • cater too individuals from ages 2 to 90 years
A

The Woodcock- Johnson III

22
Q

help the teachers in identifying the status of learner at the end of a particular lesson, unit or course of learning as to what specific teaching or learning points have been properly grasped by the learners

A

diagnostic test

23
Q

informal diagnostic assessment:

A
  • pre-test and post-test
  • quizzes
  • KWL charts
24
Q

allows educators to better track and measure student growth in each of the knowledge standards

A

pre-test and post-test

25
Q
  • incorporate discussion and then segway nicely into the lesson
  • provides direct information on students’ understanding of specific topics
A

quizzes

26
Q

contains “what i know, what i want to know, what i have learned”

A

KWL charts

27
Q

systematic evaluations that use consistent methods, such as curriculum-based measurements

A

standardized diagnostic assessment

28
Q
  • test kits that generally contain two types of test
  • allow for normative comparisons, as well as evaluation of the test taker’s own strengths and weaknesses
A

psychoeducational battery test

29
Q
  • subsets measure both intelligence and achievement
  • reflects 2 kinds of information-processing skills
  • test taker’s age range: 2 1/2 - 12 1/2 years
A

Kaufman Assessment Battery for Children (K-ABC)

30
Q
  • test taker’s age range: 3 - 18 years
  • 18 subsets
  • dual theoretical foundation
A

The Kaufman Assessment Battery for Children II (KABC-II)

31
Q

used for children from a mainstream cultural and language background

A

Cattell-Horn-Carroll Model

32
Q

used if crystallized ability would not be a fair indicator of the child’s cognitive ability since it excludes verbal ability

A

Luria Model

33
Q
  • a psychoeducational test package consisting of two co-normed batteries
  • used with persons as young as 2 and as old as 90+
  • yields a measure of general intellectual ability as well as measures of specific cognitive abilities, achievement, scholastic aptitude, and oral language
A

The Woodcock-Johnson II

34
Q
  • may be used to diagnose Specific Learning Disabilities (SLDs) and to plan educational programs and interventions
A

The Woodcock-Johnson III

35
Q

a friendly, cheerful, and relaxed manner on the part of the examiner helps to reassure the child

A

testing preschool children

36
Q
  • game approach is still the most effective way of arousing interest in the test
  • can usually be motivated through an appeal to the competitive spirit and the desire to do well on tests
A

testing children in the first two or three grades of elementary school

37
Q
  • explain that no one is expected to finish or to get all the items correct
  • eliminate the element of surprise
  • provide each test taker in advance with materials that explain the purpose and nature of the tests, offer general suggestions on how to take the tests, and contain a few sample items
A

testing any school-age child or adult

38
Q

primary used by licensed psychiatrists or psychologists

A

Structured Clinical Interview for DSM-V (SCID)

39
Q
  • commonly administered by licensed psychologists
  • there are no standardized protocols or formalized training programs designed for administering
A

Wechsler Adult Intelligence Scale-Revised (WAIS-R)

40
Q

test that reflects fluid intelligence, such as reasoning speed, spatial reasoning, and inductive reasoning are thought to reflect intelligence independent of learning

A

Culture Fair Intelligence Test (CFIT)

41
Q

Cattell’s work sparks Spearman’s research on intelligence

A

late 1920’s

42
Q

publication of Cattell Group and Inventory with revision for children

A

1930

43
Q

another test revision where items became purely perceptual and were organized into 6 subtests

A

1940

44
Q

further revision with format with 4 subtests adopted

A

1949

45
Q

minor adjustments in difficulty level and item sequencing

A

1962

46
Q

4 subtests of CFIT

A
  • series test
  • classification test
  • matrices test
  • conditions test
47
Q
A

Psych Assessment (12 decks)

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