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Assessment of Individual Differences > Week 8 > Flashcards

Week 8 Flashcards

1
Q

…. is by referral, to address a specific question (e.g. why is my child struggling at school?)

  • Individualised - your teacher thinks your bad at reading

A. Educational Screening

B. Educational Testing

C. Educational Planning

D. Educational Assessment

A

Educational Assessment

  • might be initially performed by school counsellor, guidance officer, and then suggest referral to educational psychologist
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2
Q

… are widely adopted and standardized which are used to gauge student ability/proficiency

A. Educational Screening

B. Educational Testing

C. Educational Planning

D. Educational Assessment

A

Educational testing

  • provides hard data for education and policy makers to determine resourcing, teacher performance, and whether ‘new curriculum changes or teaching techniques’ are effective
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3
Q

Comparing students performance with other students (inter)nationally

  • criterion approach
  • normative approach
  • ipsative approach
A

normative approach

  • Comparing students performance with other students (inter)nationally
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4
Q

referencing students achievement against expectations or standards

  • criterion approach
  • normative approach
  • ipsative approach
A

criterion approach

  • referencing students achievement against expectations or standards
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5
Q

comparing students achievement with student’s past performance

  • criterion approach
  • normative approach
  • ipsative approach
A

ipsative approach

  • comparing students achievement with student’s past performance
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6
Q

achievement during instruction (during teaching/trimester)

  • e.g questions in class, practice test, take-home exam, assignment

A. Formative Assessment

B. Normative Assessment

C. Criterion Assessment

D. Summative Assessment

A

Formative Assessment

  • achievement during instruction (during teaching/trimester)
    • Gives feedback about how you are going over the trimester
    • Guides further instruction
    • Role in fostering motivation and learning
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7
Q

Achievement after instruction completed

  • e.g. formal exam, final grade in course (pass/high distinction)

A. Formative Assessment

B. Normative Assessment

C. Criterion Assessment

D. Summative Assessment

A

Summative Assessment

  • e.g. formal exam, final grade in course (pass/high distinction)
  • Happens at the end of completion
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8
Q

Large-scale International Testing

  • NAPLAN
  • TIMSS
  • PISA
  • WJCOG
A

PISA = Programme for International Student Assessment

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9
Q

How are students tested for the Programme For International Student Assessment (PISA)?

A. In person test

B. Computerized test

C. A and B

A

B. Computerized test

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10
Q

What is not a core area of testing in the Programme For International Student Assessment (PISA).

  • reading literacy
  • writing literacy
  • mathematical literacy
  • scientific literacy
  • financial literacy
A

writing literacy is not a core area

core areas…

  • reading literacy
  • mathematical literacy
  • scientific literacy
  • financial literacy (added in 2015)
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11
Q

in all PISA nations, girls significantly outperformed boys on…

  • reading
  • mathamatics
  • writiting
  • science
A

reading

In all PISA nations, girls significantly outperformed boys on reading,

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12
Q

In all PISA nations, boys significantly outperformed girls on…

  • reading
  • mathamatics
  • writiting
  • science
A

In all PISA nations, boys significantly outperformed girls on…

  • mathamatics
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13
Q

What is a significant predictor of good perfomance for science on the PISA for woman

  • Intelligence (g)
  • Gender equality
  • Western countries
  • Reading literacy
A

Gender equality

In countries where females were not seen as equal to men there was a significant difference in how they perform on science subjects

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14
Q

NAPLAN tests attainment of …, rather than …

A. Educational milestones

B. Individual performance

C. Curriculum content

D. Group performace

A

Tests attainment of educational milestones, rather than curriculum content

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15
Q

General aptitude tests tend to tap into … or … more than …

  • psychometric g
  • fluid abilities
  • crystallised
A

Tends to tap fluid abilities or psychometric g more than crystallised (future learning)

  • Aptitude tests assess learning potential - can be referred to as intelligence tests
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16
Q

Achievement Tests tap into … abilities more than …

A. crystallised

B. fluid

A

Achievement Tests tap crystallised abilities more than fluid

17
Q

Aptitude Tests = …, whereas Achievement Tests = …

  • Past learning
  • Future learning
A

Aptitude Tests = Future learning, whereas Achievement Tests = Past learning

  • Past learning
  • Future learning
18
Q

Are aptitude or achievement tests used more?

  • Aptitude tests
  • Acheivment tests
  • they are both used
A

We often use both aptitude and achievement tests, because you cant test one without the other

19
Q

when you administer two or more tests, like an IQ and an achievement test to the same sample for both the tests

  • Cross-domain clusters
  • Co-norming
A
20
Q

Why use Co-norming? 2 answers

  • Saves money
  • Face validity
  • Construct validity
  • Factorial validity
  • Reliabily
A

Allow for comparison across tests, factorial analysis (demonstrate factorial validity)

Recruitment of a sample is the most challenging (and expensive!) part (SAVES MONEY)

Co-norming is when you administer two or more tests, like an IQ and an achievement test to the same sample for both the tests(aptitude and achievement).

21
Q

Which Test Of Achievement includes 11 Subtests in Standard battery across four domains (Reading, Mathematics, Writing, Academic)

  • Woodcock Johnson IV (WJ-IV)
  • Standford-Binet (SB5)
  • Wechsler Individual Achievement Test (WIAT-III)
A

Woodcock Johnson IV (WJ-IV)

  • Can provide meaningful information to assist with diagnosis, eligibility for services, placement, and intervention decisions
  • Can also be used with university students and adults
    • to better understand the achievement levels
    • in an assessment program for students with learning difficulties
22
Q

Which Test Of Achievement includes 16 different subtests, across four domains; Reading, Written language, Oral language, Mathematics

  • Woodcock Johnson IV (WJ-IV)
  • Standford-Binet (SB5)
  • Wechsler Individual Achievement Test (WIAT-III)
A

Wechsler Individual Achievement Test (WIAT-III)

  • Provides a ‘total achievement’ score, and separate score for each domain
  • WIAT-III also used for diagnosis, eligibility for services, interventions, in children and adults.
23
Q

Which of these statments about the Wechsler Individual Achievement Test (WIAT-III) and Woodcock Johnson IV is correct?

  • the Wechsler Individual Achievement Test (WIAT-III) does not measure speed of reading, whereas the Woodcock Johnson IV does
  • the Woodcock Johnson IV does not measure speed of reading, whereas the Woodcock Johnson IV
  • Both test measure reading speed ability
  • These test do not measure reading speed ability
A

the Wechsler Individual Achievement Test (WIAT-III) does not measure speed of reading, whereas the Woodcock Johnson IV does

  • Thus if you were slow at responses it would not be measured, this if speed of reading is part of a disability you might not meet the criteria based on this test
24
Q

…. students are those whose skills are above average in one or more areas of performance. Which includes …

  • Specific abilities
  • Talented
  • Gifted
  • Global talent
A

Talented students are those whose skills are above average in one or more areas of performance. Talent designates the outstanding mastery of abilities over a significant period of time. These are called competencies (knowledge and skills). Outstanding mastery is evident in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers in the school who are or have been active in that field.

  • Specific abilities
25
Q

… students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. Which includes …

  • Specific abilities
  • Talented
  • Gifted
  • Global talent
A

Gifted students are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical. Giftedness designates the possession and the use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers in the school.

  • Global talent
26
Q

Intellectual Impairment (DSM-5)

  • deficits in ….such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience confirmed by both clinical assessment and individualised, standardised intelligence testing
  • deficits in adaptive functioning…. across multiple environments, such as home, school, work/community.
    a. intellectual functioning
    b. intellectual functioning
A

Two main criteria used for assessment

  • deficits in intellectual functioning such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience confirmed by both clinical assessment and individualised, standardised intelligence testing
    • Usually use ≥ 2 SDs below the mean as a cut-off (i.e. 70 on most IQ tests)
  • deficits in adaptive functioning…. across multiple environments, such as home, school, work/community.
    • If only seen in the school environment it is not intellectual impairment
27
Q

… requires intellectual functioning AND adaptive behaviour issues

  • Intellectual Impairment (DSM-5)
  • Specific Learning Disorder (DSM-5)
A

Intellectual Impairment (DSM-5)

  • Intellectual impairment involves both clinical assessments and individualised standardised testing
  • Never based on one test, Must be present in different types of assessment
28
Q

… is persistent difficulties with learning key academic skills, e.g. reading, spelling, mathematics.

a. Intellectual Impairment (DSM-5)
b. Specific Learning Disorder (DSM-5)

A

Specific Learning Disorder (DSM-5)

Requires persistent difficulties with learning key academic skills, e.g. reading, spelling, mathematics.

  • Difficulties are: substantially and quantifiably below (> 2 SD below the mean) those expected for the individual’s chronological age
  • We give an IQ test and an achievement test to make sure that the specific leaning disorder is not accounted for by intellectual disabilities
  • not associated with lack of opportunity (e.g. attendance) or inadequate instruction
  • Rather it is a specific leaning disorder
    • persisting for > 6 months
    • not transitory
    • sometimes co-morbidity with other behavioural or cognitive diagnoses
      • Including ADD or ADHD
29
Q

According to Holland’s (1992) RIASEC, what is

  • Tends to be materialistic, valuing tangible assets
  • Occupations like trades, business owner, farming
  • Around 50% of occupations

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

a. Realistic

30
Q

According to Holland’s (1992) RIASEC, what is

  • Likes interacting with others, high sense ethics and social responsibility, and doesn’t like manual labour
  • Occupations like teaching, counselling, helping professions

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

social

31
Q

According to Holland’s (1992) RIASEC, what is

  • Likes analysing and solving problems, abstract concepts
  • Intellectual challenge is the drive
  • Less business oriented, may be motivated to benefit society

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

Investigative

32
Q

According to Holland’s (1992) RIASEC, what is

  • Values creativity, nonconformist, don’t like routine
  • Occupations like fashion, arts, media

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

Artistic

33
Q

According to Holland’s (1992) RIASEC, what is

  • likes routine and structure, dislike ambiguity & vagary
  • Occupations like accountants, secretaries, clerks (structured and routine)

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

Conventional

34
Q

According to Holland’s (1992) RIASEC, what is

  • Strong business orientation, like to organise & persuade others, value political & economic power, doesn’t like abstract ideas
  • Occupations like law, government, finance, business

a. Realistic
b. Investigative
c. Artistic
d. Social
e. Enterprising
f. Conventional

A

Enterprising

35
Q
A

Assessment of Individual Differences (5 decks)

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