Week 8 Flashcards
…. 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
Educational Assessment
- might be initially performed by school counsellor, guidance officer, and then suggest referral to educational psychologist
… 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
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
Comparing students performance with other students (inter)nationally
- criterion approach
- normative approach
- ipsative approach
normative approach
- Comparing students performance with other students (inter)nationally
referencing students achievement against expectations or standards
- criterion approach
- normative approach
- ipsative approach
criterion approach
- referencing students achievement against expectations or standards
comparing students achievement with student’s past performance
- criterion approach
- normative approach
- ipsative approach
ipsative approach
- comparing students achievement with student’s past performance
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
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
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
Summative Assessment
- e.g. formal exam, final grade in course (pass/high distinction)
- Happens at the end of completion
Large-scale International Testing
- NAPLAN
- TIMSS
- PISA
- WJCOG
PISA = Programme for International Student Assessment
How are students tested for the Programme For International Student Assessment (PISA)?
A. In person test
B. Computerized test
C. A and B
B. Computerized test
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
writing literacy is not a core area
core areas…
- reading literacy
- mathematical literacy
- scientific literacy
- financial literacy (added in 2015)
in all PISA nations, girls significantly outperformed boys on…
- reading
- mathamatics
- writiting
- science
reading
In all PISA nations, girls significantly outperformed boys on reading,
In all PISA nations, boys significantly outperformed girls on…
- reading
- mathamatics
- writiting
- science
In all PISA nations, boys significantly outperformed girls on…
- mathamatics
What is a significant predictor of good perfomance for science on the PISA for woman
- Intelligence (g)
- Gender equality
- Western countries
- Reading literacy
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
NAPLAN tests attainment of …, rather than …
A. Educational milestones
B. Individual performance
C. Curriculum content
D. Group performace
Tests attainment of educational milestones, rather than curriculum content
General aptitude tests tend to tap into … or … more than …
- psychometric g
- fluid abilities
- crystallised
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
Achievement Tests tap into … abilities more than …
A. crystallised
B. fluid
Achievement Tests tap crystallised abilities more than fluid
Aptitude Tests = …, whereas Achievement Tests = …
- Past learning
- Future learning
Aptitude Tests = Future learning, whereas Achievement Tests = Past learning
- Past learning
- Future learning
Are aptitude or achievement tests used more?
- Aptitude tests
- Acheivment tests
- they are both used
We often use both aptitude and achievement tests, because you cant test one without the other
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
Why use Co-norming? 2 answers
- Saves money
- Face validity
- Construct validity
- Factorial validity
- Reliabily
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).
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)
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
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)
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.
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
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
…. students are those whose skills are above average in one or more areas of performance. Which includes …
- Specific abilities
- Talented
- Gifted
- Global talent
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
… 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
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
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
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
… requires intellectual functioning AND adaptive behaviour issues
- Intellectual Impairment (DSM-5)
- Specific Learning Disorder (DSM-5)
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
… is persistent difficulties with learning key academic skills, e.g. reading, spelling, mathematics.
a. Intellectual Impairment (DSM-5)
b. Specific Learning Disorder (DSM-5)
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
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. Realistic
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
social
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
Investigative
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
Artistic
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
Conventional
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
Enterprising
