week 8 educational testing Flashcards

Question

“Assessment” Domain of National Psychology Exam

Answer 1

Competent in administration, scoring, & interpretation of: 1. WAIS IV (Wechsler Adult Intelligence Scale) 2. WISC IV (Wechsler Intelligence Scale for Children)* 3. PAI, 2007 (Personality Assessment Inventory) 4. DASS (Depression, Anxiety and Stress Scale) 5. K-10 (Kessler-10) 6. SDQ (Strengths and Difficulties Questionnaire) *note new edition out (WISC-V) not yet updated

Answer 2

Aptitude: assessment of future learning potential Specific aptitude tests: E.g., Differential Aptitude Tests --Used for career guidance and school-to-career transition Specific vocational normative samples for individual subtests E.g., GAMSAT, UMAT used for selection for medicine and related degrees (e.g., dentistry) Aptitude tests tend to focus on informal learning or life experience (as opposed to achievement tests which focus on learning acquired through formal instruction)

Answer 3

General aptitude tests = intelligence tests - Tap fluid abilities more than crystallised - Used to assess intellectual impairment (II) & giftedness - -Diagnosis of II also requires significant interference with adaptive functioning

Answer 4

Assessment of past learning - Taps crystallised abilities more than fluid - Used to assess and diagnose learning disorders - --Often combined with aptitude (e.g., IQ) assessment using Patterns of Strengths and Weaknesses (PSW) assessment

Answer 5

Intelligence tests covered last week WPPSI WISC Stanford-Binet Both Aptitude and Achievement: Woodcock-Johnson-IV - Cognitive Abilities (Aptitude) - Achievement (Achievement) - Oral Language (useful for reading assessments)

Answer 6

More closely aligned with C-H-C model than Wechsler tests Provides scores on broad stratum abilities, based on subtest scores of underlying narrow abilities Provides more comprehensive assessment than WISC-V 10 subtests in standard battery, 18 subtests in extended battery Approx. 5 mins per subtest (approx. 60 mins for standard battery) Scoring and norms: M = 100, SD = 15 US norms: 2 – 99 years in US (not all subtests start at 2 years) Australian norms: 5 – 99 years

Answer 7

Used for assessment of learning disabilities To be useful need --Good psychometric properties ---Reliabilities > .90 for individual diagnosis Alignment with the DSM-V (or ICD-10) diagnostic criteria Alignment with theoretical models of achievement in those domains, e.g., theories of reading and reading development, theories of reading disability

Answer 8

Ideal if co-normed with general aptitude tests Wechsler Individual Achievement Test (WIAT-III) -Co-normed with WISC-V Woodcock Johnson IV- Test of Achievement (WJ-IV-ACH) --Co-normed with WJ-IV-COG Both WIAT-III and WJ-IV-Ach have Australian norms from 5 through to adulthood

Answer 9

11 Subtests in standard battery across four domains (Reading, Mathematics & Writing) 20 Subtests in extended battery Separate test WJ-IV that includes oral language (e.g., picture vocabulary) Can provide meaningful information to assist with diagnosis, eligibility for services, placement, and intervention decisions For university students/ adults: use to better understand the achievement levels of college students/adults, can be used in an assessment program for students with learning difficulties

Answer 10

16 Subtests across four domains (Reading, Mathematics, Written Language & Oral Language) Total achievement Oral Language Reading: total reading, basic reading, reading comprehension and fluency Written Expression Mathematics: Mathematics & maths fluency WIAT-III can provide meaningful information to assist with diagnosis, eligibility for services, placement, and intervention decisions For university students/ adults: use to better understand the achievement levels of college students/adults, can be used in an assessment program for students with learning difficulties

Answer 11

Word Reading: --*assess pre- reading (phonological awareness) and decoding skills Pseudoword Decoding *assess the ability to apply phonetic decoding skills Reading Comprehension *understanding of what is read Oral Reading Fluency * fluency and prosody

Answer 12

Numerical Operations *evaluate the ability to identify and write numbers Problem Solving *assess the ability to reason mathematically Fluency * fluency in solving addition, subtraction, and multiplication

Answer 13

Spelling * evaluate the ability to spell Alphabet Writing Fluency * ability write letters of the alphabet Sentence Composition * Measure the examinee’s writing skills Essay Composition * Measure the examinee’s writing skills at all levels of language

Answer 14

Listening Comprehension * measure the ability to listen to details Oral Expression * reflect a broad range of oral language activities

Answer 15

Important purpose of educational assessment Entry to gifted and talented programs, extension Entry to schools for specific needs E.g., Special Education (ID), Glenleighden (DLD), Sycamore School (ASD) Access to additional supports Verification for Educational Adjustment Program (http://education.qld.gov.au/students/disabilities/adjustment/verification/index.html) Intellectual impairment Educational accommodations, adjustments, accelerations in mainstream settings

Answer 16

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.

Answer 17

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.

Answer 18

1. School-based screening & assessment - -screening tests - -standardised tests - -teacher created tests - -NAPLAN 2. Checklists - -Completed by parents, teachers, peers and the students themselves (e.g., Sayler’s checklist of characteristics) 3. Achievement Tests - -Standardised tests as in school-based screening (Step 1) but at a level above the current grade of the student - -Achievement tests: e.g., WIAT, WJ-IV 4. Aptitude Tests IQ or cognitive assessment to provide information on a student’s potential to perform well academically - -establish level of giftedness and talent for appropriate provision - -determine suitability for accelerated or special placement.

Answer 19

A: Deficits in intellectual functions, 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 two SDs below the mean as a cut-off (i.e. 70 on typical IQ tests) B. Deficits in adaptive functioning….across multiple environments, such as home, school, work, and community. Assessment thus requires assessment of intellectual functioning (e.g., WISC-V) and adaptive behaviour across contexts (e.g., parent/teacher questionnaire measures such as VABS, ABAS)

Answer 20

Persistent difficulties with learning key academic skills e.g. reading, spelling, mathematics Difficulties are substantially and quantifiably below those expected for the individual’s chronological age Difficulties are not better accounted for by intellectual disabilities Not associated with normal developmental milestones and brain maturation Onset generally within the years of formal schooling, and disrupts the normal pattern of acquiring skills Difficulties are not transitory Not associated with lack of opportunity or inadequate instruction Persistence of > 6 months despite evidence-based intervention

Answer 21

Reading: 1. Inaccurate/ slow & effortful word reading 2. Difficulty understanding the meaning of what is read 3. Poor spelling Written Expression: 4. Poor written expression (grammatical or punctuation errors, ideas lack clarity, poor paragraph organization, or excessively poor handwriting). Mathematics: 5. Difficulties remembering number facts 6. Inaccurate/ slow arithmetic calculation 7. Ineffective/inaccurate mathematical reasoning

Answer 22

Structured interview Informant interviews (e.g., teacher) Cognitive Assessment (e.g., WISC-V) to assess whether difficulties are accounted for by intellectual impairment or low cognitive ability (e.g., bottom 10% although not ID) Achievement Test of specific areas of difficulty, e.g.: Weschler Individual Achievement Test (WIAT-III): co-normed with WISC-V Woodcock Johnson-IV, specific tests for reading, maths, comprehension and expression (co-normed with WJ-IV Achievement)

Answer 23

Need to understand how strengths and weaknesses may manifest in the classroom Draw upon student’s normative or personal strengths to compensate for weaker areas Weakness may be relative to other areas (personal weakness) or the population (normative weakness) Modifications: changes in age-appropriate grade level expectations Accommodations: special teaching and classroom assessment strategies, human supports or individualised equipment, required to enable a student to learn or demonstrate learning.

Answer 24

Instructional: Adjustments to teaching strategies required to enable the student to learn and to progress through the curriculum E.g., use of voice-to-text software Environmental: Changes or supports in the physical environment of the classroom or school, or both. E.g., Quiet study area Assessment: adjustments to assessment activities to enable student to demonstrate learning E.g., Extra time

Answer 25

Used by career counsellors, guidance officers, psychologists Holland (1992) hypothesises that interests are more an expression of personality than abilities And that work environments also have “personalities” Aim to find a good person-environment fit Hypothesised good fit = high job satisfaction

Answer 26

Holland developed a hexagonal model of 6 related “ideal” types Realistic, Investigative, artistic, social, enterprising, conventional Understand the personality of the person and the job based on their profile on these 6 types The distance between types indicate how theoretically similar they are Research supports either circular or hexagonal structure to vocational interests

Answer 27

Realistic- tend to be materialistic, value tangible assets - Occupations like trades, business owner, farming - Around 50% occupations Investigative- like analysing and solving problems, abstract concepts, do not like business activities -Occupations like STEM Artistic- value creativity, nonconformist, don’t like routine Occupations in fashion, media Social- like interacting with others, high sense ethics and social responsibility, impractical and don’t like manual labour Occupations like teaching, counselling, helping professions Enterprising- strong business orientation, like to organise & persuade others, value political & economic power, don’t like abstract ideas Occupations like government and industry leadership Conventional- like routine and structure, dislike ambiguity & vagary Occupations like accountants, secretaries, clerks

Answer 28

Holland developed the SDS to assess a person’s profile on the RIASEC types - Clients indicate which occupations they are interested in - Also asks about occupational daydreams (ideal occupations) and perceived competencies and abilities - Comes with work environment profiles for occupations to allow person-environment matching

Answer 29

Holland developed the SDS based on his theory Strong used empirical approach to develop SVII -He obtained interest statements from people in various occupations -RIASEC forms the most abstract level of scoring -25 basic interests -211 Occupational Scales -Considered the best measure of RIASEC types

Answer 30

Jane is a 6-year-old girl. Her school has recently queried whether she may be gifted, but have observed difficulties in spelling and anxiety What tests or assessments would I consider for Jane? Intellectual functioning: -WISC Academic achievement: especially spelling (e.g., WIAT subscale) Anxiety: e.g., teacher and/or parent checklist (e.g., Spence Anxiety Scale, BASC-III)

Answer 31

i think B) but confirm

Answer 32

D) CHC (I THINK = confirm