Weel 5: Educational testing Flashcards

(50 cards)

1
Q

What are the two main types of testing done in education?

A
  • achievement tests

- aptitude tests

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2
Q

Describe achievement tests

A

Assesses past learning

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3
Q

Describe aptitude tests

A

Assess future learning potential

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4
Q

What are the two roles of testing in education?

A
  • summative assessment

- formative assessment

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5
Q

Summative assessment

A

Purely evaluative, e.g. an exam testing what you have learnt

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6
Q

Formative assessment

A

Aimed at facilitating learning as well as evaluating it

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7
Q

Describe the Wechsler Achievement Test

A
  • has domains with subtests informing them
  • looks at how well people have learnt stuff from school
  • compatible with and standardised with the WISC
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8
Q

List the WIAT Composites

A
  • reading
  • mathematics
  • written language
  • oral language
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9
Q

WIAT reading subtests

A
  • word reading
  • pseudoword decoding
  • reading comprehension
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10
Q

WIAT mathematics subtests

A
  • numerical operations

- math reasoning

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11
Q

WIAT written language subtests

A
  • spelling

- written expression

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12
Q

What does the PISA do?

A

Benchmarks different countries around the world in terms of educational achievement

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13
Q

What does NAPLAN do?

A
  • assesses students in Australia

- gives a national standard for Australian schools for how they’re tracking

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14
Q

What are the three specifiers for Learning Disorder?

A
  • reading
  • written expression
  • mathematics
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15
Q

What are the reading specifiers?

A
  • word reading accuracy
  • reading rate or fluency
  • reading comprehension
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16
Q

What are the written expression specifiers?

A
  • spelling accuracy
  • grammar and punctuation accuracy
  • clarity or organisation or written expression
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17
Q

What are the mathematic specifiers?

A
  • number sense
  • memorisation of maths facts
  • accurate or fluent calculation
  • accurate maths reasoning
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18
Q

Briefly describe the National Reading Panel study

A
  • examined 100,000 studies

- found that effective teaching was the most critical factor in child success

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19
Q

What are the five vital themes in effective reading programs?

A
  • phonemic awareness
  • phonics
  • fluency
  • vocabulary
  • comprehension
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20
Q

Phonemic awareness

A

The ability to hear and identify individual sounds in spoken words; the awareness that the spoken word can be broken down into its smallest constituent sounds

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21
Q

Phoneme

A

The smallest unit of sound

22
Q

Morpheme

A

Individual units of meaning in words

23
Q

Phonics

A

The relationship between the letters of written language and the sounds of spoken language

24
Q

Fluency

A

The capacity to read texts accurately, but also quickly

25
Vocabulary
All the words students must know to communicate effectively
26
Comprehension
The ability to understand what was read
27
What is the best way to teach phonics/reading?
- structured phonics | - teach all letter sounds and how to blend them together and break them apart
28
Describe Adams (1990) findings
Disadvantaged children had only 180 hours of reading at school entry compared to 3750 of professional families
29
Describe Hart & Risley (2003)'s findings
- parents with professional jobs spoke about 2,000 words an hour to toddlers - working class parents 1,200 an hour - welfare 600 words an hour - by age 3, children on welfare will have heard 30 million fewer words than children of professional families
30
Signs of a good reader
- able to figure out speech sounds - able to link sound with letter - able to see larger chunks of print - able to recognise a new printed word after only a few exposures - able to recognise words with fluency - able to focus on meaning because no longer glued to print - able to comprehend words, sentences
31
Characteristics of poor readers
- over reliance on context and guessing - more attention given to decoding rather than meaning - source of reading comprehension problems is poor word recognition - slow and effortful reading - still glued to print
32
Automaticity
Innate demonstration of ability, e.g. instantly matching sound and reading
33
Describe the critical role of phonics
- leads to whole word recognition | - about 40% of students need us to teach it rather than figure it out themselves
34
Describe the relationship between fluency and reading
- reading words quickly and accurately increases reading comprehension - mental energies can be put into decoding the meaning of words
35
List some educational achievement tests (WBCATSK)
- woodcock reading mastery tests - brigance comprehensive inventory of essential skills - comprehensive test of phonological processing - AIMS letter sound fluency test - test of word reading efficiency - south australian spelling test - keymath tests
36
Describe behavioural assessment
- evaluates child's thoughts, feelings and behaviours in specific settings
37
The ABCs of assessment
Observe the antecedents, behaviours, and consequences of these behaviours
38
Describe behaviour analysis/functional analysis of behaviour
Aims to identify as many potentially contributing factors as possible to understand which ones are most important and could be changed
39
Describe behavioural observation and recording
- uses baseline data to provide ongoing information - recordings could be done by parents - may not be accurate if they know they are being watched - clinician could also set up a role play simulation
40
What are some of the causes of common behaviour problems?
- learning from others - antecedents - ineffective punishment - how parents feel
41
How do children learn misbehaviour?
- accidental rewards - escalation traps - watching others
42
How can antecedents influence compliance?
- poor instructions - body language - emotional messages
43
How can ineffective punishment lead to misbehaviour?
- no back up consequence - given in anger - inconsistent between parents
44
Describe Patterson's family coercion theory
Children of coercive parents learn to use aggressive, non compliant defiant behaviours to terminate parents aversive behaviours and coerce reinforcement from parents
45
Describe standardised reports (behavioural assessment)
- often allow for a childs behaviour to be compared to normative samples - economical to administer and score - lack of agreement between informants is relatively common - child behaviour checklist used cross culturally and gives clinicians a useful profile
46
Describe the Child Behaviour Checklist
- most commonly used - multiple forms covering ages 1.5-5 and 6-18 - multiple forms for parents, teachers and youth - scales covering 8 (7) areas, internalising, externalising, and total scores
47
Describe the structure of the Child Behaviour Checklist
- answered on a 3 point likert | - 120 items in parent and teacher forms and 119 in youth
48
Describe the scoring of the Child Behaviour Checklist
- total raw scores calculated for each scale and total behaviour - these can be converted to T scores - scores plotted on profile sheets - profile sheets indicate normal, borderline and clinical ranges
49
What are the goals of behavioural interventions for children and parents?
- teach behaviour management skills - educate regarding normative development - train parents to help their children in the future - increase the quality of the parent child relationship
50
Learning disorder difficulties
- written expression - spelling - slow reading - comprehension - number sense - mathematical reasoning