SPED 3390-Exam 2
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Standardized Test
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a systematic procedure for comparing the behavior of two or more people
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Impetus for using standardized test
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-Immigration policies -World War I -World War II -Guidance movement >National Defense Education Act(1958) >Elementary and Secondary Act(1965)
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Classifications of Standardized Tests
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>Psychological or Educational >Norm-referenced or Criterion-referenced >General survey/screening or Diagnostic >Group administered or individually administered >domain being measured
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Assumptions underlying standardized assessment
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-person giving test is skilled -Error will always be present -acculturation of person taking test is comparable to norms -Behavior sampling is adequate amount and representative in area (large sample that measure what it says to measure) -present behavior is observed, whereas future behavior is only inferred
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Factors to consider when selecting a standardized test
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-who is being tested -purpose for testing -reference sources -technical adequacy
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Buros Institute of Mental Measurement
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most frequently used reference source
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Factors to consider when administering standardized test
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-establish rapport before testing -adhere to standardized procedures -group size -durration of test -eliminate distractions -providing encouragement
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Test may be discriminatory if...
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-non-English speaking student takes a test written in English -Measure based on values, beliefs, and other cultural heritage of the dominant american culture
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proposal for reducing bias in assessment
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-translate text to english -use interpreter -use culture-fair test -use culture specific test -use separate norms -modify testing procedures -moratorium on standardized test (all have issues)
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limitations of standardized test
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-findings are often overgeneralized -some tests are technically inadequate -child and administer/examiner variability
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Intelligence
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measure of scholastic aptitude
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Intelligence test
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-differences in present behavior -predict differences in future behavior
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limitations of intelligence test
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1. intelligence testing has been misused 2. IQ is limited in predicting success 3. IQ is limited in predicting non-academic skills 4. provides limited information 5. underlying responses are not measured 6. nonconventional responses are penalizes
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group administered intelligence test
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screening-produce low estimate of student's performance
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individually administered intelligence test
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eligibility decisions 1.general intelligence test that measures global intelligence 2.nonverbal measures
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global intelligence
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ability to cope with the world around them
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General Intelligence tests measuring Global intelligence
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-Wechsler Scales -WISC-IV -Woodcock-Johnson psychoeducational Battery-III
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Wechsler Scales
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-Wechsler preschool and primary scale of intelligence-third edition (WPPSI-III) -Wechsler intelligence scale for children-fourth edition(WISC-IV) -Wechsler Adult intelligence scale-third edition (WAIS-III) -Wechsler Abbreviated scale of intelligence (WASI)
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WISC-IV
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(mean=10 standard deviation=3 15 subtests grouped with 4 composite areas; 1.Verbal Comprehension (5 subtests) 2. Perceptual reasoning Index (4 subtests) 3.Working memory Index (3 subtest) 4.Processing speed Index (3 subtests) *some subtest are not used in scoring and are supplemental and can be used for extra information.They also can be used in place of other subtest when appropriate.
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WISC-IV scores
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1. subtests-scaled scores (mean-10, standard deviation=3) 2.Composite and FSIQ scores (mean=100, standard deviation=15)
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Interpreting IQ scores
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very high 130 & above superior 120-129 high average 110-119 average 90-109 low average 80-89 borderline 70-79 extremely low 69 & below
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Technical adequacy of WISC-IV
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Norms-good Reliability-good validity-adequate
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WJ-III test of cognitive abilities
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is a diagnostic system 1.General intellectual ability-Test of cognitive abilities(20 sub tests) 2.Academic Development-Test of achievement 3. each test contains a standard battery and an extended battery
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WJ-III Test of Cognitive abilities
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-10 standard, 10 extended a. 7 broad clusters b.standard subtest can be combined to for additional clusters c. supplemental subtests can also create additional clusters
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WJ-III scores
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1. age-grade equivalent 2. standard scores (mean=100, standard deviation=15) 3. relative performance Index (RPI) 4. computer score
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WJ-III Technical adequacy
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Norms, reliability, and adequacy are all good
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Assessment for special populations
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often carried out by one of three different practices: 1.adapt test items 2.use response-fair test 3.used test design for a standardized on special populations
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preferred measure
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Use test that are design and standardized on special populations A.response requirements are fair and reasonable B.use norms cautiously *there are very few of these tests and very few are up to date
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Test of Nonverbal Intelligence-3(TONI-3)
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a language free test that requires no listening, no speaking, or writing -test administered in pantomime -subject points to one of several responses
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what aspect of intelligence does TONI-3 measure?
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Abstract/Figural problem solving
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TONI 3 scores
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1. percentile ranks 2.TONI Quotients (mean=100, standard deviation=15)
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TONI-3 Technical adequacy
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Norms, reliability, and variability are all good
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when should TONI-3 not be administered?
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when a more global level of intelligence is appropriate
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Adaptive Behavior
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the way individuals adapt themselves to the requirements of their physical and social environment
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Adaptive Behavior(2)
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effectiveness or degree to which individuals meet the standards of personal independence and social responsibility expected of age and cultural group
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Adaptive behavior includes what three factors?
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Maturation, learning, social adjustments
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Maturation
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meet standards expected to age
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learning
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learn basic skills
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social adjustment
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participate in appropriate social group activities
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How does assessment of adaptive behavior differ from other domains?
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A. assesses how skills are used and how it is interpreted B. Examiner does not directly assess subject 1.interviews with parents 2.written questionare with teacher
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AAMR Adaptive Behavior Scale Residential and Community scale (2nd ed) school (2nd ed)
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A. divided in to two parts part 1-focus on independent functioning and daily living skills part 2-focus on maladaptive behaviors
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what two domains were deleted from the AAMR school?
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1. domestic activity from part 1 2. Sexual Behavior from part 2
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scores of AAMR are identical
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-percentiles -standard scores for each domain in part 1 and 2 (mean=10, standard deviation=3) -standard scores for each of five factors that underly items/domains (mean=100, standard deviation=15) -age equivalents available for part 1 -no adaptive behavior composite of total is available
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AAMR Residential and Community scale norms
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standardized on individuals with developmental disabilities stratified by living arrangements (i.e. living in a community or institutional setting)
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AAMR School scale norms
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used two sampling procedures -2,074 individuals with mental retardation ranging from 3 to 21 -1,254 individuals w/out mental retardation ranging from 3 to 18
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Reliability and Validity of AAMR
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adequate A. factor scores underlying domains more reliable than domain scores B.Support for criterion-related construct validity 1. content validity, especially for part 2, is troubling 2. many items in part 2 should not be considered maladaptive
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Academic skill multiple-skill devises
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Measure the extent to which a student has profited from educational and/or life experiences compared to others of the same age or grade
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what does special education assessment begins with?
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individually administered, norm-refferencedm survey/screening, multiple skill devices that access global academic performances
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Peabody Individual Achievement Test-Normative Update (PIAT-NU)
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used with students k-12th grade six content area subtests (three presented in multiple choice format, 3 require free response items) 1.general information 2.reading recognition 3.reading comprehension 4.mathmatics 5.spelling 6. written expression
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PIAT-NU scores for first 5 subtests
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1. age grade equivalents 2. standard scores (mean=100,standard deviation=15) 3. percentile ranks 4. stanines 5. normative curve equivalents two composite scores -total reading composite -total test composite
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Scores for written expression
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level 1- grade based stanines level 2-grade based stanines & developmental scaled scores (mean=8, standard deviation=approx 3) written language composite(optional)
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Technical adequacy of PIAT-NU
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Norms(must be proficient in English) 1. completed in conjunction with normative updating of the -Kaufman Test of Educational Achievement -Woodcock Reading Mastery test -KeyMath revised 2. Not all students in norm sample took all subtests (1/5 took each took each test & and proportions of the other subtests) -norms are outdates
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Reliability and Validity of PIAT-NU
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same as data from PIAT-R-not accurate
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WJ-III test of achievement
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-Part of a diagnostic system 22 achievement subtests(12 standard battery & 10 extended battery grouped into 5 curriculum areas: 1. Reading 2. oral language 3. mathematics 4. written language 5. academic knowledge *also a diagnostic system
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8 clusters of WJ-III test of achievement
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1. oral expression 2. listening and comprehension 3. basic reading skills 4. reading comprehension 5. phoneme/grapheme knowledge 6. math and calculation skills 7. math reasoning 8. written expression (covers all learning disabilities identified by IDEA)
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WJ-III test of achievement scores
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must be scored by computer program -age/grade equivalent -percentile ranks -standard scores(mean=100, standard deviation=15) -Relative Performance index (RPI)
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WJ-III test of achievement technical adequacy
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Norms, validity, and reliability are all adequate(.90 or higher) # of subjects in college level were selected incorrectly and pre school level were underrepresented
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Wechsler Individual achievement test-3rd edition (WIAT-III) subtests
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designed to be used for preK-12 between the ages 4-19 -WIAT-III consist of 16 subtest-measuring all areas of LD specified in IDEA 1. listening comprehension 2.Oral expression 3.early reading skills 4.word reading 5.pseudoword reading 6. reading comprehension 7. oral reading fluency 8.alphabet writing fluency 9. spelling 10. sentence completion 11. essay composition 12. math problem solving 13. numerical operations 14.math fluency-addition 15. math fluency-subtraction 16. math fluency-multiplication
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WIAT-III composites
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1. oral reading 2. total reading 3. basic reading 4. reading comprehension and fluency 5.written expression 6. mathematics 7. math fluency 8. total achievement
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WIAT-III types of scores
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-standard scores (mean=100, standard deviation=15) -percentile rank -age equivalent -as well as a curve equivalent and stanines
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Technical adequacy of WIAT-III
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-has representative norms -empirical support for validity (.80 or higher) -solid evidence for validity
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criterion validity
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correlated with other measures of intelligence
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What are three individually administered, criterion-referenced, diagnostic, multiple skill devices that assess global intelligence?
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1. Brigance Diagnostic Inventory of Early Development-revised 2. Brigance Comprehensive Inventory of Basic Skills-revised 3. Brigance Inventory of essential skills
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Brigance Diagnostic Inventory of Early Development -revised
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birth to age 7
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Brigance Comprehensive Inventory of Basic Skills-revised
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preK-9 -Elementary test clusters in five major areas 1. Readiness 2. oral language 3. reading 4. writing 5.mathmatics
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Brigance Inventory of essential skills
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grade 6-adult education -contains same types of items as CIBS-R, but skills are assessed at somewhat higher grade levels
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How are the three test highly similar in purpose and format?
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A. Primary purpose is to assess mastery of skills or concepts -not normed referenced comparison B. However some test on CIBS-R have been standardized
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Classifications of learning disabilities
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1. listening comprehension 2. oral expression 3. basic reading skills 4. reading comprehension 5.written expression 6. mathematics calculation 7. mathematics reasoning
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learning aptitude
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refers to an individuals capacity for altering behavior when presented with new information or experiences
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WPPSI-III age range
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2 years, 6 months - 7 years, 3months
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WISC-IV age range and frequency
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6 years - 16 years, 11 months *used most frequently is schools
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WAIS-III age range
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16-89 years of age
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WASI age range
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6-89 years of age -short but reliable -used for reevaluation every 3 years -not used initially
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diagnostic system
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-samples behaviors from more than one domain -benefit-it will provide more accurate comparison of intelligence b/c both domains were normed on same sample
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Short test tend to be more reliable than long ones(T/F)
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FALSE Long test tend to be more reliable than short ones
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what are the advantages and disadvantages of WJ-III
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advantage-provides us with a lot of information disadvantage- it can be overwhelming
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National Defense Education Act (1958)
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Cold war with Soviet Union, students were tested for GT in math and science because Soviet Union put a satellite in space before USA
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Elementary and Secondary School Act (1965)
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NCLB - congress gave money to test special education individuals to provide them with appropriate education
