Psychological Testing and Assessment (Cohen) Chapter 10: Assessment for Education.

• Common Core State Standards


  A set of standards that describe knowledge and skills that students need for success in college and careers.
• PARCC

  Partnership for Assessment or Readiness for College Careers
• Specific Learning Disability


  a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations
• Response to Intervention Model


  A multilevel prevention framework applied in educational settings that is designed to maximize student achievement through the use of data that identifies students at risk for poor learning outcomes combined with evidence-based intervention and teaching that is adjusted on the basis of student responsiveness.
• First Level


  RTI Model Level : Classroom environment wherein all students are being taught whatever it is that the teacher is teaching
• Second Level


  RTI Model Level: Intervention in which a small group of learners who have failed to make adequate progress.
• Third Level


  RTI Model Level: Individually tailored and administered instruction for students who have failed to respond to the other levels of intervention
• Problem Solving Model


  the use of interventions tailored to students' individual needs that are selected by a multidisciplinary team of school professionals
• Integrative Assessment


  used to describe a multidisciplinary approach to evaluation that assimilates input from relevant sources
• Learning Potential Assessment Device (LPAD)


  Designed by Feuerstain.

  A teaching procedure that allows the teacher to test the student's reasoning ability and cognitive functions. Instead of focusing on quantifiable answers, this method aims at improving the student's problem-solving skills.
• Dynamic Assessment


  -used in any age

  -departs from reliance on and can be contrasted to fixed tests or static tests

  - Exploring learning potential that is based on a test intervention retest model

  - Goal may be to do everything in their power to help the testaker master material in preparation for retesting

  - depending upon the assessors particular approach to dynamic assessment variations may be introduced into the assessment that is designed to understand or remediate the obstacles to learning

  - consistent with the response to intervention model.
• Achievement Tests


  tests designed to assess what a person has learned.

  
  

  May be standardized or not at all

  
  

  adequately samples the targeted subject matter and reliably gauges the extent to which the examinees have learned it.

  
  

  It may be used as placements in a particular class

  
  

  Can also be used in

  - Advancement

  -Gauging Quality of instruction

  -Screen difficulty

  -identify areas that may require remediation
• Sequential Test of Educational Progress (STEP)

  Measure of General Achievement

  
  

  
  

  used from Kinder to Grade 12

  
  

  Includes achievement subtest in reading, vocab, math, writing, study skills, science, social studies as well as behavior inventory, educational environment questionnaire and activities inventory.
• Locator Tests


  Routing tests, pretests administered to determine the level of the actual test most appropriate for administration
• Cooperative Achievement Test


  Measure of Specific Subject areas

  
  

  series of separate achievement tests in areas as diverse as english math literature social studies science and foreign language
• Proficiency Examination Program (PEP


  another service designed to assess achievement and skills learned outside the classroom.
• Adult Basic Learning Examination


  a test intended for use with examinees age 17 and older who have not completed 8 years of formalized schooling.
• Curriculum-Based Assessment

  Assessment of information acquired from teachings at school
• Curriculum Based Measurement


  a type of CBA that is characterized by the use of standardized measurement procedures to derive local norms to be used in the evaluation of student performance on curriculum based tasks.
• Prognostic Tests

  aptitude tests are also called _____ which are typically used to make predictions
• Aptitude Tests


  focus more on informal learning or life experiences

  a test designed to predict a person's future performance; aptitude is the capacity to learn

  
  

  -tend to draw on a broader fund of information and abilities and may be used to predict a wider variety of variable
• Readiness Test


  refers to the physical, personality and other factors that are judged necessary for a child to be ready to learn
• Checklist

  A questionnaire formatted to allow a person to mark items indicative of information such as the presence or absence of a specified behavior, thought, event, or circumstance
• Rating Scale


  A form completed by an evaluator to make a judgment of relative standing with a regard to a specified variable or list of variables
• Apgar Number


  a score on a rating scale developed by physician Virginia Apgar who saw a need for a simple rapid method of evaluating newborn infants and determining what immediate action if any is necessary
• Informal Evaluation


  typically nonsystematic assessment that leads to the formation of an opinion or attitude conducted by any person in any way for any reason in an unofficial context that is not subject to ethics or other standards of an evaluation by a professional
• WPPSI-III and SB5


  Test used to gauge developmental strengths and weaknesses by sampling children's performance in cognitive, motor, and social/behavioral content areas.

  
  

  such tests can predict future intellectual ability because they measure developmental precursors to such ability others have insisted that performance on such tests at best reflects the infants physical and neuropsychological intactness.
• Temperament, Language skills, environment, parenting and caregiving


  In pre school levels: Interviews, case history, portfolio evaluation, and role play methos are instruments to measure ________, ________, _________, ________
• MRT 6 (Metropolitan readiness Text 6ed)


  a test battery that assesses the development of the reading and mathematics skills important in the early stages of formal school learning
• SAT


  Scholastic Assessment Test; provided by the College Board, used to determine qualification to enter college.

  
  

  a work in progress
• ACT Assessment

  measures high school students' general educational development and their capability to complete college-level work with the multiple choice tests covering four skill areas: English, mathematics, reading, and science.

  
  

  
  

  scores on this test may be predictive of creativity as well as academic success
• Evaluative information


  typically applied to tests or test data that are used to make judgments
• diagnostic information


  Are used in educational context and is typically applied to tests or test data used to pinpoint a student's difficulty usually for remedial purposes
• Woodcock Reading Mastery Test-Revised


  used for children as young as 4.5 to adults as old as 80

  
  

  measures letter-name knowledge in different fonts.
• Diagnostic tests


  tool used to identify areas of deficit to be targeted for intervention

  
  

  do not necessarily provide information that will answer questions concerning why a learning difficult exists

  
  

  are administered to students who have already demonstrated their problem with a particular subject re through their poor performance either in the classroom or on some achievement test

  
  

  simpler items than achievement tests designed for use with members of the same grade
• Letter Identification


  Items in the WRMT-III: measure the ability to name letters presented in different forms (cursive and printed)
• Word Identification


  Items in the WRMT-III: words in isolation arranged in order of increasing difficult , the student is asked to read each word aloud.
• Word Attack


  Items in the WRMT-III: Nonsense syllables that incorporate phonetic as well as structural analysis skills

  
  

  the student is asked to pronounce each nonsense syllable
• Passage Comprehension


  Items in the WRMT-III: Phrases, sentences or short paragraphs, read silently in which a word is missing.
• KeyMath 3 Diagnostic Assessment (KeyMath 3 DA)


  A single-subject comprehensive assessment of mathematical concepts and skills. It is designed for children and young adults between the ages of 5-22 and takes 35-50 minutes to deliver.