Psychological Assessment in Education Contexts
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Questions and Answers

What is the primary focus of psycho-educational testing in school contexts?

  • Measuring emotional disturbances solely
  • Assessing cognitive abilities only
  • Evaluating sensory impairments exclusively
  • Identifying and delineating learning disabilities (correct)

Learning disabilities only refer to difficulties in reading and writing.

False (B)

What is the DSM's role in defining Learning Disorders?

The DSM categorizes and provides definitions for three types of Learning Disorders: reading, written expression, and mathematics.

A Specific Learning Disorder is a disorder in a basic psychological process underlying the understanding or use of __________.

<p>language</p> Signup and view all the answers

Match the terms with their definitions:

<p>Standardized Achievement Measures = Tests designed to assess academic skills Aptitude-Achievement Discrepancy = Analysis comparing cognitive ability with academic performance Learning Disorders = Disabilities that impede the learning of academic skills Comorbid Condition = The simultaneous presence of two or more disorders</p> Signup and view all the answers

Which of the following factors may impact a test taker's performance in assessments?

<p>Non-cognitive factors (B)</p> Signup and view all the answers

The Woodcock-Johnson IV is an achievement test that is co-normed with cognitive ability tests.

<p>True (A)</p> Signup and view all the answers

The assessment criteria indicate that learning difficulties must be substantially below those expected for an individual's __________.

<p>age</p> Signup and view all the answers

What is the primary purpose of diagnostic tests in education?

<p>To diagnose difficulties and plan suitable remediation (A)</p> Signup and view all the answers

Dynamic assessment evaluates potential ability through static testing methods.

<p>False (B)</p> Signup and view all the answers

What does the Kaufman Assessment Battery for Children focus on regarding information processing?

<p>Sequential and simultaneous information processing</p> Signup and view all the answers

The Woodcock-Johnson IV battery includes tests of cognitive ability and _________.

<p>achievement</p> Signup and view all the answers

Match the following test models with their primary focus:

<p>KABC-II = Sequential and simultaneous processing Woodcock Reading Mastery Test-R = Specific reading difficulties Woodcock-Johnson IV = Cognitive ability and achievement comparison Dynamic assessment = Effect of coaching on ability</p> Signup and view all the answers

Which of the following is NOT a purpose of achievement tests?

<p>Determining social skills (A)</p> Signup and view all the answers

The Connors Behavior Rating Scales heavily rely on self-reported data from students.

<p>False (B)</p> Signup and view all the answers

What is the purpose of achievement tests in education?

<p>To measure learning accomplishments and educational gains.</p> Signup and view all the answers

Achievement tests assess skills in areas including reading, writing, and __________.

<p>arithmetic</p> Signup and view all the answers

Match the following assessment tools with their primary use:

<p>Achievement Test = Measure educational accomplishments Behavior Rating Scale = Assess emotional and behavioral problems Standardized Test = Evaluate student performance against benchmarks Checklist = Identify specific skills or behaviors</p> Signup and view all the answers

What is a potential consequence of group-administered achievement tests?

<p>They may reduce validity if not administered properly. (C)</p> Signup and view all the answers

Standardized testing guarantees minimal competency levels for all students.

<p>False (B)</p> Signup and view all the answers

What is the connection between the Woodcock-Johnson IV Tests of Achievement and cognitive ability?

<p>They assess academic abilities in relation to cognitive skills.</p> Signup and view all the answers

The __________ Test of Basic Skills-Revised is commercially available for group testing.

<p>Canadian</p> Signup and view all the answers

Who primarily provides the information for behavioral assessments?

<p>Teachers and parents (C)</p> Signup and view all the answers

Which of the following is NOT a commonly used instrument for early childhood assessment?

<p>Metropolitan Readiness Test (A)</p> Signup and view all the answers

Early childhood assessments are good predictors of a child's future school performance and intelligence.

<p>False (B)</p> Signup and view all the answers

What does the acronym TELL stand for in the context of assessments?

<p>Test of Early Language and Literacy</p> Signup and view all the answers

The ____ test is a U.S. standardized test that assesses cognitive readiness for school.

<p>Metropolitan Readiness</p> Signup and view all the answers

Match the following assessments with their target age group:

<p>Brazelton Neonatal Behavioral Assessment Scale = Newborns Bayley Scales of Infant and Toddler Development = Infants and Toddlers TELL = Ages 3 - 8 Metropolitan Readiness Test = Preschoolers</p> Signup and view all the answers

Which factor might influence a child's school readiness besides cognitive skills?

<p>All of the above (D)</p> Signup and view all the answers

The Bayley-4 Screening Test is used for assessing children aged 0 to 3.

<p>False (B)</p> Signup and view all the answers

Why might early childhood tests have low test-retest reliability?

<p>Because development is rapid and uneven in very young children.</p> Signup and view all the answers

The Canadian Test of Basic Skills-Revised (CTBS-R) is aimed at children aged _____.

<p>3 - 8</p> Signup and view all the answers

Which of the following aspects is the Bayley Scales of Infant and Toddler Development primarily focused on?

<p>Cognitive and developmental milestones (D)</p> Signup and view all the answers

Flashcards

Learning Disability (narrow sense)

Inability to learn academic skills in a child with normal sensory, motor skills, intelligence, and background.

Specific Learning Disorder

A disorder impacting basic psychological processes for spoken or written language comprehension/use.

Learning Disability types

Reading, written expression, and math are commonly identified types in the DSM (Diagnostic and Statistical Manual).

Assessment Criterion

Academic skill difficulties must be significantly below age expectations and demonstrably impact daily life or job performance.

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Standardized Achievement Measures

Tools used to gauge academic skills, individually administered and validated.

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Aptitude-Achievement Discrepancy

Compares cognitive ability with academic achievement to find a significant difference, often used in assessment.

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Non-cognitive factors

Factors beyond intelligence impacting test performance (e.g., motivation, anxiety).

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Comorbid Learning Disability

A learning disability present alongside another condition, like ADHD.

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Achievement tests

Measure learning accomplishment for placement, admission, promotion, graduation, and learning disability identification.

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CBRS

Connors Behavior Rating Scales - Revised

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Group-administered tests (achievement)

Commercially available tests given to a group of students.

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Canadian Test of Basic Skills-Revised

A specific group test for K-12 students used to measure basic skills

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Provincial examinations

Tests administered by a province/state to assess foundational skills, and often tied to graduation.

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Wide Range Achievement Test - 5 (WRAT-5)

Measures reading, spelling, and arithmetic skills; provides grade-level equivalent, standard score, and percentile rank.

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Woodcock-Johnson IV Tests of Achievement

Psychologically-used achievement test covering multiple areas of learning.

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Learning Disability

A condition that affects a person's ability to learn and develop skills.

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Accountability in education

Pressure on schools to guarantee minimum competency levels in basic skills (reading, writing, arithmetic).

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Placement

Determining a student's appropriate educational level or program based on their skills.

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Dynamic Assessment

A method of evaluating potential ability with coaching or teaching. It assesses how a person improves with intervention.

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Diagnostic Test

A test designed to identify specific learning difficulties and pinpoint areas needing remediation.

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Psycho-Educational Test Battery

A set of tests used to diagnose learning problems, plan interventions, and compare ability with academic achievement.

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Kaufman Assessment Battery for Children (KABC-II)

A test based on the PASS model, measuring sequential and simultaneous processing abilities, with a co-normed achievement test for comparison.

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Woodcock-Johnson IV

A battery that includes both cognitive ability and achievement tests, allowing comparison between intelligence and academic performance.

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Early Childhood Assessments

Tests used to identify developmental delays or anomalies in very young children, often focusing on motor skills, language, and social-emotional development.

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Brazelton Neonatal Behavioral Assessment Scale

A widely used assessment tool for newborns, evaluating their physical and behavioral responses to stimuli.

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Bayley Scales of Infant and Toddler Development

Another popular assessment for infants and toddlers, measuring cognitive, language, motor, and socio-emotional development.

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Test-Retest Reliability in Early Childhood Assessments

The consistency of results when a test is administered to the same child at different times.

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Predictive Validity in Early Childhood Assessments

How well the test predicts future performance or outcomes.

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Cognitive Readiness for School

The skills and abilities a child needs to succeed in formal education, including language, numeracy, attention, and social-emotional skills.

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Metropolitan Readiness Test

A standardized test used in the U.S. to assess a child's readiness for kindergarten.

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Test of Early Language and Literacy (TELL)

A Canadian-developed test assessing language and literacy skills in children aged 3 to 8.

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Non-Cognitive Factors Affecting School Readiness

Factors beyond intelligence that can influence a child's success in school, like motivation, self-regulation, and socio-emotional skills.

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Assessing Non-Cognitive Factors

Involves observing a child's behavior, interactions with others, and their ability to manage their emotions.

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Study Notes

Psychological Assessment in Education Contexts

  • Early childhood assessments aim to identify developmental anomalies or delays.
  • These tests are not strong predictors of future intelligence or school performance, except in cases of identified impairment.
  • The Brazelton Neonatal Behavioral Assessment Scale and Bayley Scales of Infant and Toddler Development are commonly used.
  • Bayley-4 Screening Test: assessments include a variety of tests in A-Z format. Video resources are available for the Brazelton and Bayley scales.
  • Tests for this age group often have low test-retest reliability and predictive validity, due to rapid and uneven development in very young children.

Pre-school assessments

  • The Metropolitan Readiness test is an example of a U.S. standardized test used to assess children's cognitive readiness for school.
  • This test covers various achievements deemed crucial for success in school.
  • The Canadian Test of Basic Skills-Revised (CTBS-R) is a Canadian-developed test used for children aged 3-8.

Achievement tests for the school-aged

  • Achievement tests measure learning accomplishments, identifying potential learning disabilities and enabling professionals to tailor instruction for optimal learning.
  • General achievement tests: These instruments include group tests like that of the Canadian Test of Basic Skills-Revised.
  • Individually administered achievement tests such as Wide Range Achievement Test (WRAT-5) and Wechsler Individual Achievement Test - III (WIAT-III) are also utilized.

Other Assessment Tools in Educational Settings

  • Performance portfolios and authentic assessments assess a person's capacity for integration, application of information and processes, and skills
  • Assess a person’s ability and how well they handle a real-life challenge or complex problem.

Dynamic assessment

  • Dynamic assessment evaluates the effect of coaching, or tutoring to address the possibility of higher ability with support
  • Unlike static tests, it gauges potential and improvement through intervention.

Diagnostic tests

  • Diagnostic tests are used for identifying the source of difficulty in specific academic areas, such as reading or math.
  • They aim to pinpoint specific problem areas for more targeted and effective intervention.
  • Examples include the Woodcock Reading Mastery Test-R.

Key Education/Clinical Purposes of Psycho-Educational test batteries

  • Learning Disability Assessments - Identifying and assessing learning disabilities, which can involve a range of factors. Psychoeducational assessments are instrumental in identifying learning difficulties, which can encompass various underlying reasons, such as mental retardation, brain injury, sensory issues, socio-cultural background, and emotional disturbance among others..

  • Specific Learning Disorder (SLD) is characterized by difficulties in a basic psychological process involved in understanding or using language.

Intellectual Disability

  • Intellectual disability diagnosis requires deficits in intellectual functions (reasoning, problem-solving etc.) And adaptive functioning.
  • Adaptive functioning issues relate to social skills, daily living tasks and community interactions.
  • Adaptive function is assessed through the Vineland Adaptive Behavior Scales.

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Related Documents

Section 8 Assessment in Education Contexts Part Two Achievement OL PDF

Description

This quiz delves into psychological assessments used in early childhood education, focusing on the Brazelton and Bayley scales. It explores the significance of these assessments, their predictive validity, and the use of standardized tests like the Metropolitan Readiness test. Test reliability and implications for cognitive readiness are also discussed.

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