Types of Assessments Overview

Ipsative assessment: Compares current performance against a person's past performance.
Norm-referenced assessment: Compares a student's performance to a sample of similar students.
Criterion-referenced assessment: Compares a student's performance against a predefined standard.
Standardized assessment: Follows a standardized approach and protocol for administration and scoring.
Non-standardized assessment: Lacks formal instructions for administration and scoring.

Bell Curve: Allows comparison of a client's performance on assessments to average performance.
Central Tendency: The midpoint of a group's distribution.
Validity: Measures how well a test measures what it is intended to measure.
Reliability: The reproducibility of test results and the degree to which results aren't due to error.
Intrarater reliability: One rater, multiple trials.
Interrater reliability: Multiple raters, one client.
Internal consistency: Agreement between items of a test measuring a trait (e.g., split-halves, alternate forms, Cronbach's alpha).

Face validity: The measure seems to test what it intends and its items seem reasonable.
Content validity: The measure covers a representative sample of the area it is meant to measure.
Construct validity: Assesses whether the test measures the theoretical components underlying the concept.
Convergent validity: Agreement between two measures of the same construct.
Discriminant validity: Disagreement between measures of different constructs.
Criterion validity: Results can substitute for an established criterion test.
Concurrent validity: Criterion and target tests given simultaneously; results agree.
Predictive validity: Target test outcome predicts a future outcome.
Ecological validity: Results can be generalized to real-world situations.

Standardized assessment bias: Most standardized tests are predominantly based on white, middle-class populations.

OT Process Components: Evaluation, intervention, re-evaluation, outcomes; the central focus is always occupation.
Screening: Checks for deficits or the need for a full OT evaluation.
Assessment: Gathering measurable data for intervention planning (standardized or non-standardized).
Evaluation: Gathering and analyzing information to plan interventions.

Grading up/down: Adjusting activity difficulty to fit the client's needs.
Activity analysis: Understanding the properties of an activity.
Client-focused activity analysis: Individualized analysis of how a person performs activities in real-life situations.
Interview strategies: Mode shifting to gather perspectives from multiple parties (e.g., parent, child).
Observational strategies: Observing behaviors, reactions, and responses to understand interpersonal characteristics in young children.

Occupation as a means/occupation as an end: Activities are used to move towards the outcome (occupation as a means) or the activity is the final goal (occupation as an end).
COAST goal: Client, Occupation, Assistance level, Specific condition, Timeline (FREQUENCY is added as the “little F”).
S, O, A, P: Subjective, Objective, Assessment (combining S & O), Plan; used for documenting client progress.
Re-evaluation: Analysis of client response to intervention.
Outcomes: Identified results/effects of OT intervention.
Evidence-based practice (EBP): Utilizing research, therapist experience, client preference, and theory.
OTPIM: Occupational Performance, Treatment, and Intervention Model; guides quality OT services.

Bottom-up: Body functions -> occupational performance.
Top-down: Occupational performance -> occupations -> performance analysis -> occupational elements and performance transactions.
Top-to-bottom-up: Client concerns -> occupations -> body functions -> speculating on performance impacts.
Compensatory model: Compensating for decreased performance.
Educational & teaching model: Sharing knowledge and skills for improved occupational performance and adaptation strategies.
Acquisitional model: Acquiring, redeveloping, or maintaining skills for optimal performance.
Restorative model: Restoring underlying impairments.
Preparatory model: Preparing for occupations through tasks/exercises.
Remediation approach: Enhancing client factors to improve performance.
Mixed models approach: Combining two or more intervention strategies.

Minimal Detectable Change (MDC): Amount of change exceeding the standard error of measurement.
Confidence Interval (CI): Range likely including the true value.
Standard Error of Measurement (SEM): Statistical measure of the expected error range for test scores.
Correlation coefficient: Statistical measure of the relationship between two things (-1 to +1)
Minimal Clinical Importance Difference: Smallest beneficial score difference for patients.
Normative sample: A group used for identifying performance standards.
Percentile score: Percentage of individuals scoring at or below a given score.
Rasch score: Linear scale ranking items based on difficulty.
Standard score: Score showing position relative to the mean, based on SD.
Benchmarks: Long-term goals broken down into smaller steps.