Types of Assessments Overview

Assessment Types

• 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.

Assessment Characteristics

• 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).

Types of Validity

• 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.

Cultural Considerations

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

Occupational Therapy Process

• 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.

Intervention Strategies

• 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.

Evaluation Emphasize

• Interpretation: Crucial aspect of pediatric evaluation.

Intervention Strategies and Models

• 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.

Models of Intervention

• 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.

Measurement and Data

• 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.

Additional Information

• PMI Strategy: Plus, Minus, Interesting.
• Motor control: How the central nervous system directs movements.
• Motor learning: Strategies for teaching movement.

Explore the various types and characteristics of assessments in this informative quiz. Learn about ipsative, norm-referenced, criterion-referenced, and more, along with essential concepts like validity and reliability. This quiz is ideal for students and professionals in the education and psychology fields.