Educational Assessment Methods PDF

Unit 3 I D E N T I F I C AT I O N A N D A S S E S S M E N T – P S Y C H O L O G I C A L A S S E S S M E N T S , S O C I O E M O T I O N A L A S S E S S M E N T S , A RT A N D D A I LY L I V I N G A S S E S S E M N T S What is an assessment? According to Gearheart and Gearheart (1990) assessment is:...

Unit 3 I D E N T I F I C AT I O N A N D A S S E S S M E N T – P S Y C H O L O G I C A L A S S E S S M E N T S , S O C I O E M O T I O N A L A S S E S S M E N T S , A RT A N D D A I LY L I V I N G A S S E S S E M N T S What is an assessment? According to Gearheart and Gearheart (1990) assessment is: ◦ A process that involves the systematic collection and interpretation of a wide variety of information on which to base intervention decisions and, when appropriate, classification and placement decisions. ◦ Assessment is primarily a problem-solving process. Why do we need to assess children? It helps the clinician to uncover the potentials, abilities and skills of the child and to provide many opportunities to develop them. Psychological testing of a child helps in diagnosis of a child with any kind of developmental disorder, emotional or behavioral disorder, or children with arrested mental development. Interests and capacities of the children can be tested to restructure the courses, reframe the curriculum and set up some possible alternatives for the child to choose, esp. among co-curricular activities. To help children in making choices and decisions during critical junctures of their life and to choose vocations, etc. Methods of Assessment Observation Interviews Portfolio assessment Case studies Administering psychological Tests Assessments of Learning Disability 1. Specific Learning Disability Battery by NIMHANS It was first developed by Kapur et al. (1991) to screen children with SLD. Consists of tests of reading, writing, spelling, and arithmetic abilities to identify children with disabilities in these areas There are two levels: Level I for children 5-7 years and Level II for 8- 12 years. Index of SLD comprises of : Attention test, Visuo-motor skills, Auditory and Visual Processing, Reading, writing, spelling and comprehension, Speech and Language, Arithmetic According to the NIMHANS SLD Battery a child is considered as having SLD when her/his performance is ‘functioning at 3 standards below the current class of the child. The NIMHANS Index of learning disability has high test- retest reliability and criterion validity (John et al., 2020) Scoring and interpretation Evaluated at 3 levels 1. successful level completion 2. Number of errors committed 3. Time taken for completing the level Note: 3minutes and upto 5 errors are allowed A score of 10 for successful completion of level and half a score deduction for every error committed and one score deduction for every one extra minute taken  2. Woodcock-Johnson Psycho- Educational Battery Revised (WJ-IV) Measuring Woodcock Johnson IV Tests of cognitive abilities, scholastic aptitud The battery is divided into Achievement are 22-section They are sometimes paired es, and achievement and is a two major areas: Tests achievement tests, which assess with an intelligence test to commonly used measure of of Cognitive Ability (WJ- both academic achievement qualify children for gifted children's achievement measuring COG) and Tests (what children have learned in and talented programs. various aspects of scholastic of Achievement (WJ-ACH). school) and cognitive ability. development. The national standardization involved The WJ-IV Standard has 7 over 7,000 people ranging The test is oral in format subtests and takes 60-90 It was published in 2014. in age from 2 to over 90 and almost conversational minutes to administer, but years old, including college in tone. the exam is not timed. & university undergraduate & graduate students. Subtests include Letter The Science, Social Studies Word Recognition (Reading The WJ-IV Standard can be & Humanities sections are Recognition), Passage administered year round now full-length tests rather Comprehension (Reading and will assess K-Graduate than only a part of the Comprehension), Applied grade level (>17.9) Academic Knowledge Math (Math), Spelling, equivalency. score. Science, Social Studies and Humanities.  WJ-IV ACH Subtests Letter Word Identification (Reading Recognition): This is an oral test of reading skills. The subject reads words aloud from an increasingly difficult vocabulary list. Pronunciation is assessed. Passage Comprehension (Reading Comprehension): This subtest measures the child's understanding of what was read.The child reads a sentence silently and then decides on a specific word needed in the blank to make the sentence complete. Vocabulary level increases throughout the section. Applied Problems (Mathematics): The examiner reads story problems to the child who also has them in the test book to read along. There is no multiple-choice response set. The child must be able to analyze, recognize the procedure to follow and calculate the answer.The problems do not require paper and pencil to calculate, but the child is allowed to use scratch paper. Spelling: The examiner dictates increasingly difficult spelling words to the child, who writes them down on the paper provided.Contextual sentences are provided. Science: This subtest measures the child's general encyclopedic knowledge in the content area of Science. Open-ended questions are read aloud and the child responds orally. Both reasoning and factual knowledge are needed to answer the items, but names and dates are not emphasized. Individual subtest scoring & a composite score of Academic Knowledge (combining Science, Social Studies & Humanities) are given. Social Studies: This subtest measures the child's general encyclopedic knowledge in the content area of Social Studies (History, Geography, Economics & Government). Open-ended questions are read aloud and the child responds orally. Both reasoning and factual knowledge are needed to answer the items, but names and dates are not emphasized. Individual subtest scoring & a composite score of Academic Knowledge (combining Science, Social Studies & Humanities) are given. Humanities: This subtest measures the child's general encyclopedic knowledge in the content area of Humanities (Literature, Art & Music). Open-ended questions are read aloud and the child responds orally.Both reasoning and factual knowledge are needed to answer the items, but names and dates are not emphasized. Individual subtest scoring & a composite score of Academic Knowledge (combining Science, Social Studies & Humanities) are given. Scoring The paper Test Record booklet has built-in “Scoring Tables” that allow examiners to quickly estimate age- and grade- equivalent scores; With the WJ-IV ACH, a computerized Score Summary is generated to obtain the most accurate scoring profile. The WJ- IV Standard yields Grade Equivalency & Percentile Scoring for each subtest area. A Brief Achievement score is given, which is a measure of Reading, Writing & Math. Reliability and validity Reliabilities of WJ IV ACH cluster scores (.92-.97) are higher than they are for individual tests and meet minimum expectations for scores used to make important decisions 3. Wide Range Achievement Test- IV ◦ Application from Kg – 12 ◦ Reading ◦ Sentence Comprehension ◦ Spelling words ◦ Mathematical calculations Wide Range Achievement Test 4 (WRAT4)-2006 Test Authors: Gary S. WRAT4 test series First published for use in Wilkinson, & Gary J. originated in the 1930’s 1946 Robertson. Widespread use in a variety of settings as measures of the basic academic skills necessary for effective Most recent edition, learning, communication, and thinking: WRAT4 was published in 2006 Reading Spelling words Mathematical calculations  Structure Two alternate forms (Blue Form and Green Form) Can be used interchangeably with comparable results Allows for retesting within short periods of time without practice effects Can also be administered together (Combined Form) for those interested in a more qualitative assessment and additional opportunity for performance observation  Subsets Word reading Measures letter and word decoding through letter identification and word recognition Sentence Measures an individual’s ability to gain meaning from words and to comprehend ideas and information contained in sentences through the use of a modified cloze technique. comprehension A cloze technique is one where a portion of a sentence or phrase is removed and must be provided by the examinee. E.g., My ____ likes a clean litter box. Measures an individual’s ability to perform basic mathematics computations through Math computation counting, identifying numbers, solving simple oral problems, and calculating written mathematics problems Spelling Measures an individual’s ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words Standardization Sample National standardization sample N≥3000 Stratification Variables: Age 5 through 94 Grades K – 12 Sample included students with disabilities (5%) Reliability Test-Retest Reliability Word Reading.86 Sentence Comprehension.78 Spelling.89 Math Computation.88 Time interval between testing: Within one month Basals and Ceilings: WRAT-4 Basal: Assumption: all items administered before the basal is scored as correct Ceiling: Assumption: all items administered after the ceiling is scored as incorrect. 5/10 rule: ◦ Basal = 5 in a row correct starting with first item administered ◦ Ceiling = 10 in a row incorrect ending with last item administered 5/7 rule: 5/10 rule but with ceiling = 7 in a row. Interpretation: Mean of 100, standard deviation of 15 Time Approximately 15 to 25 minutes for ◦ respondents in the 5 to 7 year age range. Approximately 35 to 45 minutes for ◦ respondents who are 8 years or older. Psychological assessments Some of the Common tests: ◦ Assesses One's general potential, independent of prior learning. ◦ Baley scale of infant abilities ◦ DASII ◦ Stanford-Binet test of intelligence-V, 2003 ◦ The Wechsler Intelligence Scale for Children (WISC-IV), 2003 ◦ Mallin’s Intelligence Scale for Children Assessment of Infant Ability Bayley scale of infant development – II ○ 1 month to 42 months ○ 30 items – orientation, emotion regulation, attention, motor quality (both motor and mental abilities) DASII- developmental assessment scale for Indian infants- ○ Motor scale ○ Mental scale Age group: 0- 36 months  STANDFORD BINET TEST Developed by Measures First individual To be Alferd Binet global learning Developed in intelligence administered in and Simon in capacity of an France scale person 1905 (first individual version) Introduced IQ- Tested on 4800 Verbal and non VIB IQ and MA/Chronologi 60 mins samples verbal format NVIB IQ cal age X100 Proved to be Full scale IQ valid and score reliable The Stanford-Binet Intelligence Scale: Fifth Edition (SB-V) Took over 7 years to develop Released in spring of 2003 Contains 10 subtests Hierarchical Structure of SB-V Scoring System  Five Factors Factor Name Brief Definition Fluid Reasoning Novel problem-solving; understanding of relationships that are not culturally bound Knowledge Skills & knowledge acquired by formal & informal education Quantitative Knowledge of mathematical thinking including number Reasoning concepts, estimation, problem-solving & measurement Visual-Spatial Ability to see patterns & relationships & spatial orientation Processing as well as the gestalt among diverse visual stimuli Working Cognitive process of temporarily storing & then Memory transforming or sorting information in memory  Administration of Test Takes approximately 1 hour to administer Begins with the “Object Series/Matrices” subtest, used to assess non-verbal fluid reasoning This subtest is also used as a “routing” test; the score on this test determines where the examiner begins testing on the remaining non-verbal subtests Has 36 items; uses coloured plastic shapes, toys, blocks, then matrices Examiner begins at “the estimated ability level of the examinee (usually the chronological age of the person)” Administration Next subtest administered is the Vocabulary subtest, used to assess Verbal Knowledge This subtest is used as a routing test for all of the remaining verbal subtests Starts with an identification of facial features, then toys, then pictures, then word definitions  The Tests Fluid Nonverbal Matrices Reasoning Verbal Analogies Knowledge Nonverbal Absurdities Verbal Vocabulary Quantitative Nonverbal Quant. Reasoning Reasoning Verbal Verbal Quant. Reas. Visual/Spatial Nonverbal Form Board Reasoning Verbal Positions & Directions Working Nonverbal Block Pattern Memory Memory Verbal Sentence Memory Psychometric Properties of SB-V Suitable for age range of 2 to 85+ years of age Range of possible scores runs from a low of 40 to a high of 160 Reliability Nonverbal Factor Full scale coefficients are as & verbal - scores -.90 follows: IQ -.98.95 to.96 to.92 Test-retest reliabilities range from low 0.7’s to high 0.9’s depending on age & testing interval  IQ Categories Measure IQ Range Category 145-160 Very gifted or highly advanced 130-144 Gifted or very advanced 120-129 Superior 110-119 High average 90-109 Average 80-89 Low average 70-79 Borderline impaired or delayed 55-69 Mildly impaired or delayed 40-54 Moderately impaired or delayed Malin’s Intelligence Scale for Indian Children (MISIC) Malin’s has been adapted from the American test WISC developed by Dr. David Wechsler. The Indian Scale has been constructed by Dr Arthur J. Malin of Nagpur. During adaptation, an almost total revision had to be made of the test, especially of the culturally biased verbal items. MISC is an intelligence test for children from the ages of 6 to 15 years 11 months. It is administered individually and takes about 2 to 2-1/2 hours The test comprises of 11 subtests divided into two groups: Verbal tests and Performance Tests.  Picture completion  Scoring and interpretation For scoring the test, the raw score After converting into TQs, To obtain full-scale IQ both Point Scale – MISIC uses the of all the subtests are totaled and concept of point scale. All the the average of each group the Verbal & Performance converted into the Test Quotients items of a given type are grouped (TQs) by means of the ‘T table’ in has to be added and found test totals are added and together in the increasing order of the manual. out separately. then divided for the average. difficulty. STANDARDIZATION SAMPLE Average of about 90 samples Reliability- MISIC was The point or raw score of Sample Size- for standardization were used for each level established with the test- each subtest are totaled and purpose over 1200 children were including boys and girls in a retest method and yielded a converted into TQs, which given full individual tests over a ratio of 20:30. Age norms are Pearson’s Product Moment period of 6 years and over 3000 are actually IQs. were sampled in subtest trial based on a 12-month correlation coefficient of runs. interval. 0.91 for full-scale IQ result. First published in 1949 Revised in 1974, 1991 The Wechsler Intelligence Scale for Children WISC-IV, published in 2003 (WISC) Latest version is WISC- V 2014  WISC-V The WISC-V is an individually administered, comprehensive clinical instrument for assessing the intelligence of children ages 6 -16.11years. The primary and secondary subtests are on a scaled score metric with a mean of 10 and a standard deviation (SD) of 3. These subtest scores range from 1 to 19, with scores between 8 and 12 typically considered average. The primary subtest scores contribute to the primary index scores, which represent intellectual functioning in five cognitive areas: Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), Fluid Reasoning Index (FRI), Working Memory Index (WMI), and the Processing Speed Index (PSI). This assessment also produces a Full Scale IQ (FSIQ) composite score that represents general intellectual ability. The primary index scores range from 45 to 155; the FSIQ ranges from 40 to 160. For both the primary index scores and the FSIQ, scores ranging from 90 to 109 are typically considered average. Ancillary index scores are also provided. The ancillary index scores represent cognitive abilities using different primary and secondary subtest groupings than do the primary index scores. The Primary and the secondary scales  Reliability: It is a highly reliable and valid tool Completion time: Core subtests: ~60 minutes Administration: Paper-and-pencil or digital Adaptive behavior tests / ART and daily living assessments / functional assessments Vineland Adaptive Behaviour Scale (VABS) Burks' Behavior Rating Scales (3 to 18 years)  The Vineland Adaptive Behavior Scales (VABS) (Vineland-3) The Vineland Adaptive Behavior Scale was developed in 1984 by psychologists Sara Sparrow, David Balla, and Domenic Cicchetti. Publication : 2016 Age: 0 – 90years Birth-90 years old: Interview and Parent/Caregiver Form. 3-21 years old: Teacher Form It is a standardized assessment tool that utilizes semi-structured interview to measure adaptive behavior and support the diagnosis of intellectual and developmental disabilities, autism, and developmental delays. It may be used to determine eligibility or qualification for special services, plan rehabilitation or intervention programs, and track and report progress. Items in each domain are placed in developmental order and rated on a 0, 1, 2, scale: -2 (Behavior is usually or habitually performed) -1 (sometimes or partly performed) -0 (never performed) A few items are rated 2 for Yes or 0 for No  Survey Interview Form -Comprehensive and Domain Levels -Semi-structured interview technique to elicit information about the examinee’s adaptive functioning from a parent or caregiver Parent/Caregiver Rating Form - Age ranges covered: birth-90+ -Comprehensive & Domain Levels -Asks about home and family-life behavior using a questionnaire format Teacher Rating Form - Age ranges covered: 3-21 - Comprehensive and Domain Levels - Collects a teacher’s experience with adaptive behavior in school, preschool, or in a structured daycare setting Scores can be entered directly into Q-Global software or manually entered later. Scoring can also be done manually. Burks Behavior Rating Scales The Burks Behavior Rating Scales, Second Edition (BBRS-2), was published in 2006 by Harold F. Burks Revision of The Burks Behavior Rating Scale (BBRS), which was developed in 1977. Norming Samples for Validity: 2,864 Non-referred children aged 4 to 18 years Parent and Teacher Report done for all children Reliability scores- 0.96 (Cronbach Alfa) Behavioral/Social/Emotional Domain 100 items answered on a 5 point Likert Scale There are seven scales to address child behavior Two forms: Parent Report and Teacher Report Test items are the same, but each form was normed separately Profile Sheets provide separate norms for rating the behavior for preschool aged children (4-6) and for rating behavior of children in grades 1-12 or from ages 6- 18.  1. Disruptive Behavior: 2. Attention and Impulse Poor Anger Control, Control Problems- The BBRS-2 Scales and Distrustfulness, Attention Deficits, Components Aggressive Tendencies, Impulsivity, Poor Reality Rebelliousness, Poor Contact Social Conformity 3. Emotional Problems- 4. Social Withdrawal- 5. Ability Deficits- Anxiousness, Self- Blame, Withdrawal, Social Cognitive Difficulties, Emotional Distress Isolation Academic Difficulties 6. Physical Deficits- Poor 7. Weak Self-Confidence- Dependency, Physical Stamina, Poor Coordination Poor Self-Esteem Diagnosis Criteria 60T to 70T is low to moderate clinical levels 70T and above are moderate to elevated clinical levels ADHD Attention & Impulse Control Scale Deficits in Attention Impulsivity Oppositional Defiant Disorder Disruptive Behavior Scale Poor Anger Control Aggressive Tendencies Poor Social Conformity