Achievement and Aptitude

What are the most common types of Standardized Achievement Test Categories?

1. Achievement Test Batteries 2. Diagnostic Achievement Tests 3. Individual Achievement Tests 4. Subject-Area Tests [Reference Table 9.1 / pg. 198-199 to see the differences between these achievement test categories]

What are the 2 Different Types of Score Interpretations regarding Standardized Tests?

1. Norm-Referenced Score Interpretation = an individual's test score is compared to the scores of the normative sample, which enables test users to estimate an individual's position relative to other test takers. 2. Criterion-Referenced Score Interpretation =an individual's test score is measured against a specific level of achievement. This usually involves a [cut off score] that the individual must achieve in order to demonsrate mastery of the content area.

What are some of the leading achievement test batteries in the United States?

1. Stanford Achievement Test, 10th Edition: Measures school achievement from kindergarten through grade 12. These 13 level tests are divided into three groups: (a) Stanford Early School Achievement Test (SESAT), (b) Standford Achivement Test, and (c) the Stanford Test of Academic Skills (TASK)

What are the universal features of standardized achievement tests?

1. Unifrom adminsitration 2. uniform scoring procedures 3. sound psychmetric qualities 4. nationwide percentiles 5. age or gender equivalent scores 6. normal curve equivalents (NCE's) 7. performance categories

What is the difference between [achievement] and [intelligence]?

Achievement = what one has already learned Intelligence = innate ability

What is the most popular standardized achievement test category?

Achievement Test Batteries [aka: survey achievement batteries]

What do Achievement Tests measure compared to Intelligence Tests?

Achievement Tests Measure: 1. What student has learned 2. Studying is believed to increase a score 3. Assesses specific information (i.e. reading, math, etc.) 4. Indirectly assesses the teacher Intelligence Tests Measure: 1. Ability 2. Performance of general verbal / nonverbal concepts 3. Assesses broad information 4. Studying does not increase a score

What are "standardized achievement tests"?

Commercially developed instruments that are sold to public schools or to other institutions, agencies, or qualified professionals. They are developed to cover broad content areas common to most U.S. schools. IN education, standardized achievement is used for the following purposes: 1. Establishes a student's present achievement level 2. Monitoring student achievement over time 3. Identifying a student's academic strengths and weaknesses 4. Screening students for placement or selection decisions 5. Evaluating instructional objectives and programs 6. Assisting with diagnosis of learning disabilities 7. Evaluating individuals for certification and licensure

What is the definition of "achievement"?

Success in a subject compared to what is expected at a given point in one's education.

What are Standardized Achievement Test Batteries?

These measure multiple achievements and are comprehensive tests that provide a general, overall measure of learning in several broad areas of the academic curriculum. They are comprised of a series of tests that assess major content areas, such as: reading, language, mathematics (and at the appropriate grade level) -- study skills, social studies, and science. Because achievement test batteries assess knowledge in broad content areas, each sub-test in a battery contains a fairly limited number of items, which restricts their value for identifying students with serious learning problems.

T/F: Group tests usually contain items that can be scored objectively, usually be a computer, which reduces or eliminates scoring errors commonly found in individually administered tests.

True

T/F: Most achievement test batteries are group administered and can be administered to more than one examinee at a time.

True

T/F: Woodcock Johnson Test of Achievement is an individual test of achivement

True

T/F: Individual and group standardized achievement tests are based on norms

True *Note: Some tests are specifically normed for (only) group administration or (only) individual administration

The Wide Range Achievement Test, Fourth Edition (WRAT-4) includes: a. Math Computation b. Listening Skills c. Sentence completion d. Scientific analysis

a. Math Computation

Individuals from diverse linguistic backgrounds or those experiencing language or communicative difficulties may be assessed using: a. Peabody Picture Vocabulary test b. KeyMath-3 Diagnostic Assessment c. Slossan Oral Reading Test d. Diagnostic Assessment of Reading

a. Peabody Picture Vocabulary test

According to the text, a major concern in testing young children before allowing entry into school is that: a. all children develop at different paces b. test materials may not be appropriate for assessing preschool populations c. there are high rates for positively skewed results from parent involvment d. there is low predictive validity of student sucess

a. all children develop at different paces

Most Achievement test batteries are: a. group adminsitered b. expensive to adminsiter c. individually adminsitered d. time consuming

a. group adminsitered

Lola has applied for a secretarial position. As part of the interview she will need to be tested on clerical aptitude; this test will assess all the following, EXCEPT: a. interpersonal skills b. checking skills c. coding skills d. verbal reasoning skills

a. interpersonal skills

The Armed Services Vocational Aptitude Battery (ASVAB) is an example of a(n) a. multiple aptitude test battery b. specialized aptitude test c. admissions test d. readiness test

a. multiple aptitude test battery

Individual achievement tests are often used as: a. screening instruments b. diagnostic instruments c. cognitive instruments d. learning instruments

a. screening instruments

Standardized Achievement tests are developed to cover: a. specific content areas b. Broad content areas c. specific objectives d. broad objectives

b. Broad content areas

This individual achievement test is developed to measure achievement in individuals as young as two (2) years old: a. Wechsler Individual Achievment Test b. Woodcock-Johnson III Tests of Achievment c. Peabody Individual Achievment Test d. Basic Achievement Skills Individual Screener

b. Woodcock-Johnson III Tests of Achievment

A concern in using the Bennett Mechanical Comprehension Test (BMCT) is that the test has: a. low external validity b. a history of gender bias c. a history of racial bias d. low construct validity

b. a history of gender bias

Which of the following best defines aptitude? a. individuals ability to complete a given task b. acquired ability to be good at something c. incapacity to be good at something d. the amount of effort focused on a given task.

b. acquired ability to be good at something

When assessing individuals' appreciation of great art, one of the main criticisms was that: a. beauty is constant across cultures b. great art is indefinable c. all art is great art d. only artists could assess great art

b. great art is indefinable

The ASVAB has evidence of criterion-related validity because: a. individual test results can be replicated b. it can be predictive of individual success in related programming c. it assesses expertise in related programming d. all questions related to the assessment topic

b. it can be predictive of individual success in related programming

Oscar is a carpenter whose business depends on his skill to build furniture. This skill involves precision, coordination, and strength, also known as: a. physiological ability b. psychomotor ability c. kinesthetic ability d. fine motor ability

b. psychomotor ability

The Purdue Pegboard Test assesses: a. balance b. spatial perception c. finger dexterity d. static strength

c. finger dexterity

All of the following are universal features of standardized tests EXCEPT: a. sound psychometric qualities b. nationally representative norm groups c. group administration d. uniform scoring procedures

c. group administration

Teacher-made schievment tests reflect: a. learning outcomes common to the majority of the US schools b. strong reliability of test scores c. learning objectives to a particular course d. Strong interpretation of test scores

c. learning objectives to a particular course

The main psychometric component used when examining the results of an admissions tests is: a. construct validity b. face validity c. predictive validity d. criteria related validity

c. predictive validity

The primary issue with high-stakes testing is that they are used to: a. diagnose students b. provide negative feedback to teachers and parents c. promote and retain students d. determine funding

c. promote and retain students

According to this chapter on assessment, high stakes testing increases: a. teen pregnancy b. school violence c. substance abuse d. school drop-out

d. school drop-out

Primary Purpose of Achievement test batteries?

to determine an individual's general standing in various subjects