Test #2
Aptitude Test (IMPORTANT!!!!!!!)
measure the cognitive abilities that individuals accumulate as the result of overall life experiences.
V Index
nonsensical items
Standford achievement and intelligence scales
same as EVERYTHING ****ING ELSE
L index
identify "social desirability" response set
F Index
items that are "infrequently" endorsed
Theodore Simon
was a French psychologist who worked with Alfred Binet to develop the Binet-Simon scale, one of the most widely used scales in the world to measure a person's intelligence.
Iowa Test of Basic Skills
Arithmetic, Reading, Writing For use from kindergarten through Grade 8 Assesses content in Reading, Language Arts, Mathematics, Science, Social Studies, and Sources of Information Available in different formats for different applications Can be paired with the Cognitive Abilities Test (GogAT), Form 6 a measure of general and specific cognitive skills For use from Grades 9 through 12 Designed to measure the long-term goals of secondary education
Riverside Publishing
Cognitive Abilities Test (CogAT) For use from kindergarten through Grade 12 Verbal, quantitative, and nonverbal battery scores are provided along with an overall composite score. When given with the Iowa Tests of Basic Skills or Iowa Tests of Educational Development, the CogAT provides predicted achievement scores.
Speed Test
Concerned with speed/time Ex: Multiplication tables in elementary school. how many problems can you solve in a fixed amount of time. Normally a fixed amount of time but also how long things take How many you can get right in a specific amount of time
Personality
Consistent patterns of thoughts feelings, and behaviors In assessment looks at your emotions, motivation, and interpersonal characteristics (social skills, communication skills) Complex and multidemensional
Selected Response Test
Pick an answer (multiple choice)
Achievement Test
Measure test performance after receiving instruction
ZZZZZ Extra Credit Points For Exam
Monday March 14 = 2 points Monday April 11 = 1 Point
Pearson
Stanford Achievement Test Series - Tenth Edition (Stanford 10) Used from kindergarten through Grade 12 Assesses content in Reading, Mathematics, Language, Spelling, Listening, Science, and Social Science Available in a variety of forms, including abbreviated and complete batteries Can be administered with the Otis-Lennon School Ability Test - Eighth Edition (OLSAT-8)
Fourth addition (WISC)
Subtests: Arithmetic Block design Cancellation Coding Comprehension Digit Span Information Letter-number sequencing Matrix Reasoning Picture Completion Picture concepts Similaries Symbol Search Vocabulary Word Reasoning Four index scores: Verbal comprehenaion Index (VCI) Perception Reasioning Index (PRI) Working Memory Index (WMI) Processing Speed Index (PSI)
Test of Cognitive Skills
Grades 2-12 Measures verbal, nonverbal, and memory abilities
Second addition (WISC)
Norm referenced achievement test Subtests: Reading Composite Math Composite Written Language Composite Oral Language composite
Objective Testing
Has one true correct answer More efficient for reliability Ex: Multiple choice
Behavior Assessment System for Children - Self-Report of Personality (SRP)
A component of the Behavior Assessment System for Children (BASC-2) Three forms of the SRP One for children 8-11 years One for adolescents 12-18 years A third version, the SRP-I (for interview), is standardized as an interview version for ages 6 and 7 years Contains brief descriptive statements. Marked: True/False to some questions Never, Sometimes, Often, or Almost Always to other questions Produces five composite scores: Inattention/Hyperactivity Internalizing Problems School Problems Personal Adjustment Emotional Symptoms Index (ESI)
Achievement Test (IMPORTANT!!!!!!!)
A test designed to assess an examinee's knowledge or skills in a content domain in which one has received instruction Measures what has been learned as the result of instruction.
Standardized Test
A test that is administered, scored, and interpreted in a standard manner The goal is to ensure that testing conditions are as nearly the same as possible for all individuals
Validity
Accuracy of interpretation of test scores Is it measuring what it's suppose to measure
Distractor Analysis
Allows you to examine how many examinees in the top and bottom groups selected each option on a multiple choice item Effective distractor: *Selected by some examinees *Attract more examinees in the bottom group than the top group Etc.
Distractors
An another thats possible but not the right/best correct answer. Trying to make sure people aren't guessing.
Item Total Correlation Coefficient
Item discrimination can also be examined by correlating performance on the items (scored as either 0 or 1) with the total test score Item total correlations are usually calculated using the point-biserial correlation (best method used to calculate) The coefficient number that you get that tells you the large the number the more effect the item/assessment is. Tells if it is valid or reliable.
Aptitude Test
Based on skills, knowledge, experience
Aptitude-Achievement Discrepancies
Compare performance on an aptitude test with performance on an achievement test Normally individuals' achievement scores are commensurate with their aptitude scores. If achievement is below aptitude, this may be cause for concern (e.g., learning disability). Reliance on aptitude-achievement discrepancies is the focus of considerable debate. IDEA 2004 holds that aptitude-achievement discrepancies are no longer required for the identification of a learning disability. Other state, local, federal, and private agencies continue to require such a discrepancy as does the DSM-IV-TR.
Alfred Binet
Created the first intelligence tests
Validity Scale
Designed to detect individuals who are not responding in an accurate manner For example, Behavior Assessment System for Children - Self-Report of Personality
Mental Retardation IMPORTANT!!!!!!!!!!!!!!!
Diagnosis of mental retardation has three major prongs: -Performance on an individually administered test of intelligence 2 or more SD below the mean -Significant deficits in adaptive behavior -Deficiencies emerged BEFORE THE AGE OF 18
Terranova Pay attention to 2nd addition
For use from kindergarten through Grade 12 Combines selected-response and constructed-response items Assesses content in Reading/Language Arts, Mathematics, Science, and Social Studies An expanded version is available Can be paired with the Test of Cognitive Skills - Second Edition (TCS/2) Comprehensive modular achievement battery For use from kindergarten through Grade 12 Assesses content in Reading/Language Arts, Mathematics, Science, and Social Studies An expanded version is available Can be paired with InView, a measure of cognitive abilities
Group Testing
Group Administered Efficient way to collect information about student achievement Popular in school settings Group administered IQ and aptitude tests are common. Largely due to the efficiency of these tests Group aptitude/intelligence measures need to be interpreted by appropriately trained professionals. The most widely used group aptitude/intelligence tests in school and clinical settings are produced and distributed by three publishers. Other positive attributes: *Typically involve more uniform testing conditions than individual tests *Frequently involve items that can be scored objectively, often even by a computer Large standardization or normative samples Limitations: *Group-testing provides little personal contact with the individual examinees *May be limited to selected-response items Lack of flexibility in administration
Subjective Testing
Ex: Essay
Objective Response
Ex: Multiple choice
Criterion Referenced Tests
Ex: Passing a drivers test Mastery tests Common to have P values as high as 0.90
NEO Personality Inventory
Exemplifies the five-factor model 240-item inventory based largely on the results of factor analytic studies Produces five domain scores: Neuroticism Extraversion Openness Agreeableness Conscientious
Item Discrimination
How well an item differentiates among test takers who differ on the construct being measured Reflectes an items ability... etc. One approach is to admoster the test to two groups: one group that has received istruction and one that has not Formula: D= Pinstruction - Pno instruction Another approach is administering the test to the same sample twice, once before instruction and once after instruction. Formula: D= Pposttest - Ppretest Limitations: *requires that the test be used as both a pretest and posttest *may involve carryover effects Use item difficulty values based on the test takers who reached the mastery cut off score (mastery group) and those who'd not reach mastery (non mastery group) Formula: D= Pmastery - P nonmastery *can be calculated based on the data from one test administration with one sample
Intelligent Test
IQ test: quantifying
Individual Testing
Individually Administered
Intelligence Tests
Intelligence tests have historically been the most popular ability tests. Psychometrically the best of all tests
Projective Personality Tests
Involves the presentation of ambiguous stimuli that elicit an almost infinite range of responses from the examinee Projective Hypothesis: Examinees interpret the ambiguous material in a manner that reveals important and often unconscious aspects of their psychological functioning or personality Popular in clinical settings Critics note that these procedures typically do not meet even minimum psychometric standards. Use these techniques with caution
Constructed Response
Subjective Testing Building or Constructing a Original Response Ex: Short answer Strengths: *Easier to write (compared to selected response items) *Well suited for assessing high order cognitive abilities ( creative thinking) * Eliminated random guessing Weaknesses: * Tests can include relatively few items (Ex: 2 essay questions that are 25 points each) * Difficult to score in reliable manner * Vulnerable to feigning * Vulnerable to construct-irrelevance factors
Assessment of Personality in Children and Adolescents
Term personality is used cautiously with children Personality shows less stability with children Use of objective personality measures with children is relatively new Numerous self-report measures have been developed and used successfully with children and adolescents.
Rorschach Inkblot
John E. Exner, Jr. developed a comprehensive system that integrated the most empirically supported features of the existing systems. Relative to other interpretive systems, the Exner System produces more reliable scores and has adequate normative data. Limited validity evidence for proposed interpretations
California Achievement Test (CAT)
Kindgarden-12 grade Reading, spelling, language, math, science, social studies, study skills
Mastery Test
Looking at an area of expertise. How much of a master you are in that subject.
McGraw Hill (IMPORTANT!!!!!!!!)
McGraw-Hill: California Achievement Tests - Fifth Edition (CAT/5) For use from kindergarten through Grade 12 Assesses content in Reading, Spelling, Language, Mathematics, Study Skills, Science, and Social Studies. Available in different formats for different applications Can be paired with the Test of Cognitive Skills - Second Edition (TCS/2), a measure aptitude
CTB McGraw-Hill
Tests of Cognitive Skills - Second Edition (TCS/2) For use in Grades 2 to 12 Measures verbal, nonverbal, and memory abilities When administered with TerraNova - The Second Edition, CAT/5, or CTBS/4, expected achievement scores can be calculated Primary Test of Cognitive Skills (PTCS) For use in kindergarten through first grade (ages 5.1 to 7.6 years) Produces an overall Cognitive Skills Index (CSI) When administered with TerraNova - The Second Edition, anticipated achievement scores can be calculated InView For use in Grades 2 to 12 New version of the Tests of Cognitive Skills Assesses cognitive abilities in verbal reasoning, nonverbal reasoning, and quantitative reasoning When administered with TerraNova - The Second Edition, expected achievement scores can be calculated
Maximum Performance Test
The most you can do (ex: most weight you can hold) Tests upper knowledge and abilities Ex: intelligence tests
Stanford Achievement Test Series (SAT)
Used from kindergarten through Grade 12 Assesses content in Reading, Mathematics, Language, Spelling, Listening, Science, and Social Science Available in a variety of forms, including abbreviated and complete batteries Can be administered with the Otis-Lennon School Ability Test - Eighth Edition (OLSAT-8)
RTI Model Response to Intervention (IMPORTANT!!!!!!!!)
What is a better way to identify students with learning disabilities? Response to Intervention (RTI) Fuchs, Mock, Morgan, and Young (2003): Students are provided regular instruction Progress is monitored Fuchs, Mock, Morgan, and Young (continued): Those not progressing get something else, or something more, from a teacher or someone else Progress is monitored Those who still do not respond either qualify for special education or for special education evaluation Benefits: Provide help to struggling students sooner than waiting for an achievement-aptitude discrepancy to emerge RTI may result in fewer students receiving special education services.
Metropolitan Test of Achievement
Metropolitan Tests of Achievement - Eighth Edition (MAT8) Used from kindergarten through Grade 12 Assesses content in Reading, Mathematics, Language, Science, and Social Science Untimed (but provides guidelines) Can be administered with the Otis-Lennon School Ability Test - Seventh Edition (OLSAT-7) Assesses content in Vocabulary, Reading Comprehension, Language: Revising Written Materials, Spelling, Mathematics: Concepts and Problem Solving, Computation, Analysis of Science Materials, Analysis of Social Studies Materials, and Sources of Information
Theoretical Approach Myers-Briggs Type Indicator
Myers-Briggs Type Indicator based on the Jung's theory of psychological types Postulates the existence of dichotomies reflecting personal preferences Introversion (I)-Extraversion (E) Sensing (S)-Intuition (N) Thinking (T)-Feeling (F) Judging (J)-Perceiving (P)
Selected Response
Objective Testing When you select the answer Ex: Multiple choice Strengths: *Can have large # of items (enhances content sampling) *Scored in efficient, reliable manner (enhances relibility) *Measures a wide range of abilities *Reduces construct-irrelevant factors (enhances validity) Weaknesses: *Difficult and time consuming *Unable to assess all abilities (Ex: handwriting) *Subject to random guessing
Power Test
Focus on the difficulty level of an assessment Ex: How difficult of math concepts can you understand. Up to what difficulty level can you master Ex: Seeing how high you can jump. How advanced in your skill Level of competency. Difficulty gets harder as you go on. Advancing.
Pearson Assessments
Otis-Lennon School Ability Test - 8th Edition (OLSAT-8) For use from kindergarten through Grade 12 Designed to measure verbal processes and nonverbal processes When administered with the Stanford Achievement Test Series - 10, one can obtain aptitude-achievement comparisons
Projective Tests
Presentation of unstructured or ambiguous materials that allows an almost infinite range of responses from the examinee *Projective drawings: -draw a person (DAP) -house-tree-person -kinetic family drawing *Sentence completion test *Apperception tests- make a story from a picture (like inkblot but a real picture) *Inkblot techniques
Traits vs. States
Psychological trait: Stable internal characteristic Test-retest reliability coefficients can be >0.80 Psychological state: Transient emotional state that fluctuates over time Test-retest reliability coefficients will naturally be lower
Item Analysis
Reliability & validity are dependent on the quality of the items. If you improve the quality of individual items, you improve overall quality of the test
Reliability
Stability or consistency of test scores
Typical Response
Testing: Personality Temperament Attitudes Feeling Thoughts Behavior Beliefs Etc.
Response set
When a person unconsciously responds in either a negative or positive manner
Dissimulation
When the person purposefully misrepresents himself or herself
History of Intelligence Tests
Most definitions of intelligence incorporate abilities such as: problem solving abstract reasoning ability to acquire knowledge The overall IQ is the most common operational definition of intelligence in research. Intelligence tests had their beginning in the schools. The first Binet-Simon Scale, released in 1905 Problems arranged in the order of their difficulty Assessed a wide range of abilities The first Binet-Simon Scale, released in 1905 (continued) Emphasis on verbal items Revisions were released in 1908 and 1911 These scales gained wide acceptance in France Introduced to the United States, most successfully by Louis Terman at Stanford University Other test authors developed their own intelligence tests Research has shown that contemporary intelligence tests are good predictors of academic success. Research has shown that IQs are fairly stable over time Controversial due to the often emotional debate over the meaning of intelligence David Wechsler developed an intelligence test that included measures of verbal ability and nonverbal on the same test. The Wechsler scales and the Stanford-Binet dominated the IQ testing market until 1980s. Kaufman Assessment Battery for Children (KABC), published in 1983, numerous other competitors emerged over the next 30 years The Wechsler scales remain the most frequently used individually administered intelligence scales.
Who created the first personality assessment?
Robert Woodworth developed the first formal assessment of personality in 1918.
Item Difficulty Index (p) (IMPORTANT!!!!)
Looks at validity! Is is measuring what its suppose to measure? Looks at the quality of the question. Also looks at reliability! Looks at the consistency of scores! The percentage or proportion of test takers who answer the item correctly Only applicable to maximum performance tests p= # of examinees correctly answered the item divided by number of examinees p= item difficulty index item difficulty index can range from 0.0 to 1.0 *Easier items have a larger decimal number *harder items have a smaller decimal number Items with P value of either 0.0 or 1.0 provide no information about individual differences and are of no use from a measurement perspective Item difficulty is dependent on the sample (the test takers) For maximizing variablity and reliability, the optimal item difficulty is 0.50 (IMPORTANT!!!!!!!!!) *not necessarilty ALL items have to have a difficulty level of 0.50 (IMPORTANT!!!!!!!!!) *often desirable to select some items with a difficulty level below and above 0.50, but with a mean of 0.50 Tells you ho difficult the test is THE OPTIMAL LEVEL IS 0.50 This isn't always true but the mean should be this If p is 1.0 that is like the easiest possible. 0.00 is the hardest possible Questions such as true/false that are pass or fail p value will be either 0.00 or 1.0
Approach to developing personality scales
Psychologists use personality scales: Facilitate diagnosis Treatment planning Enhance self-understanding Identify children with emotional and behavioral problems Help with hiring decisions Answer questions relevant to legal proceedings
Wechsler (WISC)
an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing.