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assessment final
| Term | Definition |
|---|---|
| z-score | a way to convert a raw score into an interpretable standard score, based on its position on the normal distribution |
| T score | arbitrarily moves the mean up so that all of the numbers are positive |
| Percentile rank | indicates the percentage of people who scored below or at the same level as a given point |
| SEM | used when measuring confidence interval, reliability |
| SEM formula | SD x root(1-r) |
| SEE formula | SDcriterion x root (1-r2xy) |
| r | predictive validity |
| SEE | estimated score, validity |
| reliability | degree to which we are measuring some attribute in a consistent manner |
| Item difficulty index | # of test takers with correct answer / total # of test takers |
| range for item difficulty index | 0-1 |
| range for item discrimination index | 1 to -1 |
| Item discrimination index | Ideal range we want to see is a positive value for your item. In theory, the higher the better. In reality, we settle for index discrimination of .5. |
| Ceiling effect | unusual cluster of participants answering on the high end of the data (neg skew) |
| Floor effect | unusual cluster of participants on the low end of the data (pos skew) |
| Obtained score | true score + measurement error |
| alternate forms reliability | develop 2 forms of the test that are not identical, but similar format and difficulty level |
| split-half reliability | break a lengthy test into 2 halves and compute score of the first half and compare to score of second half. |
| validity | does this test accurately represent the magnitude of construct you intend to measure? |
| face validity | perceptions of the test content; to what extent can the client tell what you intend to test |
| content validity | comprehensiveness and representativeness of the test items of the key elements of the construct you intend to measure |
| criterion-related validity | when you draw on another test at a criterion to do a contrast and comparison with your test |
| Convergent validity | similarity of scores between your target test and another test that has been established and designed to measure the same construct |
| Discriminant validity | the non-correlation or very mild correlation between two tests designed to measure different construct |
| Divergent validity | test scores obtained by using one test to measure 2 different, distinct traits or constructs |
| relationship between reliability and validity | Reliability is the necessary, but not sufficient, condition for validity. If you have a good validity, that guarantees that you have good reliability. But having good reliability does not mean that you have good validity. |
| WISC 7 core subtests | similarities, vocab, block design, matrix, reasoning, figure weights, digit span, coding |
| WISC primary index | VCI, VSI, FRI, WMI, PSI |
| WISC ancillary | Quantitative reasoning, auditory WM, nonverbal, general ability, cognitive proficiency |
| WIAT | 8 composite scores: oral language, total reading, basic reading, reading comprehension and fluency, written expression, mathematics, math fluency |
| ability tests | what you currently possess; a general capacity or a particular type of ability at a particular given time |
| aptitude tests | potential to acquire skills or perform well in a particular area |
| achievement tests | acquired knowledge/skills/abilities as the result of a period of learning |
| CHC categories | G fluid, G crystallized, G quantitative, G auditory processing, G visual processing, G reading-writing, G long-term memory retrieval, G short-term memory, G reaction time , G processing speed |
| theory that guides WJ and WISC-V | CHC |
| Performance on WJ is constrained by | Gc, Gq, Grw (available stores of aquired knowledge) |
| All WJ-cog measures is | crystallized intelligence |
| what is measured in achievement | Gq and Grw |
| General Intellectual Ability | oral vocab, number series, verbal attn, letter-pattern matching, phonological processing, story recall, visualization |
| brief intellectual ability | oral vocabulary, number series, verbal attention |
| GfGc composit | oral vocab, number series, general info, concept formation, |
| How many domains on WJ-ach | 4 (each is made of 3 subtests except broad reading) |
| broad reading | Letter-Word Identification, Passage Comprehension, Word Attack, Oral Reading, Sentence Reading Fluency, |
| broad mathematics | Applied Problems, Calculation, Math Facts Fluency |
| Broad written language | Spelling, Writing Samples, Sentence Writing Fluency, |
| Academic fluency | Sentence Reading Fluency, Math Facts Fluency, Sentence Writing Fluency |
| Relative proficiency index | 60% accuracy whereas age-equivalent peers would demonstrate 90% accuracy on similar tasks. |
| SLD identified by IDEA | Oral expression, Listening comprehension, Written expression, Basic reading skills, Reading comprehension, Reading fluency, Math calculation, Math problem solving |
| Ability-achievement discrepancy (AAD) analysis | Simple difference method or predicted difference method |
| Pattern of strengths and weaknesses (PSW) discrepancy analysis | separate PSW analyses can be conducted for each identified achievement deficit, rather than just relying on a broad achievement composite for the comparison |
| SED | SD x √(2-rxx-ryy) |
| ADHD prevalence | 5% in children and 2.5% in adults |
| Brain structure hypothesis | frontal lobe and amygdala structures are different or underdeveloped, which leads to deficit in controlling behaviors |
| Dopamine Hypothesis | lower level of dopamine sent across receptor sites in brain, once these have been stabilized kids seem to be better able to concentrate, Ritalin stimulates dopamine |
| Barkley hypothesis | children with ADHD have lowered response inhibition due to weakened/impaired executive functioning |
| Executive functions | higher-level meta-cognitive abilities that coordinate multiple cognitive/emotional processing for the purpose of attaining certain goals |
| expressions of executive functions | focusing and inhibiting, cognitive flexibility and mind-shifting, planning, sequencing and hypothesis-testing |
| Diagnosing ADHD | clinical interview, self report, cognitive ability/memory test, performance tests |
| performance tests for adhd | CPT, TOVA |
| WISC profiles for children with ADHD | significantly lower FSIQ, PRI not impacted, PSI & WMI sig lower, PSI usually LOWEST (coding lowest subtest) |
| Significant negative linear relationships exist between age and __ indexes | PRI, WMI, PSI |
| maintained abilities across age | Gc, Grw, Gq |
| Vulnerable abilities across age | Gf, Gv, Gs, Gsm |
| Females outperform male students from K-12 and college on ___ tests | achievement |
| males perform better in areas of | spatial ability and mechanical reasoning |
| many females outperform males in | processing speed and crystallized IQ |
| explanations for racial and ethnic differences in IQ scores | race-poverty, race-education, SES and stimulating home environment, self-control, attributions, stereotype threat, teacher/examiner expectancy rates |
| limitation of stratifying sampling method | Don’t compare against all 2000+ participants -- look at the group of 200 that matches all five of the factors |
| Griggs v Duke Power | ruling said employer’s responsibility to justify use of standardized testing to make hiring decision |
| differential validity | predict group a but not group b |
| +/- 1 SD | 68.26 |
| +/- 2 SD | 95.44 |
| +/- 3 SD | 99.72 |
Created by:
3milyfeldman
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