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SPA 6541 Midterm
what is the main purpose of assessment - -gather information about performance and understand strengths and weaknesses related to language why should we assess - screening, establish baseline function, establish goals for intervention, measure change in intervention psychometric tools of assessment - validity, reliability, standardization sample, diagnostic and psychometric accuracy validity - the degree to which a test actually measures what it's supposed to measure internal validity - extent to which we can draw cause-and-effect inferences from a study construct validity - the extent to which variables measure what they are supposed to measure construct validity example - In developing a new IQ test, you must operationally define intelligence so that the measure assesses your definition of intelligence. face validity - Measures whether a test looks like it tests what it is supposed to test.
face validity example - asking subjects to point to pictures that examiner names is a good way too assess whether subject knows what the word means content validity - The degree to which the content of a test is representative of the domain it's supposed to cover. criterion related validity - whether instrument shows strong correlation with others meant to measure the same thing predictive validity - Refers to the function of a test in predicting a particular behavior or trait concurrent validity - scores on the measure are related to a criterion measured at the same time external validity - an attribute of an experiment in which variables have been defined in a normal, typical, or realistic way reliability - ability of measure to be consistent throughout time, test givers, or forms test-retest reliability - using the same test on two occasions to measure consistency inter-rater reliability - indicates how consistent scores are likely to be if the responses are scored by two or more raters using the same item, scale, or instrument
birth to 3 years, public sector -maximizes development of child and optimizes family's capacity to support that child required components of ifsp -
- 5 areas of development functioning
- family information
- results/outcomes expected -early intervention services needed
- services needed by family (and will pay for)
- plan for transition eligibility guidelines- public sector process - referral parent/guardian written consent evaluation establish eligibility create IFSP eligibility criteria- public sector - documented disability (still must assess child) or delayed established through evaluation how is eligibility established through evaluation- public - 2 SD below mean for one area of development or 1.5 SD below mean in 2 or more areas of development eligibility guidelines- private sector process - parents make referral written consent evaluation
diagnosis therapy plan developed what is the private sector eligibility driven by - DSM-5 and ICD- how is eligibility established through evaluation- private - no specific criteria -clinicians discretion prelinguistic assessment (NICU) risk factors - prenatal (alcohol exposure), prematurity, genetic/congenital disorder, other (hearing/feeding problems) areas of assessment- prelinguistic NICU -
- feeding and motor development -hearing conservation and aural rehab -child behavior and development readiness for communication types - turning in, coming out, reciprocity turning in - infant devotes all energy to maintain biological stability coming out - baby starts not spending as much time maintaining biological stability and can begin to communicate with parent
dynamic assessment in infants (9-18 months-illocutionary) - intentional communication (requests) modality (vocal, gesture) frequency of communicative attempts delay - developing in sequential manner, but at a slower pace signs of a language delay - communicative difficulties at home, reliance on gestures, inappropriate pragmatics, imprecise vocab/grammar, difficulty paying attention disorder - deficits in comprehension and or production **bilingual- must have deficits in both languages language difference - normal processing of 2nd language that shows in 1st language principle of bilingual assessment: simultaneous - develop language at same time -could result in mixing of 2 languages principle of bilingual assessment: sequential - child develops 2nd language after 3 years of age principle of bilingual assessment: sequential sequence of development - silent period (listening) language loss (uses 2nd language more than 1st)
language transfer interlanguage (inconsistent errors continue) code switching (alteration of 2 languages) language proficiency skills - basic interpersonal communication and cognitive academic language proficiency Basic Interpersonal Communication Skills (BICS) - The language ability needed for casual conversation. This usually applies to the interpersonal conversation skills of CLD students (i.e, playground language). It's everyday, straightforrward communication skills that are helped by contextual supports such as gestures. Cognitive Academic Language Proficiency (CALP) - language proficiency at a level that requires high cognitive load in situations that are decontextualized the Mathew effect - the rich get richer and the poor get poorer
- when children start with inadequate foundational skills for reading (oral language, emergent literacy) get further behind their peers with a solid foundation purpose of reading - construct meaning from print reading helps with - decoding and comprehension decoding - rapidly applying knowledge of letters to their sounds
when planning for assessment, look at - who is on your team why are you assessing what information you need before assessment make a plan (proper test, evidence for conducting test) summative assessment - Assessment data collected after instruction to evaluate a student's mastery of the curriculum objectives and a teacher's effectiveness at instructional delivery. summative assessment examples -
- state assessments -district benchmark or interim assessments -end of unit chapter tests formative assessment - Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching formative assessment examples - Anecdotal Records, Observation, Pop Quizzes, Exit Ticket, Think-Pair-Share, Learning Logs, Discussion, Questioning, Signaled Responses, Choral Responses, etc. formal assessment - standardized written or performance test of knowledge, aptitude, values, etc. informal assessment - occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion
types of informal assessment - criterion referenced interviews/questionares developmental scales dynamic assessment functional assessment curriculum based assessments/measures criterion referenced - A test designed to indicate how an individual performs in comparison to a pre-established acceptable criterion, rather than the performance of other students. interviews/questionares - gain information about relevant people in client's life, typically used to "fill in gaps" developmental scales - provide developmental milestones that the child is compared to in order to determine where the child falls in a particular aspect of language development -help establish baseline function dynamic assessment - Allows the clinician to determine how an individual responds to different support strategies zone of proximal development - In Vygotsky's theory, the range between children's present level of knowledge and their potential knowledge state if they recieve proper guidance and instruction dynamic assessment assesses by: - pretest intervene
number of correct items
- cannot be compared across time or people standard scores - A score that has been transformed to fit a normal curve, with a mean and standard deviation that remain the same across ages. percentile rank - Percentage of scores falling at or below a specific score. stanines - Derived from standard nine - based on a nine-point standard scale with a mean of 5 and standard deviation of 2. scale score - the score that is computed from items assessing a particular construct, most commonly a sum or average of the numbers representing responses to individual items in the document
- located in subtests z-scores - measure the distance of a score from the mean in units of standard deviation t scores - A test score that is converted to a normal distribution that has a mean of 50 and a standard deviation of 10. age equivalent scores - used to compare performance of children at same age with one another can be misleading, but easier for parents to understand- USE WITH CAUTION
grade equivalent score - Test score indicating the grade level of students to whom a test taker performed most similarly. confidence intervals - the range on either side of an estimate that is likely to contain the true value for the whole population confidence intervals are especially helpful when: - -helping to sway a child for services -helpful in making arguments (casts doubt) Basals & Ceilings are... - important because it makes sue the test you are administrating is developmentally appropriate -do not perform whole test, because you dont want to make child unmotivated basal - starting point -level of mastery of a task below which the student would correctly answer all items ceiling - ending point -student has made predetermined number of errors
