Assessment Final Flashcards

(36 cards)

1
Q

Content Validity Bias

A

an item/test is more difficult for one group than others when general ability level is held constant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Construct Validity Bias

A

is the test measuring the same hypothetical traits/construct

-use factor analysis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Predictive Validity Bias

A

is a test related to a criterion (e.g., achievement)

-also called slope bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Conceptualizations of Test Bias

Egalitarian definition

A

group difference in test scores indicates a test bias?

doesn’t mean the test itself is biased

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Conceptualizations of Test Bias

Standardization definition

A

test is biased against the groups omitted from the standardization sample?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Conceptualizations of Test Bias

Culture-Bound definition

A

“culture-loaded items” are biased against certain groups?

general and culture knowledge; heavily loaded verbally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Statistical perspective of test bias

A

test bias refers to systematic error in the estimation of some “true” value for a group of individuals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Implications for Assessment of CLD Children

A
  • assess a child’s level of acculturation
  • assess home language and development in English
  • use multiple sources of information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Non-verbal assessment

A
  • low in linguistic demands
  • is nonverbal assessment “culturally fair or culture free?”
  • testing is itself a “cultural activity”; all tests have some degree of cultural loading
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Dynamic Assessment

A

assess the degree to which children improve with feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Ecological Assessment

A

assess the quality of school and community support in terms of language and learning
-do they have skills that might be adaptive for their culture or origin?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Bilingual Assessment

A

Assessment of bilinguals by bilingual school psychologists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Acculturation

A

cultural, psychological changes that results from contact with culturally dissimilar groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Culture-Language Interpretive Matrices

A

attempt to tease apart if test scores are systematically affected by cultural loading and linguistic demands
-thus far, empirical support for this approach is lacking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Culture-Language Test Classifications (C-LTC):

WISC

A
Matrix Reasoning (low,low)
Block Design (mod,low)
Symbol Search (mod,low)
Digit Span (mod,low)
Coding (mod,low)
Letter-Number Sequencing (high,low)
Similarities (high,high)
Vocabulary (high,high)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Working with a Translator

A
  • selecting a translator
  • briefing the translator
  • positioning yourself and the interpreter
17
Q

Influential Approach to Intelligence

A

one of the most influential approaches is based on psychometric testing

18
Q

Stability of Intelligence

A

intelligence may be the most stable trait of all psychological traits

19
Q

Stability of Intelligence and Age

A

Less stable for infants and preschoolers than for older children

  • more stable for young children with developmentally delayed than for non-delayed children
  • scores seem to stabilize at about age 6
20
Q

Intelligence as Predictors

A
  • academic achievement
  • ses
  • occupational level and job performance
  • health and longevity
21
Q

Hereditary Influence on Intelligence

A
  • children do not inherit an IQ
  • inherit a genotype
  • express a phenotype resulting for GxE interactions
  • Heritability (h2) variance goes up and shared (environment) variance (c2) goes down with age
22
Q

Genotype

A

a collection of genes/genetic make up that is inherited

-can manifest itself in different ways at different ages

23
Q

Phenotype

A

an expression of the genotype

-observable traits stemming from GxE

24
Q

How are genetic estimates calculated?

A

Twin Studies (MZ and DZ) and Adoption Studies

25
GxE
- individuals select their environments | - environment is still involved for highly heritable characteristics (e.g., vocab size)
26
Heritability does not imply immutability
- heritable traits can change by environmental effects and learning - heritability remains despite effective environmental changes (e.g., change in average height over time)
27
Children adopted in infancy into advantaged families
- higher average IQs than would be expected if they had been reared by their birth mothers (environment) - adopted children's IQs are still correlated with those of biological mothers (genetic)
28
Environmental Effects on Intelligence
- social (schooling, intervention, family environment) | - biological (nutrition, lead, alcohol, prenatal factors)
29
Meaningful Differences Study | Hart & Risley
professional households spoke significantly more words of encouragement and less words of discouragement to their children than the welfare group
30
Flynn Effect
IQ scores go up an average of 3 points every decade | -reason for new norms on tests
31
Sex Differences in Intelligence
Spatial and Quantitative abilities: Male > Female | Verbal Abilities: Female > Male
32
Executive Functioning
several inter-related abilities responsible for goal-directed behavior; adaption to environmental demands; development of social/cognitive competence; self-regulation
33
7 Executive Functioning Systems
- planning/goal setting - organizing - prioritizing - working memory - shifting - inhibition - self-regulation
34
Assessments of Executive Functioning
- neuropsychological tests (NEPSY, stroop test, CPT) - rating scales - interviews
35
How do weaknesses in working memory manifest in learning and classroom activities?
- reading and retention | - following multiple instructions
36
What is unknown about IQ?
- what are the genetic pathways - what are environments and how do they work - why is IQ steadily rising - why is their racial differences in IQ - how do they many other forms of intelligence develop