Test 3 Chapter 11 INTRO TO NONBIASED ASSESSMENT

Question 1

What is language?

Answer 1

is a system of symbols used to represent concepts formed through exposure and experience

Question 2

T/F according to the diagnostic pie: Students’ experiences may differ from mainstream school expectations

Answer 2

True

Question 3

If teachers refer ELL students for testing, there may be a difference, not disorder, because of ________________

Answer 3

experiential differences

Question 4

In order to qualify as a LI what the disorder must be present in ______ and ______

Answer 4

LI=disorder in both L1 and English

Question 5

What are the 4 quadrants ?

Answer 5

Quadrant 1==normal ability, adequate background

Quadrant 2==normal ability, limitations of linguistic experience, environmental exposure

Quadrant 3==LI, adequate background

Quadrant 4==LI limitations of linguistic experience, environmental exposure

Question 6

Which quadrant do we work with?

Answer 6

We only work with quad 3 & 4

Question 7

Which quadrant can look like 3 & 4, but we do not work with them?

Answer 7

Quad 2 because they’re low SES

Question 8

According to Dr. Ron Gillam (CSHA) We are wayyyyy overidentifying ELL ______ for IEPs

Answer 8

• kindergarteners

- Assessed Spanish-speaking Ks at beginning and end of K (English and Spanish)

Question 9

According to Dr. Ron Gillam (CSHA) what are the states of students

Answer 9

Of 167 “at risk” at beginning of K, only 21 really needed IEPS at end of K

Question 10

Why could students be at risk for being labeled as LI?

Answer 10

Silent period

Transfer of L1 to L2

Question 11

What are some indicators of LI?

Answer 11

• Compared to SIMILAR PEERS, learn slowly in L1 and L2
• Communication problems at home and/or with similar peers
• Slower development than siblings (of same gender)
• Need for lots of prompting, repetition, during instruction
• Pragmatic, syntactic, semantic problems in L1 (ask interp.)
• Delay language development milestones in L1

Question 12

What does the LEGISLATION: IDEA 2004 state?

Answer 12

We must evaluate in a nondiscriminatory manner

Tests must be administered in most proficient communication mode

Testing cannot reflect limited English; must reflect child’s ability in area tested

Question 13

T/F The IDEA does not require that standardized measures are used

Answer 13

True

Question 14

Traditionally IDEA made people believe that special educators needed to obtain what?

Answer 14

many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the choice of measurement tools and criteria to the educator.

Question 15

IDEA, 2004 says you need _______ to eliminate discrepancy

Answer 15

need for IQ-performance discrepancy eliminated

Question 16

T/F IDEA (2004) does not specify use of either formal or informal tools for assessment

Answer 16

True

it states: use a variety of assessment tools, and that determination of disability should not rely on a single test or measure

Question 17

Before doing formal testing, it is extremely important to carry out the following:

Answer 17

1. Language proficiency testing
2. Ethnographic interviewing and case history
3. Teacher evaluation of student’s classroom performance

Question 18

What do you test when using the Language Proficiency ?

Answer 18

Primary language?
The first language they learn

Dominant language?
What she speaks most fluently today

Interview parents, teachers, interpreters who have worked with the student

Question 19

Make sure you are always testing language measures not proficiency of a language. What is a test that measures language?

Answer 19

California  CELDT (California English LanguageDevelopment Test)

Ask re: oral and written skills in both langs

Question 20

Be careful of the label “English Proficient, because it usually means what?

Answer 20

Usually means adequate ORAL English Skills (CILF)

However, CH still may not be able to read, write adequately in ENGLISH and take standardized tests competently (FALF)

Question 21

In Dr. R’s Assessment of ELLs with Language Impairment: Gathering Case History Through Interviews Youtube video what were some signs and symptoms of LI?

Answer 21

=6 year old level in cantonese but is 9 years old
=Cannot tell simple story in a sequence—leaves words out
=The responses are briefer and short than other children who speak Cantonese
=Points to things when he wants something—never in Cantonese or English
=Family history

Question 22

What are 3 problems in TESTING IN THE PRIMARY LANGUAGE?

Answer 22

Problem: great heterogeneity within languages (dialects)

Problem: Limited data on normal development in other languages

Problem: Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.

Question 23

Many primary tests are normed on monolingual Spanish-Speaking CH. As a result what does it fail to consider?

Answer 23

For example, Spanish versions of most test fail to consider dialectal differences

Question 24

Why should you NEVER Translate an English test into the child’s L1 and use the norms?

Answer 24

=Normative data is invalid
=ELL students has different life background experiences than norming sample
=Some items are not directly translatable

Question 25

When SELECTING ASSESSMENT INSTRUMENTS what 3 things should you consider?

Answer 25

A. Appropriateness of Test Content B. Adequacy of norms C. Possible Examiner Bias

Question 26

What are some possible format bias?

Answer 26

Some CH, at home, are rarely asked known-information questions (e.g., about pictures that both speaker and listener can see) ELL CH may have differences in socialization practices or early literacy experiences For example, labeling or pointing to objects may not be a typical experience for Hispanic CH

Question 27

What did Anderson-Yocket & Haynes find in regards to AA mothers?

Answer 27

AA mothers asked their CH fewer yes-no questions during a reading task than White mothers

Question 28

What is a Possible Value Bias?

Answer 28

Example: Test of Problem-Solving Skills-Revised—”What should she do now?” Preschool Language Scale—”Why do you brush your teeth?” African American children in some communities “Because my momma told me to.” (scored as incorrect; correct answer is “because you get cavities if you don’t”)

Question 29

T/F Standardized, formal tests are commonly used with ELL students

Answer 29

True

Question 30

What is a common misconception SLPS have about standardized tests?

Answer 30

Many speech-language pathologists and other special educators operate from the belief that we must always obtain quantitative data such as percentile ranks and standard deviations

Question 31

T/F IDEA permits the use of qualitative, subjective measures

Answer 31

True our two measure to qualify for services

Question 32

what are the Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions

Answer 32

There are very few standardized tests in most languages Most standardized tests are developed from a Western, literate, middle class framework

Question 33

What to standardized tests assume?

Answer 33

- Cooperate to the best of their ability - Attempt to respond even when test tasks don’t make sense - Understand and successfully perform artificial, potentially unfamiliar tasks such as fill-in-the-blanks - Have been exposed to the information and experiences assumed by the test - Be comfortable with an unfamiliar adult and willing to talk with him or her readily - Be proficient in verbal display of knowledge

Question 34

Bias in Standardized Testing: What are some Potentially Unfamiliar Items?

Answer 34

``` Household objects Vehicles Sports Musical instruments Types of clothing Professions/occupations Historically related events and people Foods American nursery rhymes Geography Games ```

Question 35

How can you modify Standardized Tests?

Answer 35

- Instructions in L1 and English - Rephrase confusing instruction - Give extra examples, demos - Give the student extra time to respond** - If the student gives a “wrong” answer, ask her to explain it and record her explanation; score it as correct if it would be correct in her culture - Repeat items when necessary

Question 36

How else can you modify standardized tests?

Answer 36

- Omit biased items student will probably miss - Test beyond ceiling - Complete assessment in several sessions - Count, as correct, answers in either lang (dual scoring system; conceptual scoring)

Question 37

What are some considerations in test interpretation?

Answer 37

Don’t identify a student based solely on formal test scores Ascertain if the student’s errors are typical of other students with similar backgrounds Interpret overall results as a team IMPORTANT: In assessment reports, include disclaimers about departure from standard testing procedures “Modified Formal Testing” “This examiner modified the subtest of the CELF-4”

Question 38

It is important when interpreting test results to.....

Answer 38

Always do this as a team In your diagnostic report, be SURE to describe how you altered administration of tests Review results with family members and others from the culture—are these results typical?