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3006PSY > W8 - Education > Flashcards

W8 - Education Flashcards

1
Q

Aptitude

A

assessment of future learning potential

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2
Q

Main purpose of educational assessment

A

same purpose as other psychological assessment (e.g., mental health/clinical)

  • Measure and observe behaviour
  • Gauge student ability and competencies (fair, objective)
  • Diagnose (if conducting a clinical assessment)
  • Guide treatment/educational interventions
  • Serve the best interests of the child; and society more generally
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3
Q

Educational testing, rather than psychological assessment

A
  • more widely adopted.
  • standardized tests are used to gauge student ability/proficiency
  • more objective than an individual teachers’ assessment of a written task.
  • provides hard data for education and policy makers to determine resourcing, teacher performance, and whether ‘new curriculum changes or teaching techniques’ are effective
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4
Q

Information can be interpreted and used in a variety of ways - main purposes of educational testing

A

normative approach – other students (inter)nationally
criterion approach – achievement expectations or standards
ipsative approach – student’s past performance

  • to inform starting points for teaching
  • to evaluate the effectiveness of educational programs and interventions
  • to award qualifications (graduation!)
  • to diagnose specific student misunderstandings or errors
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5
Q

Screening and program planning

A

Screening

  • Wide-scale, mass standardized testing
  • Identify individuals needing assistance or diagnostic assessment (e.g. literacy proficiency)

Program Planning
- Instruction, intervention

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6
Q

Diagnosis/Service Eligibility

A
  • Formal assessment of strengths and weaknesses of individuals
  • Diagnosis: specific learning disorder, intellectual impairment, or giftedness
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7
Q

Progress monitoring and evaluate outcomes

A

Progress monitoring

  • Through lesson, module-course, year, program or intervention (is it working?)
  • Frequent monitoring useful (for student, for educator)

Evaluate outcomes
For individual:
-> after special education, learning assistance, remediation, etc.
-> at end of course, grade, class
For whole school, district and/or country after change in curricula, policy

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8
Q

Formative versus summative assessment

A

Formative Assessment: achievement during instruction

  • > e.g questions in class, practice test, take-home exam, assignment
  • > Guides further instruction
  • > Role in fostering motivation and learning

Summative Assessment: achievement after instruction completed
-> e.g. formal exam, final grade in course

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9
Q

Considerations in classroom testing

A

To establish where students are in their learning requires a thorough understanding of:

  • typical paths of development
  • sequences in which understanding is normally established
  • common errors, difficulties, and misunderstandings

Appreciation of learning as an ongoing process (cf. snap-shot of standardized assessment at one point in time).
Provides a more ‘objective’ measure than subjective impression of child’s ability (may be biased for or against).

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10
Q

Criticisms of one-off or end-of-course examinations

A
  • Designed to judge and compare students on the amount of course content they have learnt
  • Promote ‘performance’ rather than ‘learning’ culture
    “learning” driven more by external pressure for results than by curiosity and intrinsic motivation
  • Encourage cramming (rote learning, rather than deep understanding)
  • Create high levels of stress
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11
Q

Criticism of educational testing by teachers

A
  • resent emphasis on test performance (snapshot of one point in time, rather than ongoing assessment throughout the year),
  • fear scrutiny of teaching methods (resorting to teaching to the test), or that their employment/promotion may be tied to test outcomes
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12
Q

Criticism of educational testing by parents and schools

A

Some parents
- feel it puts too much pressure on children, and may underestimate their ability (test anxiety)

Some schools
- fear standardized assessment, because principals are forced to make changes when their school is “underperforming”

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13
Q

Criticism of educational testing in Aus

A
  • school data is made publicly available (ranking) which means an underperforming school will be seen as less attractive (enrolment drops, and good students head elsewhere).
  • Some states fear standardized assessment, because of news broadcasts that they are underperforming relative to other states
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14
Q

Assessment for policy decisions - large scale international testing

A
  • Economies run on a literate, numerate, and now scientifically literate workforce (affects GDP)
  • Australia does not produce enough scientists, doctors, engineers and high-skilled workers. We need to import foreign minds, either as students or fully trained professionals.
  • Our international performance on these tests determines how much funding goes to schools, and our relative standing
  • It determines class sizes, and levels of teaching training, and so on.
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15
Q

PISA and Aus performance

A
  • international test of 15 year olds every 3 years
  • core areas of reading literacy, mathematical literacy, scientific literacy and financial literacy
  • look up image
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16
Q

Benefits of CAT NAPLAN

A

More precise measurement of student ability
-> Minimises floor and ceiling effects, so greater differentiation by using a wider range of question difficulty, without adding to the length of the test for each student

Greater test-taker engagement

  • > Less frustration at lower ability end (and enhanced self-esteem)
  • > Potential to reduce anxiety, as challenge better tailored to ability level
  • > Computers are fun, or so I’m told
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17
Q

General aptitude tests

A

General aptitude tests = intelligence tests
- Tends to tap fluid abilities or psychometric g more than crystallised

Also used to assess intellectual impairment and giftedness

  • Diagnosis of intellectual impairment also requires significant interference with adaptive functioning
  • Diagnosis of giftedness can be important to identify students who are underperforming due to boredom, and a lack of academic engagement.
18
Q

Achievement tests

A

Assessment of past learning
- Tends to tap crystallised abilities more than fluid

Used to assess and diagnose specific learning disorders

  • For example, reading impairment (dyslexia), writing (dysgraphia) or numeracy (dyscalculia)
  • Often combined with aptitude (IQ) assessment, to identify patterns of strengths and weaknesses
19
Q

Common aptitude tests

A

WPPSI
WISC / WAIS
Standford-Binet (SB5)

Both Aptitude and Achievement:

  • Woodcock-Johnson-IV suite
  • > Cognitive Abilities (Aptitude)
  • > Achievement (Achievement)
  • > Oral Language (useful for reading assessments)
20
Q

Woodcock Johnson IV Cognitive Abilities

A
  • More closely aligned with C-H-C model than Weschler tests
  • Provides scores on broad stratum abilities, based on subtest scores of underlying narrow abilities
  • Provides more comprehensive assessment than WISC-V
  • > 10 subtests in standard battery (18 in extended)
  • > Approx. 5 minutes per subtest (so around 60 minutes for standard battery)
21
Q

The ideal scenario for test development is co-norming

A
  • Co-norming is when you administer two or more tests, like an IQ and an achievement test (aptitude and achievement).
  • Wechsler Individual Achievement Test (WIAT-III) co-normed with WISC-V
  • Woodcock Johnson IV- Test of Achievement (WJ-IV-ACH) co-normed with WJ-IV-COG
22
Q

Why use co-norming

A
  • Recruitment of a sample is the most challenging (and expensive!) part
  • Reduces cost of developing two normative samples separately
  • Allow for comparison across tests, factorial analysis (demonstrate factorial validity)
23
Q

Gifted students

A
  • are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical.
  • Giftedness designates the possession and the use of outstanding natural abilities, called aptitudes, in at least one ability domain, to a degree that places an individual at least among the top 10% of age peers in the school.
24
Q

Talented students

A
  • are those whose skills are above average in one or more areas of performance.
  • Talent designates the outstanding mastery of abilities over a significant period of time. These are called competencies (knowledge and skills).
  • Outstanding mastery is evident in at least one field of human activity to a degree that places an individual at least among the top 10% of age peers in the school who are or have been active in that field.
25
Q

Intellectual impairment DSM-V

A

Two main criteria used for assessment

  • deficits in intellectual functioning such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience confirmed by both clinical assessment and individualised, standardised intelligence testing
  • > Usually use ≥ 2 SDs below the mean as a cut-off (i.e. 70 on most IQ tests)
  • deficits in adaptive functioning…. across multiple environments, such as home, school, work/community.

Thus requires intellectual functioning AND adaptive behaviour issues

26
Q

Specific learning disorder DSM-V

A

Requires persistent difficulties with learning key academic skills, e.g. reading, spelling, mathematics.
Difficulties are:
- substantially and quantifiably below (> 2 SD below the mean) those expected for the individual’s chronological age
- not better accounted for by intellectual disabilities
- not associated with lack of opportunity (e.g. attendance) or inadequate instruction
- persisting for > 6 months
- not transitory
- sometimes co-morbidity with other behavioural or cognitive diagnoses

27
Q

Assessment for learning disorder

A
  • Structured interview (child/parent)
  • Informant interviews (e.g., teacher’s report)
  • Cognitive Assessment (e.g., WISC-V) to assess whether difficulties are accounted for by intellectual impairment or low cognitive ability (e.g., bottom 10% although not ID)
  • Achievement Test of specific areas of difficulty, e.g.:
  • > Weschler Individual Achievement Test (WIAT-III): co-normed with WISC-V
  • > Woodcock Johnson-IV, specific tests for reading, maths, comprehension and expression (co-normed with WJ-IV Achievement)
28
Q

Accommodations for learning difficulties

A

Instructional
Environmental
Assessment

29
Q

Instructional accommodations

A

Adjustments to teaching strategies required to enable the student to learn and to progress through the curriculum
- e.g. use of voice to text software, or a computer to type with if handwriting/fine motor skills impaired.

30
Q

Environmental accommodations

A

Changes or support in the physical environment of a classroom or school, or both.
- e.g. quiet study area to minimise distractions, or seek rest breaks

31
Q

Assessment accommodations

A

Adjustments to assessment activities to enable student to demonstrate their learning
- e.g. rest breaks, additional time (particularly if processing speed/reading slower), alternate exam sittings (university)

32
Q

Model of vocational interests

A

Holland (1992) developed a hexagonal model of 6 related “ideal” types

  • Theoretical approach
  • Understand the personality of the person and the job based on their profile on these 6 types
  • The distance between types indicate how theoretically similar they are

*look up image

33
Q

RIASEC types

A
  • realistic
  • investigative
  • artistic
  • social
  • enterprising
  • conventional
34
Q

Realistic type

A
  • tends to be materialistic, valuing tangible assets
  • occupations like trades, business owner, farming
  • around 50% of occupations
35
Q

Investigative type

A
  • likes analysing and solving problems, abstract concepts
  • intellectual challenge is the drive
  • less business oriented, may be motivated to benefit society
36
Q

Artistic type

A
  • values creativity, nonconformist, don’t like routine

- occupations like fashion, arts, media

37
Q

Social type

A
  • likes interacting with others, high sense ethics and social responsibility, and doesn’t like manual labour
  • occupations like teaching, counselling, helping professions
38
Q

Enterprising type

A
  • strong business orientation, like to organise and persuade others, value political and economic power, doesn’t like abstract ideas
  • occupations like law, government, finance and business
39
Q

Conventional type

A
  • likes routine and structure, dislike ambiguity and vagary

- occupations like accountants, secretaries and clerks

40
Q

Strong vocational interest inventory (SVII)

A

Strong used empirical approach to develop SVII

  • Remember that an empirical approach to test development is based on differentiating or discriminating between two or more groups.
  • He obtained interest statements from people already working in various occupations.

RIASEC forms the ‘highest’ level of scoring

  • 30 specific areas of interest related to field of study and careers
  • SVII report ranks the individuals top 5 (or enhanced, top 10) most compatible occupations from a list of 260 types of jobs.
  • Considered the best measure of RIASEC types

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