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PAI > Weel 5: Educational testing > Flashcards

Weel 5: Educational testing Flashcards

1
Q

What are the two main types of testing done in education?

A
  • achievement tests

- aptitude tests

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2
Q

Describe achievement tests

A

Assesses past learning

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3
Q

Describe aptitude tests

A

Assess future learning potential

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4
Q

What are the two roles of testing in education?

A
  • summative assessment

- formative assessment

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5
Q

Summative assessment

A

Purely evaluative, e.g. an exam testing what you have learnt

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6
Q

Formative assessment

A

Aimed at facilitating learning as well as evaluating it

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7
Q

Describe the Wechsler Achievement Test

A
  • has domains with subtests informing them
  • looks at how well people have learnt stuff from school
  • compatible with and standardised with the WISC
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8
Q

List the WIAT Composites

A
  • reading
  • mathematics
  • written language
  • oral language
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9
Q

WIAT reading subtests

A
  • word reading
  • pseudoword decoding
  • reading comprehension
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10
Q

WIAT mathematics subtests

A
  • numerical operations

- math reasoning

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11
Q

WIAT written language subtests

A
  • spelling

- written expression

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12
Q

What does the PISA do?

A

Benchmarks different countries around the world in terms of educational achievement

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13
Q

What does NAPLAN do?

A
  • assesses students in Australia

- gives a national standard for Australian schools for how they’re tracking

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14
Q

What are the three specifiers for Learning Disorder?

A
  • reading
  • written expression
  • mathematics
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15
Q

What are the reading specifiers?

A
  • word reading accuracy
  • reading rate or fluency
  • reading comprehension
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16
Q

What are the written expression specifiers?

A
  • spelling accuracy
  • grammar and punctuation accuracy
  • clarity or organisation or written expression
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17
Q

What are the mathematic specifiers?

A
  • number sense
  • memorisation of maths facts
  • accurate or fluent calculation
  • accurate maths reasoning
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18
Q

Briefly describe the National Reading Panel study

A
  • examined 100,000 studies

- found that effective teaching was the most critical factor in child success

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19
Q

What are the five vital themes in effective reading programs?

A
  • phonemic awareness
  • phonics
  • fluency
  • vocabulary
  • comprehension
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20
Q

Phonemic awareness

A

The ability to hear and identify individual sounds in spoken words; the awareness that the spoken word can be broken down into its smallest constituent sounds

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21
Q

Phoneme

A

The smallest unit of sound

22
Q

Morpheme

A

Individual units of meaning in words

23
Q

Phonics

A

The relationship between the letters of written language and the sounds of spoken language

24
Q

Fluency

A

The capacity to read texts accurately, but also quickly

25
Q

Vocabulary

A

All the words students must know to communicate effectively

26
Q

Comprehension

A

The ability to understand what was read

27
Q

What is the best way to teach phonics/reading?

A
  • structured phonics

- teach all letter sounds and how to blend them together and break them apart

28
Q

Describe Adams (1990) findings

A

Disadvantaged children had only 180 hours of reading at school entry compared to 3750 of professional families

29
Q

Describe Hart & Risley (2003)’s findings

A
  • parents with professional jobs spoke about 2,000 words an hour to toddlers
  • working class parents 1,200 an hour
  • welfare 600 words an hour
  • by age 3, children on welfare will have heard 30 million fewer words than children of professional families
30
Q

Signs of a good reader

A
  • able to figure out speech sounds
  • able to link sound with letter
  • able to see larger chunks of print
  • able to recognise a new printed word after only a few exposures
  • able to recognise words with fluency
  • able to focus on meaning because no longer glued to print
  • able to comprehend words, sentences
31
Q

Characteristics of poor readers

A
  • over reliance on context and guessing
  • more attention given to decoding rather than meaning
  • source of reading comprehension problems is poor word recognition
  • slow and effortful reading
  • still glued to print
32
Q

Automaticity

A

Innate demonstration of ability, e.g. instantly matching sound and reading

33
Q

Describe the critical role of phonics

A
  • leads to whole word recognition

- about 40% of students need us to teach it rather than figure it out themselves

34
Q

Describe the relationship between fluency and reading

A
  • reading words quickly and accurately increases reading comprehension
  • mental energies can be put into decoding the meaning of words
35
Q

List some educational achievement tests (WBCATSK)

A
  • woodcock reading mastery tests
  • brigance comprehensive inventory of essential skills
  • comprehensive test of phonological processing
  • AIMS letter sound fluency test
  • test of word reading efficiency
  • south australian spelling test
  • keymath tests
36
Q

Describe behavioural assessment

A
  • evaluates child’s thoughts, feelings and behaviours in specific settings
37
Q

The ABCs of assessment

A

Observe the antecedents, behaviours, and consequences of these behaviours

38
Q

Describe behaviour analysis/functional analysis of behaviour

A

Aims to identify as many potentially contributing factors as possible to understand which ones are most important and could be changed

39
Q

Describe behavioural observation and recording

A
  • uses baseline data to provide ongoing information
  • recordings could be done by parents
  • may not be accurate if they know they are being watched
  • clinician could also set up a role play simulation
40
Q

What are some of the causes of common behaviour problems?

A
  • learning from others
  • antecedents
  • ineffective punishment
  • how parents feel
41
Q

How do children learn misbehaviour?

A
  • accidental rewards
  • escalation traps
  • watching others
42
Q

How can antecedents influence compliance?

A
  • poor instructions
  • body language
  • emotional messages
43
Q

How can ineffective punishment lead to misbehaviour?

A
  • no back up consequence
  • given in anger
  • inconsistent between parents
44
Q

Describe Patterson’s family coercion theory

A

Children of coercive parents learn to use aggressive, non compliant defiant behaviours to terminate parents aversive behaviours and coerce reinforcement from parents

45
Q

Describe standardised reports (behavioural assessment)

A
  • often allow for a childs behaviour to be compared to normative samples
  • economical to administer and score
  • lack of agreement between informants is relatively common
  • child behaviour checklist used cross culturally and gives clinicians a useful profile
46
Q

Describe the Child Behaviour Checklist

A
  • most commonly used
  • multiple forms covering ages 1.5-5 and 6-18
  • multiple forms for parents, teachers and youth
  • scales covering 8 (7) areas, internalising, externalising, and total scores
47
Q

Describe the structure of the Child Behaviour Checklist

A
  • answered on a 3 point likert

- 120 items in parent and teacher forms and 119 in youth

48
Q

Describe the scoring of the Child Behaviour Checklist

A
  • total raw scores calculated for each scale and total behaviour
  • these can be converted to T scores
  • scores plotted on profile sheets
  • profile sheets indicate normal, borderline and clinical ranges
49
Q

What are the goals of behavioural interventions for children and parents?

A
  • teach behaviour management skills
  • educate regarding normative development
  • train parents to help their children in the future
  • increase the quality of the parent child relationship
50
Q

Learning disorder difficulties

A
  • written expression
  • spelling
  • slow reading
  • comprehension
  • number sense
  • mathematical reasoning

PAI (11 decks)

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