Tiêu đề 07 PsyAs - Assessment for Education.pdf ✅

● Content validity was developed through an extensive review of the literature, an analysis of the skills involved in the reading process, and the development of test items that reflected those skills SECONDARY-SCHOOL LEVEL Scholastic Aptitude Test (SAT) ● An aid to high-school guidance and job placement counselors ● Has value in helping students decide whether further academics, vocational training, or some other course of action would be most advisable ● Used by organizations and government agencies in determining who will receive scholarship grants and other such awards ● Subtests ○ Reading: measured through reading comprehension tasks as measured by short passages followed by sentence completion items ○ Mathematics: probes knowledge of subjects such as algebra, geometry, basic statistics, and probability ○ Writing Portion: tests knowledge of grammar, usage, and word choice, and is tested through both multiple-choice items and an essay question ● SAT Subject Tests ○ 1 hour tests designed to measure achievement in specific subject areas such as English, History and Social Studies, Mathematics, Science, and Languages ACT Assessment ● Formerly known as the American College Testing Program ● The test is curriculum-based, with questions directly based on typical high-school subject areas ● ACT and SAT were highly correlated with each other in many respects and both were highly correlated with general intelligence COLLEGE LEVEL AND BEYOND The Graduate Record Examinations (GRE) ● Contains verbal and quantitative sections as well as analytical writing sections ● Subtests ○ Verbal: taps the ability to analyze and evaluate written materials as well as the ability to recognize relationships between concepts ○ Quantitative: taps knowledge of basic mathematical concepts and the ability to reason quantitatively ○ Analytical Writing: taps critical thinking and the ability to articulate and argue ideas effectively in standard written English ● May be taken by paper and pencil or by computer at a test center ● Was a valid predictor of several important criterion measures The Miller Analogies Test (MAT) ● A 100-item, multiple-choice analogy test ● Draws on the examinee’s ability to perceive relationships, general intelligence, vocabulary, and academic learning ● Has been cited as one of the most cost-effective of all existing aptitude tests when it comes to forecasting success in graduate school DIAGNOSTIC TESTS READING TESTS Diagnostic Test – used to identify areas of deficit to be targeted for intervention ● Evaluative Information: applied to tests or test data that are used to make judgments ● Diagnostic Information: used in educational contexts; typically applied to tests or test data used to pinpoint a student’s difficulty, usually for remedial purposes The Woodcock Reading Mastery Tests–Third Edition (WRMT-III; Woodcock, 2011) ● Paper-and-pencil measure of reading readiness, reading achievement, and reading difficulties ● Takes between 15 and 45 minutes to administer the entire battery ● Can be used with children as young as 41⁄2, adults as old as 80 ● Was standardized on a nationally representative sample totaling over 3,300 test takers ● Revised Subtests ○ Letter Identification: items that measure the ability to name letters presented in different forms; both cursive and printed as well as uppercase and lowercase letters are presented ○ Word Identification: words in isolation arranged in order of increasing difficulty; student is asked to read each word aloud 3 | @studywithky
○ Word Attack: nonsense syllables that incorporate phonetic as well as structural analysis skills; student is asked to pronounce each nonsense syllable ○ Word Comprehension: items that assess word meaning by using a four-part analogy format ○ Passage Comprehension: phrases, sentences, or short paragraphs, read silently, in which a word is missing; student must supply the missing word ● New Subtests ○ Phonological Awareness ○ Listening Comprehension ○ Oral Reading Fluency MATH TESTS Group Mathematics Assessment and Diagnostic Evaluation (GMADE) ● Standardized test that can provide useful diagnostic insights with regard to the mathematical abilities of children just entering school to just entering college ● Available in different forms and amenable for group administration ● Designed to measure math skills listed by the National Council of Teachers and Mathematics ○ Number and Operations ○ Algebra ○ Geometry ○ Measurement ○ Data Analysis and Probability ● Other Mathematics Process Abilities measured ○ Problem Solving ○ Reasoning and Proof ○ Communication ○ Connection ○ Representation ● Test protocols are scored using software KeyMath 3 Diagnostic System (KeyMath3-DA) ● Standardized test that may be administered to children as young as 41⁄2 and adults as old as 21 ● Included a review of state math standards and National Council of Teachers of Mathematics publications ● Led to the creation of a comprehensive blueprint reflecting essential mathematics content, existing curriculum priorities, and national math standards ● Test protocols can either be hand-scored or computer-scored ● Individually administered ● Ideally administered by a qualified examiner who is skillful in establishing and maintaining rapport with test takers and knowledgeable in following the test’s standardized procedures PSYCHOEDUCATIONAL TEST BATTERIES THE KAUFMAN ASSESSMENT BATTERY Psychoeducational Test Batteries – test kits that generally contain two types of tests ● Measure abilities related to academic success ● Also measures educational achievement in areas such as reading and arithmetic ● Data derived from these batteries allow for normative comparisons and an evaluation of the test taker's own strengths and weaknesses ● Designed not only to measure academic skills and knowledge but also more fundamental abilities that might explain why a student performs well or poorly in school The Kaufman Assessment Battery for Children, Second Edition Normative Update (KABC-II NU) ● Designed for use with test takers from age 3 through age 18 ● CHC Model: used for children from a mainstream cultural and language background ● Luria Model: excludes verbal ability ● Luria proposed that the brain has three overlapping systems or “functional unites” ○ The brain stem primarily regulates alertness and arousal ○ The hindmost portions of the cerebral cortex (parietal, temporal, and occipital lobes) engage in “simultaneous integration” of sensory information such that patterns can be perceived and raw sensory information can be stored efficiently as abstract concepts ○ The frontal lobes are responsible for “successive integration” which includes the ability to sustain attention, inhibit impulses, and direct planned behavior ● 1983: K-ABC was first published ○ Had two primary scales designed to measure individual differences in simultaneous and successive processing of information ○ Designed to measure cognitive abilities identified by Alexander Luria ○ The test also the minimized the need for verbal knowledge, minimizing the score differences between ethnic and racial groups ● 2004: KABC-II was published ○ Age range was extended upwards (ages 3 to 18) ○ Was co-developed and co-normed with the Kaufman Test of Educational Achievement (KTEA) ○ The KABC-II NU and the KTEA-3 can be used together for a comprehensive and nuanced assessment of cognitive abilities and academic skills ○ Its revised version borrowed from PASS theory to measure planning and attention (KABC-II NU) ○ It was also aligned to the Cattell-Horn-Carroll (CHC) theory of cognitive abilities 4 | @studywithky