Kristiane Cruz
1/26/14
Language Impairment
Chapter 2 Summary
Assessment Tools
Vocabulary:
- Norm referenced assessment: used to compare an individual’s abilities to those of his or her peers
- Criterion referenced assessment: assessment that is used to evaluate an individuals ability relative to a predetermined level of performance, often used to measure progress in intervention.
- Dynamic assessment: a process-oriented measure that evaluates a child’s ability to learn via a test-teach-retest approach
- Validity: degree to which a test procedure accurately measures what it was designed to measure
- Construct validity: the underlying theory on which an assessment instrument is based
- Content validity: the degree to which test items represent a defined domain
- Criterion related validity: the degree to which test results on one test align with another test measuring the same construct
- Predictive validity: how well a test score will predict a students performance on a future criterion referenced task
- Reliability: the degree to which a test is free from errors of measurement across forms, raters, time, and within an instrument
- Normal distribution of scores: describes any behavior that clusters around the mean
- Standard deviation: the spread of scores around the mean
- Mean: a statistical average of all the scores in a sample
- Language sample analysis: an evaluation on an individuals spontaneous or self-generated speech, has both quantitative and qualitative components
- Formative assessment: an evaluation of performance in a real-life context
- Summative assessment: typically used to place a child in a particular category or as accountability
- Number of different words: quantitative analysis of semantics
- T-unit: one ...
... middle of paper ...
...bulary: the words a child produces
- Root word: a fundamental or unmarked part of a word
Key Points:
- the overview of the assessment process is as follows: o complete screening and refer for a complete assessment if needed o obtain background information
• case history and prior reports
• interviews (family, teacher , student)
• examples of classroom work o evaluate child/student
• language sample
• norm-referenced assessment
• criterion-referenced assessment o synthesize results and write report
• interpret data
• make recommendations
• meet with family and teachers
• write report
- The assessor evaluates history data, interviews family members, and uses many different assessment tools
- A lot of aspects are tested: o Hearing ability o Speech motor ability o Cognitive ability o Fluency and rate of speech o Sound production o Awareness of phonemes o Voice quality
The purpose of assessment is to ensure that the tutor has a clear understanding of their learners and their individual needs. In education there are two different terms of assessment Norm-referenced and criterion-referenced assessment. An example of Norm-referenced assessment is an A-level or GCSE format which compares other candidates with each other and the marks being compared with the norm or average.
Throughout the United States standardized testing is a popular way that educators measure a student’s academic ability. Although it may seem like a good idea to give a bunch of students the same test and see how each one does, it is not that simple. The results do not represent how smart a student is or a student's potential to do great things in the real world. In taking a standardized test one student may have a greater advantage over another for many reasons. Reasons that are not shown in the standardized test score.
Linn, R. L., & Gronlund, N. E. (2000). Measurement and assessment in teaching (8th ed.). Upper
Validity is essentially the degree to which a conception is founded and parallels accurately to the real world. Validity is the tool that measures what the particular research was anticipated to measure (Schmitt & Brown, 2012). There are several different types of validity but the ones that will be discussed in this paper are concurrent and predictive. Concurrent validity is taking an already validated point and testing it with another measurement tool. This means that there was already a hypothesis proven right or wrong and now the researcher will be testing this same hypothesis but will being using another type of tool to see if the result...
Validity- The intent to which a measurement tool actually measures what it is intended to
progress. I have always wondered that if tests were meant as a measurement of ability, why are
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Testing has become a major aspect of the American society. In academic settings, tests scores are used in determining if a student will graduate high school, selecting students for admission to college, placing students into special education, and various other reasons. Within the corporate arena, businesses may use testing to select individuals for job placement. In the United States, testing is inescapable, and test results could have an extensive influence on individuals.
Validity is defined as the consistency of the measurement results and the quality of the measure or the ability of a test produce comparable results across repeated measurements within the same parameters or conditions (Kaplan & Saccuzzo, 2013; Bordens & Abbott, 2014). In terms of verifying reliability, however, there are basically three different types of evidence that is used to confirm the validity of a test: construct-related evidence, content-related evidence, and criterion-related evidence (Kaplan & Saccuzzo, 2013). Content-related evidence of validity, for instance, is defined as being the type of evidence that identifies the association between the questions or items of measure of a test to the content matter that is being evaluated
Cohen, R. J., Swerdlik, M., Sturman, E. (07/2012). Psychological Testing and Assessment: An Introduction to Tests and Measurement, 8th Edition. [Bookshelf Online]. Retrieved from
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
Murphy and Maree (2006) suggested that the most often-cited and straightforward definition of dynamic assessment is that it usually follows a sequence of a pre-test followed by mediation and concluding with a post-test.
It is important to note that high reliability of scores does not guarantee that those scores are a valid representation of the construct they are intended to measure. Reliability does not guarantee validity; however, it does determine how valid scores obtained from an instrument can be. The upper limit of the validity coefficient can be determined by taking the square root of the reliability
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of