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Measures of Academic Ability - Instructional Assessment - Curriculum-Based Measurement (CBM)
involves periodic assessment of school-aged children with brief standardized and validated measures of basic academic skills that reflect the current school curriculum for the purposes of evaluation instructional effectiveness and making instructional decisions
aka curriculum-based assessment (CBA)
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Measures of Academic Ability - Instructional Assessment - Performance-Based Assessment (PBA)
considered the centerpiece of Goals 2000, purposed by Clinton.
aka authentic assessment
involves observing and judging a pupil's skill in actually carrying out a physical activity (e.g., giving a speech) or producing a product (e.g., building a birdhouse)
positive - provides an egalitarian method of evaluation and is useful for assessing students from culturally and linguistically diverse groups
Negative - it might reflect prior knowledge and experience rather than what was learned in the current class
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Measures of Academic Ability - Test for Identifying Learning Disabilities - Illinois Test of Psycholinguistic Abilities (ITPA-3)
ages 5:0 - 12:11, designed to evaluate a child's strengths and weaknesses in term of linguistic abilities, assist in the diagnosis of dyslexia and problems related to phonological coding, and track a child's progress.
11 subtests that provide 3 global composite scores (general language, spoken language, written language)
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Measures of Academic Ability - Test for Identifying Learning Disabilities - Wide-Range Achievement Test (WRAT4)
ages 5:0 - 94:11, a rapid screening device for assessing the reading, spelling, and math skills needed for effective communication and learning.
4 subtests (sentence comprehension, word reading, spelling, and math computation)
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Measures of Academic Ability - Test for Identifying Learning Disabilities - Wechsler Individual Achievement Test (WIAT-III)
ages 4:0 - 50:11, assesses the eight areas of achievement identified by IDEA legislation as important for identifying learning disabilities,
Provides specific goals and objectives that correspond to the examinee's problem areas and are designed to assist with IEP goals and interventions
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Measures of Academic Ability - Admission Tests - Scholastic Assessment Test (SAT)
consists of two parts:
SAT reasoning Test (SAT-I) is used to predict the college success of high school seniors to facilitate admissions and scholarship decisions. 3 sections - critical reading, mathematical, and writing
SAT Subject Tests (SAT-II) assesses knowledge in 5 areas 0 English, history and social studies, math, science, and languages.
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Measures of Academic Ability - Admission Tests - Graduate Record Exam (GRE)
measures general scholastic abilities and is used in conjuncture with grades, letters of recommendation, and other measures of academic achievement to evaluate an individual's readiness for graduate-level work.
tests analytical writing, verbal reasoning, and quantitative reasoning and test are available for 8 disciplines
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Aptitude Tests - Multiple Aptitude Test Batteries
contain a number of tests or subtests that each measure a different aptitude. Most often for educational and vocational counseling of high school and college students and in selection and placement programs provided by state employment agencies and the armed services
Often lack adequate differential validity - do not have different levels of validity for different criterion groups or categories
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Aptitude Tests - Multiple Aptitude Test Batteries - Differential Aptitude Tests (DAT)
include 5 tests that assess specific job-related abilities and 3 tests that evaluate broad intellectual abilities
for grades 7 - 12, but can also be used with adults for vocational counseling and employee selection
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Aptitude Tests - Multiple Aptitude Test Batteries - General Aptitude Test Battery (GATB)
developed by the US employment service to assess aptitude relevant to a range of occupations for the purpose of vocational counseling and job placement for high school seniors and adults
assesses 9 aptitudes, test are highly speeded and may not be appropriate for people who are unable to work quickly
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Aptitude Tests - Occupational Tests of Specific Aptitudes
often used to predict job performance but predictive validity tends to be low with validity coefficient being the the .20's
moderate to high coefficients are more likely to be obtained when the criterion is a measure of training program performance than when it is a measure of on the job success.
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Aptitude Tests - Occupational Tests of Specific Aptitudes - Psychomotor Tests
usually apparatus tests designed to assess speed, coordination, and other motor responses. generally have low validity coefficients due to their susceptibility to practice effects and their high degree of specificity.
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Aptitude Tests - Occupational Tests of Specific Aptitudes - Mechanical Aptitude Tests
assess a broad range of functions including manual dexterity, perceptual and spatial skills, mechanical reasoning, and mechanical information.
- Gender differences:
- females - excel on measures of manual dexterity and perceptual discrimination
- males - superior on measures of mechanical reasoning and information
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Interest Inventories
good predictors of occupational choice, satisfaction, and persistence but are less valid than intelligence tests for predicting academic and occupational success.
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Interest Inventories - Self-Directed Search (SDS) *frequently shows up on EPPP (Holland)
based on Holland's theory of career choice which emphasizes the importance of matching a person's preferences to the characteristics of the job. It yields scores on Holland's six occupational themes, which are conceptualized in terms of a hexagon. The closer the themes are positioned to one another in the hexagon, the more related they are considered to be. Starting from the upper left of the hexagon and moving clockwise, the perferred activities and occupations associated with the six themes (RIASEC):
realistic - technical physical, mechanical, and outdoor activities. engineer, mechanic, construction worker, electrician, farmer, police, and pilot.
investigative - scientific, math, analytical, and scholarly. Biologist, veterinarian, mathematician, professor, medical technician
artistic - music, art, writing, drama, and other creative activities. artist, actor, musician, writer, interior designer, industrial designer
social - working with and helping others. teacher, psychologist, social worker, nurse, minister, personnel manager
enterprising - competition, management, sales, and public speaking. sales manager, realtor, stockbroker, financial planner, buyer
conventional - structured, unambiguous activities that involve organizing data, attending to detail, and following through on others' instructions. Accountant, administrative assistant, actuary, technical writer, paralegal, banker
Congruence - calculated from the degree of consistency between the examinee's expressed interests and the examinee's summary code.
Coherence - the degree to which the examinee's expressed interests belong to the same RIASEC categories
Consistency - the similarity of the examinee's 2 strongest measured interests (first 2 letters of the summary code)
Differentiation - the degree of distinctiveness of the examinee's measured interests (highly differentiated when obtaining a high score on one theme but low on all others)
Commonness - the frequency with which the examinee's summary code occurred in different normative groups
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Curriculum-based measurement is used to assess basic ________ presented in the current curriculum in order to facilitate decisions related to instructional effectiveness
academic skills
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_________-based assessment involves evaluating a student's ability to carry out a physical activity or produce a product
Performance
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Measures used to identify disabilities include the ITPA-3, which provides information on a child's _________, and the _________, which is a rapid screening device for assessing reading, spelling, and math skills.
linguistic abilities
WRAT4
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The SAT Reasoning Test is used to predict the college success of high school seniors and consists of three sections: critical reading, mathematical, and __________. The studies have found that the SAT is somewhat less accurate as a predictor for examinees who obtain scores in the __________ of the score distribution.
writing
middle-range
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Traditionally, aptitude tests have been described as measures of __________, while achievement tests are considered measures of knowledge acquired in a controlled setting. Multiple aptitude tests often lack adequate _________ validity
innate learning capacity
differential
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The ___________ was designed for students in grades 7 - 12 to assist in educational and career counseling, while the GATB is used with high school seniors and adults for vocational counseling and job placement
DAT (differential aptitude test)
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Measures of specific aptitudes are usually better at predicting _______ performance than on the job success.
training program
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Psychomotor tests tend to have low validity due to their susceptibility to practice effects and high ________.
specificity
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Research investigating the validity of interest inventories suggests that they are less valid than intelligence tests for predicting job success but are good predictors of job choice, ________, and persistence.
satisfaction
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The Occupational Scales of the Strong Interest Inventory were developed on the basis of _________, which involved comparing the responses of males and females in different occupational groups to those of men and women in a general representative sample. Development of the KOIS also used this method but involved considering only the responses of people in __________.
empirical criterion keying
different occupations
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The Self-Directed Search (SDS) yields scores on six __________ that are conceptualized in terms of a hexagon. Starting at the upper left of the hexagon and moving clockwise, the six categories or realistic, investigating, _______, social, enterprising, and ________. Holland believed that several factors are important when interpreting an examinee's scores on the SDS, including _________, which refers to the similarity of the examinee's 2 strongest measured interests, and __________, which refers to the degree of distinctiveness of an examinee's measured interests.
occupational themes
artistic
conventional
consistency
differentiation
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The Kuder Occupational Interest Survey provides scores on:
a.Personal Styles Scales
b.Basic Interest Scales
c.Occupational Themes - RIASEC
d.College Major Scales
D
The Kuder Occupational Interest Survey (KOIS) provides scores on College Major Scales.
Answer A: The Personal Style Scales on the Strong Interest Inventory (SII) include Work Style, Learning Environment, Leadership Style, Risk-Taking, and Team Orientation.
Answer B: The Strong Interest Inventory provides scores on 30 Basic Inventory Scales that are related to the General Occupational Themes. Examples of Basic Inventory Scales are Athletics, Performing Arts, Healthcare Services, Teaching and Education, and Entrepreneurship.
Answer C: The General Occupational Themes scale provides information on the six occupational themes identified by Holland: realistic, investigative, artistic, social, enterprising, and conventional (RIASEC).
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When using Holland’s Self-Directed Search (SDS), the degree of match between an examinee’s expressed interests and measured interests are referred to as:
a.commonness
b.consistency
c.coherence
d.congruence
D
Congruence refers to the degree of match between a person’s measured interest (three-letter Summary Code) and expressed interests (occupations indicated in the Daydreams Section of the SDS). The detailed score report for Holland’s Self-Directed Search (SDS) provides information on congruence, consistency, differentiation, commonness, and coherence.
Answer A: Commonness indicates the frequency with which an examinee’s Summary Code occurred in the standardization sample (i.e., the percent of people in the sample who obtained the same code).
Answer B: Consistency refers to the distance between the examinee’s first two code letters in the RIASEC hexagon. When the first two code letters are adjacent in the hexagon, the individual’s consistency is high.
Answer C: Coherence is the degree to which an individual’s vocational/career interests belong to the same Holland category.
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Curriculum-based measures are useful for:
a.monitoring a student’s progress to evaluate instructional effectiveness.
b.assessing a student’s mastery of the curriculum in high school to predict his or her performance in college.
c.determining what strategies a student is using to solve complex academic problems.
d.observing a student’s skill in carrying out a physical activity.
A
Curriculum-based measures are standardized tests that are used to evaluate a student’s performance on items or tasks that are closely linked to the current curriculum. The primary use of curriculum-based measures is to evaluate a student’s progress in order to determine if instruction needs to be modified.
Answer B: Curriculum-based measures are not used to predict future performance.
Answer C: Curriculum-based measures evaluate the effectiveness of instructional methods used. They are not used to determine what strategies a student is using to solve problems.
Answer D: Performance-based assessments are used to observe and judge a student’s skill in carrying out physical activity or producing a product.
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Factor analyses have indicated that psychomotor skills:
a.are highly interdependent.
b.depend primarily on strength and speed.
c.are highly independent.
d.are reflective of “g.”
C
The research has confirmed that the various psychomotor skills are relatively independent and that there is no underlying “general psychomotor factor.”
Answer A: Psychomotor skills are highly independent, not interdependent.
Answer B: Psychomotor skills do not necessarily depend on strength and speed. Psychomotor skills also reflect coordination and dexterity.
Answer D: In In contrast to intelligence, psychomotor ability does not seem to have an underlying “g” factor.
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Research investigating the predictive validity of interest inventories suggest that they are least accurate for predicting:
a.job performance.
b.job choice.
c.job persistence.
d.job satisfaction.
A
Of the outcomes listed in the answers, job performance is least related to interest test scores. This is likely due to the impact of a variety of factors on job performance, including experience, ability, and motivation.
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