Term
| Statues vs. Regulations. vs Judicial Decisions |
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Definition
Statutes: laws written by legislative bodies.
Regulations: laws created by government agencies.
JuJudicial decisions: laws created by opinions from the court, often in litigation cases.
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Term
| Compare the cases of Larry Riles and Diana vs. California |
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Definition
Larry Riles cases involved African American students who were claimed to be improperly put in a Mental Retarded classroom based on the performance of one IQ test. The test scores were proven to not be appropriate for placement. The Diana vs. California casewas similiar in that it was about Mexican American students who were placed in a classroom because of 1 test that they scored poorly one. The state determined that further assessments need to be provided in native languages.
Both cases determined that placement can not be because of just one IQ test and that tests need to be free of cultural and language biases!
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Term
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Definition
Content Biases: Assessment items that favor one group over another, or members from diff culturals interpet items differently
Biases of Internal Structure: Differences in item correlation when a test is taken by one group vs. another. Occurs if the constructs being measured change from each group.
Selection Biases: Occurs when a test predictive ability varies by group -for example SAT had a different predictive ability for whites vs. blacks |
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Term
| Informed consent vs. assent |
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Definition
| Sending home a permission slip is informed consent, but if you call a child over the age of 12 and get permission by phone you are getting ASSENT |
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Term
| Examples ofExaminer Biases! |
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Definition
- Differences in class and cultural values
lanauge differences
counselor believes stereotypes of client cultures
lack of counselor understanding
lack of understandng client wordlviews |
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Term
| Challenges of working with linguistically diverse families |
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Definition
*Finding a test that measures there knowledge w/ out using knowledge
The examiner should take care when using test and make sure the test doesnt unintentionally assess the test takers knowledge of english rather than the intended constructs |
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Term
| Intellgiene vs. Achievement vs. Aptitute Testing |
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Definition
Intelligence tests: measure an individuals current ability level
Achievement tests: measure what an individual knows or can do right now
Aptitude tests predict what an individual is capable of doing with further training and education.
The questions on the test are generally the same format.
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Term
| Do intelligence test predict future academic success? |
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Definition
| YES! They are a general predictor of future academic success! |
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Term
| Define Intelligence and the author |
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Definition
Piaget.. Intelligence is assimilation and adaptation of ones environment
Also there are Gardner Theory of 7 types of intellgiences. There are mulitple types of intellgiences instead of just 1. He suggests 7. |
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Term
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Definition
| When using rating scales it is essentail that they include multiple sources of data from multiple people over a period of time to get the full ablity of a child. |
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Term
| Uses of ability testing.. good or bad?? |
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Definition
| They can be both. They can be good beacuse they give you a general idea of where the student is, can identify strength and weaknesses, they can be used to access for talented and gifted, educational placement, screening of learning disablities, etc. |
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Term
| IQ Test Scores on a Normal Bell Curve... |
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Definition
(I'm not entirely sure.. I found this online..)
Mean is 100 with a SD of 15 so... 55 70 85 100 115 130 145
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Term
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Definition
Be able to analyze ACT and ITBS scores and how to explain to parents
*should they retake tests
*how far/above average are they
*what factors do you include
*etc
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Term
| In/Out of School Factors that influence Achievement Testing |
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Definition
In School: Rigor of Curriculum, Teacher Knowledge, Content Covered, teacher experience, class size, class safeity, access to technology
Out of School: Home Environment, Hunger, Low birth weight, lead poisoning, not being read to, parent involvment, amount of TV watching, student mobility |
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Term
| 3 uses of achievement testing! |
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Definition
*tack achievement over time
*identify strengths/weaknesses
*evaluate effectiveness of instruction
*identify students who woudl benefict from special ed.
*can indicate what has been learned in the classroom and what is left to learn
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Term
| Wht has a higher reliability and validity personality assessment or achievement testing? |
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Definition
| Achievement testing has a higher reliability and validity because mood is hard and challenging to measure. Mood also changes over time- while achievement generally remains the same. |
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Term
| Categories of Achievement Testing |
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Definition
Achievement Test Batteries:
Ind. Achievement Test:
Diagnostic Achievement:
Subject Areas: |
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Term
| Personality States vs. traits |
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Definition
lTraits - the distinguishing characteristics or qualities possessed by an individual
lStates - the transitory exhibition of some trait
lTypes - the clustering of various states. If traits can be considered specific characteristics of an individual, types can be regarded as a general description of a person
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Term
| Uses of personality tests in schools |
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Definition
| Career Assessments, identify problems, selecting interventions, helps client understand themselves |
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Term
| Example of a Structured Personality Test |
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Definition
| is one that you have to choose from set answers- Myers Biggs |
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Term
| Projective Techniques and Uses |
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Definition
They ask clients to respond to a relatively unstructed stimulus and there is no right/wrong answer.
Open Ended Questions
Example: house/tree, ink blot, draw a person
Uses: YOu are able to identify a complex theme, may assist in building rapport, use as a tool to gain info about the client
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Term
| Projective vs. Strucutred Techniques |
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Definition
Projective: Is generally open ended.
and structured you have to answer according to the choices given. |
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Term
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Definition
| Self Monitoring yourself for behaviors, tallying them up. Being responsible for observing and tracking your own behavior. |
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Term
| Norm Groups and interpreting norm reference scores |
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Definition
| The norm group is the initial group the assessment was conducted on and it is important to analyze the group when comparing scores because you want to make sure your group is relatable to the norm group- in terms of size, cultural, age, population, SES, etc. |
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Term
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Definition
Tracking the frequency of a behavior on certain intervals, every 5 minutes, etc.
Observation is monitoring the actions of others or oneself in a particular setting and making a record of what is observed.
¨Formal: using a standardized rating scale
¨Informal: Raw notes on a students behavior. |
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Term
| Direct vs. Indirect Observations |
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Definition
direct- is actually observing behaviorals
indirect- beavhiors that other professionals or personal observe and report to you |
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Term
| Standarized vs. non Standarized test |
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Definition
Standarized: have a set procedure, directions for administering, norm groups, questions, etc.
non standarized- no scoring procedure, or standard administration, or time
Standarized test have proven reliability and validity, while non standarized test do not. |
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Term
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Definition
Reponsiveness to Internvetion- a way to identify students who has needs. You can find students who are struggling sooner.
Tier 1- General Instruction
Tier 2- Intervention- added support or tutoring
Tier 3- Special Education Classroom |
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