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| The application of numbers to a performance |
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| The consistency with which a test measures a given attribute or behavior |
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| The extent to which a test accruately measures that which it claims to measure. |
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| Standard error of Measure |
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| Statistic used to calculate the confidence iterval around the estimated true score |
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| The test measures what it claims to measure in the opinion of experts |
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| empirical evidence; consists of convergent and divergent validity |
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| all evidence that support the construct of the test (e.g. the test measures language skills) |
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| all evidence that indicates the test does not measure extraneous constructs (e.g. the expressive language test does not measure nonverbal intelligence |
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| A statistical procedure that uses a regression formula to predict group categorization and checks the accuracy of the analysis. determines sensitivity and specificity |
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| percentage of children known to be language impaired that are identified as language impaired based on the test |
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| Percentage of children known to have normal language that are identified as having normal language based on the test. |
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| Positive predictive validity |
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| uses a mathematical formula to predict the likelihood that a test has of identifying disorder status, taking into account the population base rate. This can tolerate lower specificity but should have near perfect sensitivity. |
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| permits maximal discrimination between children with language impairment and those with normally developing language |
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| differential response by one group relative to another |
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