Title: Norm-Referenced Tests and Test Scores: What does it all mean?
1Norm-Referenced Tests and Test ScoresWhat does
it all mean?
- Steven M. Koch, Ph.D.
- Riley Child Development Center
- IU School of Medicine - Department of Pediatrics
2Presentation Goals
- Recognize areas of assessment
- Understand standardized test scores
- Learn about the new SSA Test List
- Identify resources on specific tests
3Questions asked and answered today
- Why do we assess children?
- How do we assess children?
- Why do I need to know about the tests?
- What do I need to know about the tests?
- What are all those scores?
- And what do they mean?
- Where can I find information on tests?
4Why do we assess children?
- Guide diagnosis
- Determine eligibility
- SSI
- Medicaid waiver
- Special education
- Monitor progress
- Determine treatment approach
- Research
5How do we assess children?
- Four Pillars of Assessment (Sattler, 2001)
- Norm-referenced tests (standardized tests)
- Interviews
- Observations
- Informal assessment procedures
- Testing should be fair and culture-free
6Norm-referenced tests
- Provide a degree of quantification of the childs
functioning in a given area - Describes the childs present functioning in
reference to peer group - Identifies strengths and weaknesses in area
- Provides a baseline for later testing
7Interviews
- Structured interviews
- Semi-structured interviews
- Free flowing interviews
8Observations
- Systematic observations / data collection
- Frequency counts
- Incident logs
- Informal observations
- Approach towards more difficult tasks
- Generate hypotheses
9Informal Assessment
- Non-standardized assessment approaches that test
an examiners hypothesis - Can further identify particular strengths and
weaknesses - Examples of informal assessment procedures
- Reading passages
- Play-based assessment
10Fair testing
- Fair testing does not mean the same test is
administered to all individuals. - The tests selected for each child should address
the questions asked, and the areas of concern. - The impact of other skills on performance
- should be minimized
11Why do I need to know about all these tests?
12Why do I need to know about tests?
- Provides an understanding of the tests which are
a part of the claimants file - Can provide guidance when requesting a CE
- How can the CE obtain the needed information to
help with the eligibility determination? - What instruments or areas of assessment
- would be most helpful as part of the CE?
13In what areas do we assess children?
14Areas assessed by norm-referenced instruments
- Intelligence / cognition
- Social / emotional
- Adaptive functioning
- Speech
- Oral language
- Academic
- Gross fine motor
- Early childhood / global development
15Intelligence / Cognition
- Definitions (Sattler, 2001)
- Higher-level components, which include abstract
reasoning, representation, problem solving, and
decision making - Overt behavioral manifestations represented by
effective or successful responses - Elementary processes, such as perception,
sensation and attention - Executive processes
- Memory
- Ability to learn
16Intelligence / Cognition
- Assessment approaches
- Wechsler Intelligence Scale for Children 4
- Wechsler Adult Intelligence Scale 3
- Wide Range Assessment of Memory and Learning 2
- Stanford-Binet Intelligence Scales 5
- Differential Abilities Scale
- Bayley Scales of Infant Development 3
- Universal Nonverbal Intelligence Test
17Social / Emotional
- Definitions
- Assessment of emotional status, impact of mental
disorders on functioning, and social interactions
and relationships with others - Often viewed as internalizing and externalizing
behaviors.
18Social / Emotional
- Internalizing
- Anxiousness, depressed mood, somatic complaints
- Externalizing
- Hyperactivity, verbal aggression, physical
aggression - Other areas
- Social problems, inattention,
- thought disturbance
19Social / Emotional
- Assessment approaches
- Mental Status Examination
- Child Behavior Checklist
- Behavior Assessment System for Children 2
- Behavior Rating Inventory of Executive Function
- Revised Childrens Manifest Anxiety Scale
- Roberts Apperception Test for Children 2
- Childrens Depression Inventory
- Functional Behavior Assessment
20Adaptive Functioning
- Definitions
- The effectiveness with which individuals meet the
standards of personal independence and social
responsibility expected of individuals of their
age and cultural group (Sattler, 2002). - Multifactorial
- Independent functioning, physical development,
- economic activity, language development,
- numbers time, (pre)vocational, self-direction,
- responsibility, socialization (AAMR)
21Adaptive Functioning
- Assessment approaches
- Vineland Adaptive Behavior Scales 2
- Scales of Independent Behavior Revised
- Adaptive Behavior Assessment System 2
- Semi-structured interview
22Speech
- Definitions
- Involves the production of sounds which form
words - Areas of speech disorders
- Oral-Motor
- Apraxia
- Articulation
- Stuttering / Dysfluency
- Phonological disorder
23Speech
- Assessment approaches
- Goldman-Fristoe Test of Articulation 2
- Khan-Lewis Phonological Analysis 2
- Photo Articulation Test 3
- Stuttering Severity Inventory 3
24Oral Language
- The use of words and sentences to convey meaning
to others. Oral language examines both the
production of messages (expressive) and their
receipt (receptive). - Basic components
- Semantics
- Syntax
- Morphology
- Phonology
- Pragmatics
25Oral Language
- Assessment approaches
- Preschool Language Scale 4
- Clinical Evaluation of Language Fundamentals 4
- Receptive-Expressive Emergent Language Scale 3
- Test of Language Development 3
- Peabody Picture Vocabulary Test 3
- Rosetti Infant-Toddler Language Scale
- Test of Pragmatic Language
- Hawaii Early Learning Profile
26Academic
- Definitions
- The skills children learn through direct
intervention or instruction (Sattler, 2001) - Commonly assessed skills include
- Reading individual words
- Reading comprehension
- Mathematics
- Spelling
- Written expression
27Academic
- Assessment approaches
- Wechsler Individual Achievement Test 2
- Woodcock-Johnson Tests of Achievement 3
- Kaufman Test of Educational Achievement 2
- Woodcock Reading Mastery Test 2
- KeyMath 2
- Diagnostic Achievement Battery 3
28Gross Fine Motor
- Definitions
- Gross motor refers to tasks involving the larger
muscles of the body, such as the legs and trunk - Fine motor refers to tasks involving the hands
and wrists - Visual-motor refers to the integration of visual
- and fine motor, such as handwriting
- Sensory integration refers to the ability to
- regulate sensory input (auditory, visual,
- tactile, kinesthetic)
29Gross Fine Motor
- Assessment approaches
- Peabody Developmental Motor Scales 2
- Bruininks Oseretsky Test of Motor Proficiency
- Beery-Buktenica Test of Visual-Motor Integration
5 - Gross Motor Function Test
- The Sensory Profile
30Early Childhood / Global
- Many instruments assessing youth in early
childhood examine multiple areas of development,
such as cognitive, speech, language, motor,
school readiness, etc. - Norm-referenced tests are not always
- appropriate for this age, and more
- curriculum-based approaches are
- utilized
31Early Childhood / Global
- Assessment approaches
- Bayley Scales of Infant Development 3
- Assessment, Evaluation Programming System
- Kaufman Survey of Early Academic and Language
Skills - Bracken Basic Concept Scale 2
- Hawaii Early Learning Profile
- Infant Toddler Social Emotional Assessment
- Carolina Curriculum for Infants / Toddlers
32What scores are provided by tests?
33Types of scores
- Raw scores
- Number of correct responses for a test
- May be useful when measuring progress
- Standard and Scaled Scores
- Normal distribution of raw scores (established
- mean and standard deviation)
- IQ scores
- T-Scores
34Normal Distribution Curve
- Also called the bell curve (due to its shape),
or the gaussian curve (after Carl Friederich
Gauss)
35Normal Distribution Curve
- Mean (?) average score
- Standard deviation (?) spread of scores
36Normal Distribution Curve
Population Mean 100 SD 15
Standard deviation
37Normal Distribution Curve
Population Mean 100 SD 16
Standard deviation
38Normal Distribution Curve
Population Mean 10 SD 3
Standard deviation
39Normal Distribution Curve
Population Mean 50 SD 10
Standard deviation
40Types of scores
- Age / grade equivalents
- Childs raw score in relation to average score
for a given age - Often used with young children, and individuals
with developmental delays - Often interpreted incorrectly
41Age Equivalent
- 1
- 0
- 0
- 1
- 0
- 0
- 1
- 0
- 0
- 1
- 0
- 0
- 0
-
- 4
Equal raw scores leads to the same age equivalent
score. However, it does NOT mean the same items
were correctly answered. The second child
answered items that were at a higher
developmental level.
42Types of scores
- Percentiles
- Different than percentages
- Provides comparison to peer group
- Perform equal to or better than X of children
43Normal Distribution Curve
Population -1 SD 16ile 1 SD 84ile
Standard deviation
44Normal Distribution Curve
Population -2 SD 2ile 2 SD 98ile
Standard deviation
45When is a score significant?
- Generally, when a score is greater than 2 SD
(either above or below the mean, the score is
significantly different (e.g., an IQ of 70 or
lower). - The score can be significant if it is 2SD below
OR 2SD above the mean (e.g., T-Scores on - behavior checklists greater than 2SD
- above the mean generally indicate an
- area of concern.
46Where can I find information on tests?
47Where to get information
- Your medical consultants (e.g., psychologists,
SLPs) - Sattler, J.M. (2001). Assessment of Children
Cognitive Applications (4th Ed.). La Mesa, CA
Sattler Publisher. - Sattler, J.M. (2002). Assessment of Children
Behavioral and Clinical Applications (4th Ed.).
La Mesa, CA Sattler Publisher. - Buros Institute
- Mental Measurements Yearbook
- Tests in Print
- University libraries (e.g., IUPUI)
- SSA Test List
48SSA Test List
- Updated list of tests (earlier list developed ca.
1991) - Recently placed on SSAs intranet
- Provides the following information
- List of tests by area
- Comprehensive, screening, subarea, special
population - Publisher, publication date
- Description / Purpose
- Standard administration time
- Scores (names, types)
- How information is obtained
- Is currently being updated
49Where to get information
- Test Publishers
- Achenbach System of Empirically Based Assessment
- American Guidance Service
- Psychological Assessment Resources
- Psychological Corporation
- Riverside Publishing
- Western Psychological Services
50For more information.
- Steven M. Koch, Ph.D., HSPP
- Psychologist, Interdisciplinary Training Director
- Riley Child Development Center
- IU School of Medicine Dept. of Pediatrics
- Riley Hospital for Children
- 317.274.8167
- smkoch_at_iupui.edu