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Educational (Achievement) Testing

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IQ vs. Achievement- IQ tests are measures of broad abilities and ... Woodcock-Johnson Psycho-Educational Battery. Woodcock-Johnson covers 10 achievement areas. ... – PowerPoint PPT presentation

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Title: Educational (Achievement) Testing


1
Educational (Achievement) Testing
  • Difference between IQ, Aptitude, and Achievement
    Testing.
  • IQ vs. Achievement- IQ tests are measures of
    broad abilities and what is learned under
    relatively less standardized circumstances,
    whereas Achievement tests measure more specific
    abilities learned under more standardized
    conditions (e.g., formal school).

2
Achievement Testing (continued)
  • Achievement vs. aptitude tests- Aptitude tests
    measure the potential for learning a skill
    whereas achievement tests assess what is already
    known within a particular area.
  • Aptitude designed to predict subsequent
    performance whereas achievement tests designed to
    measure present performance.

3
Achievement Testing (continued)
  • Despite different intended purposes and designs,
    there is considerable overlap among these types
    of tests.

4
Uses of Achievement Testing
  • Measure what groups are learning. Measure of
    quality of instruction quality of learning.
  • Assessment of deficits in what has been learned.
  • This may be useful in designing remedial
    interventions for students with deficiencies.

5
Construction of Achievement Tests
  • Attempt to measure performance in the major
    instructional areas.
  • These areas typically include reading, written
    expression, arithmetic, and general knowledge.
  • Also, measure specific areas within each of these
    areas (e.g., expressive and receptive vocabulary
    within reading).

6
Group vs. Individual Achievement Tests
  • Advantages of Group Achievement Testing
  • 1. Less expensive (time and money).
  • 2. Downplays examiner influences.
  • 3. Overall better standardization.

7
Group vs. Individual Achievement Tests (continued)
  • Disadvantages of Group Achievement Testing
  • 1. Less flexibility in following up responses.
  • 2. Less in-depth.
  • 3. Limits test observations and styles of
    approaching questions.

8
Examples of Group Achievement Tests
  • California Achievement Test
  • Stanford Tests of Achievement
  • Iowa Tests of Basic Skills

9
Individual Achievement Tests
  • Examples include
  • Wide Range Achievement Test
  • Woodcock-Johnson Psycho-Educational Battery.
  • Woodcock-Johnson covers 10 achievement areas.
  • These 10 areas group into four major areas Broad
    Reading, Broad Math, Broad Written Language, and
    Broad Knowledge.
  • Application from 3 years through adulthood.

10
Specific Learning Disabilities
  • Criteria- Significant Discrepancy between
    Intellectual Potential (as measured by a general
    test of intelligence) and the ability to learn
    within a specific area.
  • The necessary discrepancy must be gt15 points (IQ
    100 Achievement score 84 or less).

11
LD Types
  • Reading Disorder (4 prevalence)
  • Mathematics Disorder (1 prevalence)
  • Disorder of Written Expression (unknown
    prevalence)

12
Etiology of Learning Disability
  • Most likely the result of subtle impairments in
    neurological structures which govern the specific
    learning areas (reading).

13
Prognosis for Learning Disabled Children
  • The problems that are associated with LD persist
    into adulthood.
  • Degree of Problem in Adulthood depends on
    severity of LD in childhood.
  • Intervention, at present, does not appear to
    improve outcome in adulthood.
  • Socioeconomic Status (SES) of parents has a
    positive effect on outcome of LD.

14
Prognosis (continued)
  • General Intelligence is a significant predictor
    of outcome.
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