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1
Chapter 6
Assessment of Educational Ability: Survey Battery, Diagnostic,
Readiness, and Cognitive Ability Tests
2
Defining Assessment of Educational Ability
Purposes of: To determine how well a student is learning To assess class, grades, schools, school systems, or
states To detect learning problems To identify giftedness To see if a child is ready to move to the next grade
level To assess teacher effectiveness For placement in college, grad or professional schools To determine mastery of knowledge for professional
advanced (e.g., credentialing exams)
3
Tests of Educational Ability
Educational Ability: Survey Batter, Diagnostic, Readiness, and Cognitive Ability
4
Defining Tests of Educational Ability
Survey Battery Tests: Measure broad content areas. Often used to assess progress in school
Diagnostic Tests: Assess problem areas of learning (e.g., learning disabilities)
Readiness Tests: Measure readiness for moving ahead in school. Often readiness to enter First grade
Cognitive Abilities Tests: Often based on what has learned in school. Measure broad range of cognitive ability. Useful in making predictions (e.g., success in school or in college)
5
Survey Battery Achievement Testing
Increasingly important as the result of: No Child Left Behind (NCLB) Act mandated by
the Federal government NCLB: states must show that “adequate
yearly progress” is being made toward all students achieving at state-specified academic standards
States have to identify a test to show that this is happening
See Box 6.1, p. 112
6
Survey Battery Achievement Testing
Helpful in following ways: Can help a student, his or her parents, and
his or her teachers, identify strengths and weaknesses
Classroom, school, or school system profile reports, helps teachers, principals, administrators, and the public see how students are doing at all these levels
Generally used to show success toward “Adequate Yearly Progress”
7
Use of Survey Battery Testing
National Assessment of Educational Progress (NAEP) Not used to show progress of NCLB Is used to compare states to one another Called “The National Report Card” All states required to participate every two years
on math and reading Sometimes also take other subjects (not
mandatory) Occurs at 4th and 8th grade levels See Table 6.1, p. 114
8
Types of Survey Battery Tests
Stanford Achievement Test (SAT10) Dates back to 1923 Offers Individual Profile Sheets, Class Grouping
Sheets, Grade Grouping Sheets, and School System Grouping Sheets See Figures 6.2 and 6.3 (pp. 113, 116)
Most sub-tests in the mid .80s to low .90s using KR-20 internal consistency estimates
Reliability estimates fell for the open-ended sections to mid .50 through the .80s
Sound content, criterion, and construct validity
9
Types of Survey Battery Tests
Iowa Test of Basic Skills (ITBS) Dates back to 1935 Geared for grades K through 8 Sub-tests depending on the grade level: language,
reading, vocabulary, listening, word analysis, math, social studies, science and sources of information (e.g., uses of maps, dictionaries, etc.)
Evidence of content validity Reliability: middle .80s to low .90s Correlates well with CogAT
10
Types of Survey Battery Tests
Metropolitan Achievement Test First published in 1930s K-12 for a broad range of subjects such as
reading, language arts, mathematics, science, and social studies
Multiple choice questions and open-ended items, which are scored a 0 to 3
Some criticism: data too heavily weighted for rural classrooms and under represents urban classrooms
Good reliability and validity
11
Diagnostic Testing
Used to assess problems in learning
PL 94-142 and IDEIA have made these types of tests crucial Laws assert that individuals (age 3 – 21) who
are suspected of having a disability that interferes with learning has right to be tested at school system’s expense
Used in development of IEP Students with a disability have the right to an
education within the least restrictive environment.
12
Types of Diagnostic Tests
Wide Range Achievement Test 4 (WRAT 4) Screening test for learning problems. Assesses: Basic reading, spelling, arithmetic skills, and
sentence comprehension Attempts to eliminate effects of comprehension Individual is asked to:
“Read” (pronounce) words Spell words Figure out math problems Provide a missing word or words to simple sentences
13
Types of Diagnostic Tests
Wide Range Achievement Test 4 (WRAT 4) Spelling and Math can be given in group Reading and Sentence Comprehension must
be administered individually For ages 5 – 75 Internal consistency reliability in .90s Rationale for content validity and evidence of
construct and criterion-related validity See Table 6.2, p. 118
14
Types of Diagnostic Tests
Key Math Diagnostic Test (KeyMath-3) Assesses student’s knowledge and
understanding of basic mathematics and provides diagnostic information to teachers
K – 9 or (4.5 – 21 yrs based on cognitive ability) Comprehensive test for learning problems in
math Takes 30-90 minutes to take Reliability often in the mid .90s, and evidence
of content and concurrent validity
15
Types of Diagnostic Tests
Peabody Individual Achievement Test (PIAT) Broad academic screening for children K – 12 Median reliability estimates: .94 Evidence of content, construct, and criterion-
related validity See Table 6.3, p. 121
Other Diagnostic Tests: The Wechsler Individual Achievement Test –
Second Edition (WIAT-II) Woodcock-Johnson (WJ III)
16
Readiness Testing
Sometimes helpful in deciding whether a child is “ready” to move onto next level (usually kindergarten or first grade)
Some problems: Children’s cognitive functioning changes
rapidly at young ages Cross-cultural biases exist in some of these
tests When English is not first language children
will tend not to do as well on these tests
17
Types of Diagnostic Tests
Kindergarten Readiness Test Used to determine if a child is ready to
begin kindergarten Age 4-6 Covers Reasoning, Language, Auditory and
Visual Attention, Numbers, Fine Motor Skills, and several other cognitive and sensory-perception areas.
Questionable reliability and validity
18
Types of Readiness Tests
Metropolitan Readiness Test, sixth edition (MRT6) Assesses beginning educational skills for
preschoolers, kindergarteners, and first graders Level 1: Assesses: literacy development for
preschoolers and beginning kindergarteners Level 2: Assesses: reading and mathematics for k
– beginning first graders 80-100 minutes Composite reliability estimates: .90s Subtest reliability: .53 through .77 Some question its validity
19
Types of Diagnostic Tests
Gesell School Readiness Test Assesses personal and social skills, neurological
and motor growth, language development, and adaptive behavior
Arnold Gesell spent years examining the normal development of children
As far as Gesell was concerned, “achievement” was more than how one scores on a reading or math test
Questionable Reliability and Validity Read Box 6.2 (p. 123)
20
Cognitive Ability Tests
Used to assess what an individual is capable of doing
Should not be confused with intelligence tests
Often look more like achievement tests—but measure broad content areas
Good for identifying students not succeeding in school due to learning disabilities, motivation, problems at home or school, self-esteem issues
21
Types of Cognitive Ability Tests
Otis-Lennon School Ability Test (OLSAT 8) K – 12 Assesses abstract thinking and reasoning skills via
verbal and non-verbal sections Given in large group format, 60-75 minutes Achievement/Ability Index (AAC): How students are
doing compared to their potential Content validity: “Each user must determine if the
content fits the population they are testing” Reliability high for composite scores, lower for
subtests See Figures 6.4 and 6.5 (pp. 125, 126)
22
Types of Cognitive Ability Tests
The Cognitive Ability Test (CogAT) Constructed with two models of intelligence: Vernon’s
hierarchy and Cattell’s fluid and crystallized abilities Provides verbal, quantitative, nonverbal ability, and
composite score Scores: Standard age score with mean of 100, SD of
16; percentile ranks, and stanines Good reliability estimates: .80s & .90s Offers rationale for content validity but difficult to
defend this type of test as it is used to measure future. Good concurrent validity See Box 6.3, p. 127
23
Types of Cognitive Ability Tests
College and Graduate School Admission (ACT) Designed to assess educational development and
ability to complete college level work Most Popular Four skill areas: English, math, reading, and science. Scores range from 1 – 36, (M = 18, SD = 5) for all high
school students Mean for college bound students about 21 Composite score has reliability estimate of .96 Predictive validity: is .43 with first year GPA See Box 6.4, p. 129
24
Types of Cognitive Ability Tests
College and Graduate School Admission (SAT) Areas: reading, mathematics, and writing (multiple
choice and essay) Scores: 200 to 800 Can compare means to 1990 group whose mean was
set at 500 Percentile score: compares examinees within past 3
yrs Writing score: 1 and 6 by two or three evaluators Reliability: low .90s Math and verbal scores: .44 to .61 with college grades
25
Types of Cognitive Ability Tests
College and Graduate School Admission (GRE General Test) Three sections: verbal reasoning, quantitative
reasoning, and analytical writing Verbal and quantitative sections scores range: 200-
800 Has floating mean and SD Percentiles compare students who took the test in
recent years For analytical rating. Scores ranked from 0 to 6 by
two or three evaluators (Mean has been 4.1, SD: 0.9) Moderate reliability for predicting grades Reliability for verbal and quantitative—low .90s, .72
for analytical writing
26
Types of Cognitive Ability Tests
College Admissions Tests (GRE Subject Tests)
Biochemistry, cell and molecular biology; biology; chemistry; computer science; literature in English, mathematics; physics; and psychology.
Scores range between 200 and 990 with a floating SD and mean
Correlations with grad grades run between .33 and .47
27
Types of Cognitive Ability Tests
College Admissions Tests (Miller Analogy Test)
120 analogies measure “measures your ability to recognize relationships between ideas, your fluency in the English language, and your general knowledge of the humanities, natural sciences, mathematics, and social sciences”
Mixed results of predictive validity (one study, .27 with grad GPA)
28
Types of Cognitive Ability Tests
College Admissions Test (LSAT) Assesses: reading comprehension, analytical
reasoning, logical reasoning and a writing sample
Predictive validity estimates average at .33, and when combined with GPA, increase to .47
College Admissions Test (MCAT) Assesses physical sciences, biological sciences,
verbal reasoning, and a writing sample Scores 1-15 (except for writing section) Writing: J – T (higher the better) Research seems to support some predictive
validity, but more research needed
29
The Role of Helpers in the Assessment of Educational
Ability
School counselors, school psychologists, learning disabilities specialists, and school social workers are members of the school’s special education teamSchool psychologists and learning disability specialists are testing experts who assess for learning problemsClinical and counseling psychologists do additional assessments or act as a second opinion to the school’s assessment personSchool counselors often only testing expert permanently house in school. Can consult with teacher and disaggregate data to find students with learning problemsLicensed professionals often need to consult with schools about their clients
30
Final Thoughts on Assessment of Educational
Ability
Down side: Teachers forced to teach to tests—not being
allowed to be creative Testing leads to labeling Some tests (e.g., readiness tests and
cognitive ability tests) are a mechanism for majority children to move ahead and keep minority children down
Testing causes competition and peer pressure
31
Final Thoughts on Assessment of Educational
Ability
Up side: Tests allow us to identify children, classrooms,
schools, and schools systems, which are performing poorly
Testing allows us to identify children with learning problems
Testing allows a child to be accurately placed in grade level
Testing helps children identify what they are good at and helps to identify weak areas they can focus upon
See Box 6.5, p. 133