Cognitive Assessment

Diverse LearnersDiverse Learners

1996: Most common Tests for Bilinguals

1996: Most common Tests for Bilinguals

WISC (mostly done in all english) Bender Visual-Motor Gestalt Draw-a-Person Leiter

WISC (mostly done in all english) Bender Visual-Motor Gestalt Draw-a-Person Leiter

Bias in testing stems from…

Bias in testing stems from…

Cultural content embedded in the test Linguistic demands inherent in any give

test Lack of representation within norm

samples Changing normative standards to

accommodate perceived language needs (translating the test)

Cultural content embedded in the test Linguistic demands inherent in any give

test Lack of representation within norm

samples Changing normative standards to

accommodate perceived language needs (translating the test)

IQ Tests MeasureIQ Tests Measure

IQ as a construct Monocultural ideas of what IQ means as a

construct. Cultural impacted ideas of speeded tests,

Working Memory Techniques, Q&A methods, etc.

Cultural expectations of the community that created the test

Performance of individuals in the normative groups that are represented in the sample.

IQ as a construct Monocultural ideas of what IQ means as a

construct. Cultural impacted ideas of speeded tests,

Working Memory Techniques, Q&A methods, etc.

Cultural expectations of the community that created the test

Performance of individuals in the normative groups that are represented in the sample.

BIAS DefiniedBIAS Definied

Systematic differences in performance b/w groups not attributed to the ability being measured.

Bias occurs when tests are given to diverse individuals who are not comparable in background, experiences, and exposure that that of the individuals comprising the norm group.

Systematic differences in performance b/w groups not attributed to the ability being measured.

Bias occurs when tests are given to diverse individuals who are not comparable in background, experiences, and exposure that that of the individuals comprising the norm group.

Developmental nature of test Items

Developmental nature of test Items

Test are Developmental/ incremental (easy to Hard) Learning English may have begun at a

different developmental point for ELL. Students may juggle knowledge b/w L1 and

l2 instead of being able to know just one language well.

Students may have received fewer overall hours of exposure to English language than native English speaker.

Test are Developmental/ incremental (easy to Hard) Learning English may have begun at a

different developmental point for ELL. Students may juggle knowledge b/w L1 and

l2 instead of being able to know just one language well.

Students may have received fewer overall hours of exposure to English language than native English speaker.

Test ValidityTest Validity

If a test is biased, whatever the reason, you may be testing something other than the construct that you want to examine.

IQ and Achievement tests should measure IQ and Achievement and NOT English Language proficiency!!!

If a test is biased, whatever the reason, you may be testing something other than the construct that you want to examine.

IQ and Achievement tests should measure IQ and Achievement and NOT English Language proficiency!!!

Group Assignment: representative normsGroup Assignment:

representative norms What are some of the problems with

using tests that are normed based on the census data? American Indian or Alaska Native; Asian;

Black or African American; Native Hawaiian or Other Pacific Islander; White; Some Other Race; Hispanic or Latino

What are some ways that these problems can be overcome?

What are some of the problems with using tests that are normed based on the census data? American Indian or Alaska Native; Asian;

Black or African American; Native Hawaiian or Other Pacific Islander; White; Some Other Race; Hispanic or Latino

What are some ways that these problems can be overcome?

Normative StratificationNormative Stratification

Stratification in the norm using race does not equate to stratification based on culture.

There are currently no tests that stratify based on acculturation.

There are currently no tests that stratify based on amount of time exposed to English.

Stratification in the norm using race does not equate to stratification based on culture.

There are currently no tests that stratify based on acculturation.

There are currently no tests that stratify based on amount of time exposed to English.

Verbal/Nonverbal BiasVerbal/Nonverbal Bias

Bias in nonverbal tests may occur if the instructions are in English only

Nonverbal tests not normed using stratified acculturation and Language are still biased.

Bias in many tests are revealed more in the verbal tasks than in the nonverbal ones. May be due to learning styles of demonstration,

sample, doing instead of socratic method May be due to L1 and L2 differences

Bias in nonverbal tests may occur if the instructions are in English only

Nonverbal tests not normed using stratified acculturation and Language are still biased.

Bias in many tests are revealed more in the verbal tasks than in the nonverbal ones. May be due to learning styles of demonstration,

sample, doing instead of socratic method May be due to L1 and L2 differences

Nonverbal AssessmentNonverbal Assessment

Conducted PRIMARILY nonverbally UNIT Leiter-R C-TONI Nonverbal DAS-2 Nonverbal SB-5 Nonverbal KABC-2

May still require some minimal amount of knowledge using receptive language.

Conducted PRIMARILY nonverbally UNIT Leiter-R C-TONI Nonverbal DAS-2 Nonverbal SB-5 Nonverbal KABC-2

May still require some minimal amount of knowledge using receptive language.

Native Language Assessment

Native Language Assessment

Most non-English Normative measures are in Spanish only.

Normative Examples Include: Batería-III Bracken Basic concept Scale: Spanish

Version TVIP BASC- Spanish Translation Vineland- Spanish Translation

CBM: DIBELS has a Spanish Version

Most non-English Normative measures are in Spanish only.

Normative Examples Include: Batería-III Bracken Basic concept Scale: Spanish

Version TVIP BASC- Spanish Translation Vineland- Spanish Translation

CBM: DIBELS has a Spanish Version

Batería-III CogBatería-III Cog

Norms are based on monolingual English and monolingual spanish (Not bilingual populations)

Norms are based on monolingual English and monolingual spanish (Not bilingual populations)

Bilingual AssessmentBilingual Assessment

Is not in L1 or L2 but in both languages simultaneously

Requires knowledge of Examinee’s Culture Non discriminatory

assessment Fluency in L1 and L2

Is not in L1 or L2 but in both languages simultaneously

Requires knowledge of Examinee’s Culture Non discriminatory

assessment Fluency in L1 and L2

Bilingual AssessmentBilingual Assessment

Child can Receive Points for answers in EACH language

Examples Include: BVAT ROWPVT-SBE EOWPVT-SBE Some subtests on the KABC-II

Child can Receive Points for answers in EACH language

Examples Include: BVAT ROWPVT-SBE EOWPVT-SBE Some subtests on the KABC-II

Bilingual Verbal Ability Test (BVAT)

Bilingual Verbal Ability Test (BVAT)

Comprised of 3 WJ-R Cog subtests Picture Vocabulary Oral Vocabulary Verbal Analogies

first conducted in English, any items missed are re-administered in L1

All correct answers L1 or L2 are counted toward total score.

Bilingual Administration, but norms not sampled considering bilingual and acculturation issues.

Comprised of 3 WJ-R Cog subtests Picture Vocabulary Oral Vocabulary Verbal Analogies

first conducted in English, any items missed are re-administered in L1

All correct answers L1 or L2 are counted toward total score.

Bilingual Administration, but norms not sampled considering bilingual and acculturation issues.

Bilingual Assessment using BCA-Bil and GIA-Bil

Bilingual Assessment using BCA-Bil and GIA-Bil

One attempt to change the scores on the WJ-III (eng or Spa) into a bilingual measure (instead of 2 monolingual measures) includes the creation of the BCA-Bil and the GIA-Bil.

These scores attempt to combine the benefits of BVAT and WJ-III (Eng or Spa), but have serious psychometric issues

Also, since the same samples are used, this problem is not fixed.

One attempt to change the scores on the WJ-III (eng or Spa) into a bilingual measure (instead of 2 monolingual measures) includes the creation of the BCA-Bil and the GIA-Bil.

These scores attempt to combine the benefits of BVAT and WJ-III (Eng or Spa), but have serious psychometric issues

Also, since the same samples are used, this problem is not fixed.

KABC-IIKABC-II

Demonstration of KABC-II as Bilingual Assessment Measure.

Demonstration of KABC-II as Bilingual Assessment Measure.

WJ-III Cultural and Language LoadingWJ-III Cultural and Language Loading

Low Mod. High

Low Spat. Rel. Vis. MatchNum. Rev.

Concept Form.Analy/synAud. Wk Mem.

Mod Pic RecPlanningPair Cancel

Vis/Aud learnRetrieval Flu.Rapid pic Name

Mem. WordIncomp. WrdsSound BlendAud. AttenDecis. Speed

High Verbal Comp.Gen. info.

Impact Cultural and Language Loading

Impact Cultural and Language Loading

Low Mod. High

Low PerformanceLeast Affected

Increasing effect of Language Diff.

Mod

High Increasing Effect of Cultural Diff.

Performance Most Affected (lang. and Culture)

Group Project:Group Project:

Low Mod. High

Low

Mod

High

List subtests where you think they should go: UNIT, RIAS

AssessmentAssessment

Consider the information presented as a Guideline.

use all available data collection techniques that are needed until you have your answer.

Multiple sources should always be considered.

Consider the information presented as a Guideline.

use all available data collection techniques that are needed until you have your answer.

Multiple sources should always be considered.

Factors To Consider In Assessment

Factors To Consider In Assessment

Current grade of the student Mode of assessment

Reduced culture/ language Native language English Bilingual

Current and previous types of educational programs

Students language proficiency in both L1 and L2 (and L3 if applicable)

Current grade of the student Mode of assessment

Reduced culture/ language Native language English Bilingual

Current and previous types of educational programs

Students language proficiency in both L1 and L2 (and L3 if applicable)

MAMBIMAMBI

MAMBI = Multidimensional assessment model for bilingual individuals

This model Guides choices of assessments looking at all factors of consideration.

Pgs. 149 and171of your textbook are needed to review this model.

MAMBI = Multidimensional assessment model for bilingual individuals

This model Guides choices of assessments looking at all factors of consideration.

Pgs. 149 and171of your textbook are needed to review this model.

Note about MAMBINote about MAMBI

This table only addresses through 7th grade. Thought is that if starting school in US after

7th grade, then student should have CALP in l1 by then

Background information on previous education is CRUCIAL!

Consider assessment based on CALP and background information.

This table only addresses through 7th grade. Thought is that if starting school in US after

7th grade, then student should have CALP in l1 by then

Background information on previous education is CRUCIAL!

Consider assessment based on CALP and background information.

Group ProjectGroup Project

Consider these profiles and determine types of testing. Spanish Speaking 3rd grade child in ESL only;

language profile 2 French Speaking 8th grade child in bilingual

education, language profile 3 Indigenous Native American Language Speaking

Kindergarten Child in ESL only; Language profile 1

Given the paucity of non English and Non Spanish assessments, what are some problems you see.

Consider these profiles and determine types of testing. Spanish Speaking 3rd grade child in ESL only;

language profile 2 French Speaking 8th grade child in bilingual

education, language profile 3 Indigenous Native American Language Speaking

Kindergarten Child in ESL only; Language profile 1

Given the paucity of non English and Non Spanish assessments, what are some problems you see.