Topic 1: Statistics - Interpreting
Explain the difference between raw score, percentile score, and standard score.
Raw Score: This is the original score that a patient or accessed individual have before their score is moved/shifted to different classifications
Percentile Score: Basically a comparison between where you stand based on your completion of the questions and where others stand around your score (higher or lower than you)
Standard Score: The score that provides an opportunity to see the data without outliers/with clear intentions of showing where the outliers stand in regards to a data batch. in regards to psychological testing, this could prove useful in determining a student's potentiality for particular behaviours in given situations.
Schools and teachers often want test results in terms of grade equivalents. How would you explain grade equivalents to avoid misunderstanding?
Grade equivalent scores refer to the abilities a student has based on their particular grade and the content that they are reviewing at that stage of the activity.
Grade equivalents in regards to test results may look like,
A child in grade 5 who is performing at a reasonable level (in mathematics) may be compared to another 5th grader (a classmate) who is completing algebra as well, but at a much lower level (maybe still developing an understanding of patterns and geometric shapes).
A child in grade 5 who is performing at a reasonable level (in mathematics) may be compared to another 5th grader (a classmate) who is completing algebra as well, but at a much lower level (maybe still developing an understanding of patterns and geometric shapes).
What is the difference between validity and reliability? Why are both important test qualities?
Validity: The relevance of the test criteria
Valid tests set out to measure a particular area of interest and the criteria are directly connected to the area of interest that the tests seek to evaluate.
Reliability: Consistent and understandable results with logical connections to results
Reliable tests are resulting in accurate and consistent data that the assessor can recognize
Topic 2: Intelligence
- What are some of the limitations of intellectual assessments?
essentially it comes down to physical and cognitive barriers; students who have severe disorders or challenges are not going to be able to produce the work/test to the level needed.
- In identifying and programming for a student, why do we always use an individual as opposed to a group intelligence test? Is it ever appropriate to use a group test?
Group intelligence testing generally makes me think of standard pcertile and then the percentile as well. The programming may benefit from know.
- Under what circumstances would an intelligence test be a necessary part of an assessment?
It seems like intelligence testing and the multiple intelligences are sometimes combined to improve student classroom climate; likewise other important considerations while students are moving around are, their inclusion in activities and parental awareness in the classroom when one have the chance.
Topic 3: Your professional experiences
- Have you ever seen raw scores?
I have never seen raw scores myself unless it were data that I personally collected from a student in regards to anxiety assessments
- Intelligence testing results?
I have never seen purposed/official intelligence testing results because the school I am working at has not needed them in my classrooms yet. These results usually come from tests like the Wechsler, in an example I came across online, the tests were being used to check for the level of "mental retardatoin"
- Were you able to interpret them?
If I saw the data I believe I would be able to interpret the data relatively well as I have a natural knack for visual literacy.
- Were they useful to you as a classroom teacher?
I had not used/seen the test results, but if I were the classroom teacher-I would imagine that they mean nothing to me until they allow me to help my student/me to better understanding of my student. The limitations that some intelligence testing have provide varying levels of usefulness as well as difficulty which could eliminate them as reliable. The validity of certain intellectual assessments come into question though as depending on the level of intelligence/disorder a student may be experiencing, they may be unable to accurately or coherently complete the the testing.
~ Post your responses to the three questions from Topic 1 and Topic 2 (total of 6)
~ Post your experience as a teacher with issues related to intelligence testing Topic 3
~ Read all posts made by your colleagues
~ Respond to at least TWO of your classmates' posts
Total Online Hours: 8
references:
https://www.thoughtco.com/intelligence-testing-for-special-education-3110625
Tpic 1 and 2 edited:
Topic #2
The limitations of intellectual assessments are essentially coming down to physical and cognitive barriers; students who have severe disorders or challenges are not going to be able to produce the work/test to the level needed. In identifying and programming for a student, we always use an individual as opposed to a group intelligence test because every classroom has outliers. Group intelligence testing generally makes me think of standard score and then the percentile as well. The programming may benefit from knowing how an individual student is performing or struggling so the teacher can provide further testing/support in a particular area
references:
https://www.thoughtco.com/intelligence-testing-for-special-education-3110625
Tpic 1 and 2 edited:
Topic #1
Here I explain the difference between raw score, percentile score, and standard score.
Here I explain the difference between raw score, percentile score, and standard score.
Raw Score: This is the original score that a patient or accessed individual have before their score is moved/shifted to different classifications
Percentile Score: Basically a comparison between where you stand based on your completion of the questions and where others stand around your score (higher or lower than you)
Standard Score: The score that provides an opportunity to see the data without outliers/with clear intentions of showing where the outliers stand in regards to a data batch. in regards to psychological testing, this could prove useful in determining a student's potentiality for particular behaviours in given situations.
When Schools and teachers often want test results in terms of grade equivalents I explain grade equivalents to avoid misunderstanding in the following way, "Grade equivalent scores refer to the abilities a student has based on their particular grade and the content that they are reviewing at that stage of the activity".
Grade equivalents in regards to test results may look like the following example, "A child in grade 5 who is performing at a reasonable level (in mathematics) may be compared to another 5th grader (a classmate) who is completing algebra as well, but at a much lower level (maybe still developing an understanding of patterns and geometric shapes)."
The difference between Validity (The relevance of the test criteria) and Reliability (Consistent and understandable results with logical connections to results) is that valid tests set out to measure a particular area of interest and the criteria are directly connected to the area of interest that the tests seek to evaluate. Where as reliable tests are resulting in accurate and consistent data that the assessor can recognize. Its not to say that a test can only be valid OR reliable its a case by case situation.
Topic #2
The limitations of intellectual assessments are essentially coming down to physical and cognitive barriers; students who have severe disorders or challenges are not going to be able to produce the work/test to the level needed. In identifying and programming for a student, we always use an individual as opposed to a group intelligence test because every classroom has outliers. Group intelligence testing generally makes me think of standard score and then the percentile as well. The programming may benefit from knowing how an individual student is performing or struggling so the teacher can provide further testing/support in a particular area
It seems like intelligence testing and the multiple intelligences are sometimes combined to improve student classroom climate; likewise other important considerations while students are moving around are, their inclusion in activities and parental awareness in the classroom when one have the chance.
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