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 >15 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.