The flashcards below were created by user
shanamd2011
on FreezingBlue Flashcards.
-
General Options
- Norm-referenced Tests
- Criterion-referenced Tests
- Authentic Assessment Approach
- AKA
- Alternative Assessment
- Nontraditional Assessment
-
Norm-Referenced Tests
- How does a client compare to the average?
- Standardized– Norm Referenced
- Commonly used for articulation and language diagnostics
-
How does a client compare to the average?
- Average; others of a similar cohort (e.g., normative group)
- -Similar in: age, cognition, disease process
-
Standardized– Norm Referenced
- A large, diverse sample is tested in exactly the same way and results are obtained
- Statistics are used to establish cut-off points for ‘the norm’
-
2 types of standardized tests
- norm-referenced
- criterion-referenced
-
standardized tests
- large, diverse sample
- statistics
-
norm-referenced
- large, diverse sample
- statistics
- results compared to a normative group
-
what establishes validity and reliability
- large, diverse sample
- statistics
-
Norm-referenced is using the results to
compare to the norm.
Standardization does not necessarily mean
norm-referenced. It means that you are administering the same instructions all
the time.
-
Standardized norm referenced tests
- Standardized tests can only answer: Is there a problem or not?
- They are also used to provide eligibility criteria for services
- Cannot provide much information on the details/nature of the problem
- Standardized tests only give us preliminary insights into a given area.
-
Criterion-Referenced Tests
- How does a client compare to an expected level of performance?
- Commonly used for individuals with neurogenetic, fluency, and voice disorders
- May or may not be standardized (instructions, formats, etc)
-
How does a client compare to an expected level of performance?
- Does not compare to a normative group
- Expected level of performance =criterion
-
Commonly used for individuals with neurogenetic, fluency, and voice disorders
- Fluency criterion = that disfluencies not disrupt forward flow of speech to listener
- Voice criterion = sufficient voice for functional use
- Aphasia criterion = intelligible & functional speech and language
-
Probes of specific areas: Criterion Referenced Tasks
- Move from the idea of ‘tests’ to ‘tasks’
- -Standardized instructions or non standardized instructions
- -Standardized scoring or non standardized scoring
- Tests/tasks the results of which are to test skills but results not compared to a normed group = criterion referenced
-
Criterion-Referenced Testing
- Judging performance relative to some predetermined level of performance
- Allows examination of specific communication behaviors in depth
- Allows individualization of the assessment
- Used to establish baseline function, identify intervention targets, measure progress
- May be used to support eligibility
- Formal or informal
-
Criterion Referenced Testing of Language Comprehension
- What to do to test language comprehension via criterion referenced tasks:
- -Acting out scenarios
- -Judgement tasks regarding correctness, silliness, politeness etc.
- -Picture/object pointing tasks
- -Compare response with same structure in natural and less natural situations
- Best to use more than 1 way
-
Criterion-Referenced Testing & Production
Approaches
- Elicited imitation (Say what I say)
- Elicited production (Set up context - tempting child)
- Patterned elicitations (Several models & request)
- Fill in the blank (cloze task
- Retell a story etc.
- Role playing (e.g., Be a shy dolls parent)
- Structural analysis (language sampling)
- Best approach – Using a combination
-
Authentic Assessment Approach
- What can the client do? What can they not do?
- Realistic Situation for test environment
- Is not standardized, but may be used in conjunction with standardized tools
- Requires more clinical skill, experience, and creativity than CRT or norm-ref’d
- Client portfolio: tracks assessment of client’s abilities across time and different settings
-
What can the client do? What can they not do?
Similar to CRTs; does not compare to norm
-
Realistic Situation for test environment
- Clinician can manipulate environment as long as authenticity is not sacrificed
- Emphasizes contextualized test stimuli
- Observations of real-life situations
-
Client portfolio: tracks assessment of client’s abilities across time and different settings
Client involved in this process
-
Types of AAA
- Systematic Observations
- Real-life Situations
- Language Sampling
- Structured, Symbolic Play
- Self-monitoring and self-assessment
- Use of anecdotal and checklists
- Videotaping
- audiotaping
- Involvement of caregivers and other professionals
-
Language Sampling
- Characteristics of standardization:
- Following a consistent protocol for administration - yes
- Norm referenced data base for comparison - yes
- Derived scores from a raw score with psychometric properties relative to the normal curve- no it is more descritive
-
Norm-Referenced
Pros
- Get an idea of how client compares to everyone else.
- This gives us eligibility for services.
- Easy to score.
-
Norm-Referenced
Cons
- Does not give details.
- Does not tell you baseline or exactly what is wrong.
- It only tells you if there is a significant enough problem.
- Your client MUST fit into the norm used to collect that data.
-
Criterion-Referenced
Pros
- Can be used to get baselines and set goals.
- You cannot compare scores to the norm.
-
Criterion - Referenced
Cons
- Takes extra time and energy.
- Gives lots of room to make mistakes.
-
Authentic Assessment Approach
Pros
The language and speech that you are getting is very authentic.
-
Authentic Assessment Approach
Cons
- Takes lots of time and experience.
- Experienced clinicians can do this.
-
Task Analysis
- Receptive or Expressive
- Form: Syntax, Morphology and/or Phonology
- Content: Semantics
- Use: Pragmatics
This is especially important for CRTs & AAA
-
Task Analysis
Need to know the why, not just the what.
- Doing the what = technicians
- Knowing the why = clinicians
-
Same task/materials/test could be used for different reasons
- Make the test/material/task work for you
- Modify it to get the information that you need
|
|