async lecture: standardized assessments

purposes of standardized tests

• screening

• TO ASSIST IN THE determination of a medical or educational diagnosis

• document a child’s development, functional, and participation status

• aid in planning an intervention program

• measure outcomes of programs

types of standardized tests

• interview-based

• observation-based

• performance-based

• self or parent-report questionnaire

becoming a competent test user

• choosing the appropriate test

  • understanding the clinical usefulness of the test

• learning the test

• selecting and preparing the optimal testing environment

• administering test items

preparation and skill development for administering standardized assessments

• strategic interview

• skilled observation

• consideration of context and environment

types of standardized tests:

ipsative

• standardized procedures to measure outcomes against previous evaluation outcomes

• without norms or criteria for comparing results

• interview and/or observation-based

types of standardized tests:

norm-referenced

• large diverse population

• norm or average is derived from scores

• performance is compared with a normal sample

• one or more areas of behavior

• materials and activities are familiar and typical for children of the age group

• strict standardized protocols for administration and scoring

types of assessments:

criterion-referenced

• performance is compared with a particular criterion or level of performance of a certain skill

• the purpose is to determiner what skills a child can or cannot accomplish, not to compare the child with his/her peers

• administration and scoring may or may not be standardized

• certain scales are both norm and criterion referenced

hawaii early learning profile: help-strands 0-3 plus

• curriculum-based assessment utilized to plan family-centered interventions

• population-children birth to 3 years old who are delayed, considered “at risk” or have medical conditions/developmental disability

• 58 concept-based strands (685 skills): cognitive, language, gross motor, fine motor, social-emotional, and self-help

• assist professionals in identifying strengths and needs, identify approximate developmental levels, conduct family-directed assessment, recognize environmental factors and caregiver interactions, and develop child and family outcome standards

help scoring

characteristics of standardized tests

• test manual

  • purpose, population, technical information, administration, scoring, and interpretation

• fixed number of items

• fixed protocol for administration

• fixed guideline for scoring

calculating age

corrected age=

chronological age - months and days preterm

technical aspects

• occupational therapists must understand technical aspects of standardized assessments to:

  • analyze and select appropriate assessments, according to the purpose of testing and the child’s age and functional level

  • interpret and report scores accurately

  • explain scores and data in terms that are understandable to the caregivers and team working with the child

types of scores

• standard scores

• Z score

• T scores

• deviation IQ scores

• developmental index scores

• percentile

• age equivalent

rasch scores

• hierarchic ranking of items

• expected pattern

• range of performance

• scale of performance or difficulty

• SFA, PEDI-CAT and the School AMPS assessments utilize Rasch methodology

percentile scores and age equivalents

• percentage of people in a standardization sample whose score is at or below a raw score

• the age at which the raw score is at the 50th percentile

vertical rulers rate

normal bell-shaped curve

test psychometrics

• reliability

• test-retest reliability

• inter-rater reliability

• standard error of measurement

• confidence interval

technical aspects

• validity

• construct-related validity

  • does test discriminate groups?

  • use of factor analysis to identify test constructs

  • does the test capture progress in child’s performance?

• content-related validity

  • are skills for the test’s domains adequately represented?

• criterion-related validity

interpreting test scores

• interpreting the test

  • did te child’s performance represent typical performance?

  • do the results concur with parent/teacher report?

  • are the results complete?

• evaluating the clinical usefulness of the test

  • minimal clinical important difference

  • minimal detectable change

ethical considerations in testing

• examiner competency

• client privacy

• communication of test results

• cultural bias

advantages of standardized testing

• well-known and commercially available

• common interdisciplinary language

• monitor developmental progress

disadvantages of standardized testing

• cannot be stand-alone measure

• provides only a brief “snapshot” of functioning

• test situations are artificial and not a totally accurate interpretation of daily functioning

summary

• standardized tests screen children for a variety of performance or conditions; assist in the determination of a medical or educational diagnosis; document a child’s developmental, functional, and participation status; aid the planning of an intervention program; and measure outcomes of programs

• OT develops competency in using tests by understanding concepts, familiarizing with test procedures, materials and setting requirements, observing others, and preparing

• types of test include ipsative, norm-references, and criterion referenced

• standardized tests have procedures for administration, scoring, and interpreting performance

• reliability refers to the consistency of scores between multiple raters; validity is the extent to which a test measures what it claims

• primary standard scores used are Z and T scores

• ethical testing procedures include considering the purpose of the assessment; adapting procedures to match child and family culture, characteristics, and values; adjusting for testing context; understanding test administration, scoring and mechanics and synthesizing information from standardized tests, observations, and interview