The 20 Questions Below Are Worth 4 Points

2. Children will be tested fairly to determine if they will receive special education services.

The administrator must be an individual who has had proper training in administering and interpreting norm-referenced educational and psychological tests; however, it is not required the individuals has a Doctoral degree (Pearson, 2009b). Materials needed to administer, score, and interpret the test include: the stimulus book, record form, response booklet, word card, pseudoword card, audio CD, Oral Reading Fluency, CD player with speakers, stopwatch, blank scratch paper, pencils without erasers, and an optional audio recorder (Pearson, 2009a). The administration instructions are conveniently written in the Record Form, which increase the ease of administration. The instructions were thoroughly analyzed to minimize misinterpretations and misunderstandings that could lead to a lower score (Pearson,

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

     Standardized tests are administered to allow reliable and valid comparisons to be made among students taking the test. Two major types of standardized tests are currently in use; norm-referenced and criterion-referenced. A norm-referenced test is a test that has been given to representative samples of students such that norms of performance are established. Each student taking the test receives a score that can be compared to the norm or normal or sample of students. The scores are then reported in percentiles. The main purpose of these tests is to rank students along a distribution of performance. Because of this tests are likely to have items that are very difficult for the grade level so students can be

The Woodcock-Johnson IV Test of Achievement (WJ IV) is used for individual ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English as a Second Language students, the administrator can administer certain clusters of subtests to determine a child’s cognitive-academic language proficiency. Also, the test has many accommodations listed to help when testing English Language Learners, visual impairments, and other disabilities to provide the best testing environment for the student. A weakness of this assessment is that since so many subtests exist, it can become very easy to over

standardized tests is that they lack a level of comprehension and are incapable of succeeding in the educational system. This belief is especially prevalent in regards to high stakes tests such as college entrance and high school graduation exams because the focus is on the test score. The perception is that these scores are the sole indicator of the student’s knowledge of a subject and their ability to succeed at a higher level of education. Therefore,

1. How would you go about assessing the needs of: Children with disabilities in a school setting

Many measures have been put in place to ensure students have equal access to tests, regardless of multicultural concerns, there still remains a gap in student learning. School counselors communicate results with students, parents and teachers, they also collaborate to develop individual student plans to aid in helping students meet academic requirements. School counselors evaluate tests to ensure fairness and to avoid bias decisions. The goal of the school counselor is to help students make decisions and solve problems. When utilizing assessments, school counselors should explain the purpose, procedure and results to students and parents. One should make use of assessments that they are trained to select, administer and interpret (A.9.a) (ASCA). When students take standard achievement tests to measure what they know many parents call upon the school counselor explain scores, percentile ranking and the meaning of the results. Some parents are misinformed and believe test results alone determine their students’ achievements. School counselors use other data such as formal and informal assessments to help make decisions. For instance if a student was referred to school counselor for behavior issues, one may observe or interview

1. What are at least two ethical issues associated with psychological testing? What impact do these issues have on the field of psychological testing?

It is about motivating the student to think and come to logical conclusions and hypothesis on their own. This being the case, the standardized tests are not conclusive and accurate of what education and learning are.

It is made up of four major parts: standards for particular applications, technical standards for test construction and evaluation, professional standards for test use, and standards for administrative procedures. A test that is technically adequate meets the criteria for validity, reliability, and norms. Validity is “the appropriateness, meaningfulness, and usefulness of the specific inferences” that can be made from the test results. (American Psychological Association 9) Validity is the degree to which a test measures what it is intended to measure. Reliability is the extent to which the test results are dependable and consistent. Unrelated to the purpose of the test, errors in measurement can be viewed through inconsistencies in the performance, motivation, or interests of students being tested. Norms can be shown in age or grade equivalence, standard scores, and percentiles. They are generally shown in charts showing the performance groups of students who have taken the test. Norms show the comparison of the performance of new groups of test takers with the samples of students on whom the test was standardized. Goodwin and Driscoll (59-60) note that standardized tests have the following qualities: They provide a “systematic procedure for describing behaviors, whether in terms of numbers or categories.” They have an established format and set materials. Also, they present the same tasks and

Both types of test are important to use to help to learn about the students. The norm-based instruments will help the teacher to see where the student should be in comparison to the average student that age. This allows the teacher to see if there are any delays or areas of concern that may need more looked into. The criterion-based instrument allows the teacher to see if the student is growing in the developmental milestones. The teacher will see where the student is at and then be able to implement strategies to help the child in that area. Then when you test that student again you can see if they made growth. If so you continue to help them reach the next step. If not then, the teacher needs to look at what they can change to help the student.

Over time, the tests were standardized to correspond to a priori conceptions of intelligence by including items that correlated well with school performance. Test items that differentiated between gender

Some clear advantages do come from using these standardized group intelligence tests. One reason that many school systems still use standardized group tests is because of their "seeming objectivity and ease of administration" (Tuttle, Becker, and Sousa, 52).

This would also have the added benefit of preventing or minimizing risk of injury to employees or others, save on medical costs, and workers compensation costs. Another major advantage of physical ability tests is that they are not influenced by any attempt of the test taker to fake a response or try to use impression management (SIOP, 2016).