1. Fundamentals of Assessment in
GPC 355
Special Education
Fundamentals of Assessment in
Special Education
Unit 5
Dean Owen, Ph.D., LPCC
METU-NCC
Spring 2014

2. Plan for the day Presentation # 5 Discussion
3. Assignment for 24 March

3. Specific Learning Outcomes SLOs
By the end of this lecture you should be able to …….
1. Define the terms measurement, test, and evaluation.
2. Recall five domains of testing
3. Recall the psycho-educational decisions requiring testing
4. Discuss the categories or classifications of tests.
5. Levels of scaling NOIR
6. Recall the various scales used in testing (z, t, %ile, stanine and DIQ)

4. Special Education Process
Central to the Special Education process is the early identification, diagnosis, and continuous assessment or re-evaluation of special needs students. For this reason, the topic of assessment/testing is central for an understanding of Special Education.
Welcome to a brief introduction to the topic of assessment.

5. Pre-Test……..
From among the following four scores, please select the one that represents the highest or best relative performance. (Which of the following is the highest scores??
a. Z-score of .87
b. 85% ile
c. DIQ = 115
d. t-score of 75
…..and your answer is? ____________

6. Some Basic Definitions
Measurement…..

7. Some Basic Definitions
Measurement…..
The process of quantifying (assigning a number to) a trait, quality or characteristic according to some rules or using a standard.

8. Some Basic Definitions
Test
A task (or series of tasks) designed to collect a sample of human behavior….assumed to be representative of a larger domain

9. Some Basic Definitions
Evaluation
The process of collecting all available information in an attempt to improve the quality and confidence of a decision.

10. The Five Domains of Testing
1. Achievement
2. Aptitude
3. Intelligence
4. Interest
5. Personality

11. Achievement (başarı)
Test of achievement measure what has been learned….(in the past)….already mastered. Such tests permit one to determine how far a student has come…….

12. Aptitude (yetenek)
Test of aptitude attempt to measure what can be learned in the future. The try to predict future performance.

13. Intelligence (istihbarat)
Test of intelligence are specialized aptitude tests that try to assess the future ability to learn, succeed in school or to cope with the demands of life.

14. Interest (mesleki ilgi)
These instruments are unlike the first three (no incorrect answers) and are often called self-report inventories. They provide rapid and simple understanding of patterns of preference and are often used in career or vocational settings.

15. Personality (kişilik)
Like vocational inventories these instruments record and classify responses that give insight into typical or usual patterns of behavior.
Tests of psychopathology: For diagnosis
Test of personal traits: for classification, guidance, & decision making

16. Common Psycho/Educational Decisions…..Reasons for testing….Duh!!
1. Individual Progress
2. Placement
3. Selection
4. Curriculum/Program Evaluation
5. Diagnosis (& Remediation)
6. Motivation
7. Research
8. Feedback

17. Test Classifications and Categories
Individual vs Group
Paper-Pencil vs Performance
Structured vs Unstructured
Objective vs Subjective
Norm vs Criterion Referenced

18. Test Classifications and Categories
Standardized vs Teacher made
Screening vs Diagnostic
Power vs Speed
Sign vs Sample
Norm vs Criterion Referenced

19. Levels of scaling NOIR Nominal: Names a class or category
Ordinal: Names and arranges in order….
Interval: Names, orders and creates equal intervals with relative or arbitrary Zero or starting point
Ratio: Names, orders, has equal intervals AND an absolute Zero

20. Nominal Scaling

21. Nominal Scaling Official government document
Please complete the form by providing the required information.
Name _________________________ _____________________
(last name) (first name)
Gender (1 if male, 2 if female): _____

22. Ordinal Scaling

23. Interval Scaling
What does 0 really mean??
0 ??

24. Ratio Scaling Time Distance Weight Why?? Because 0 really means ZERO!!
Is two hours twice as long as one hour??? Is one hour half as long as two hours??? YES????
Distance
Is five kilometers half of 10 kilometers???? YES????
Weight
Why?? Because 0 really means ZERO!!
10 kg is half of 20 kg.

25. Z-scale T-scale %ile Stanine Deviation IQ
Normalized scales of measurement
Z-scale
T-scale
%ile
Stanine
Deviation IQ

26. Normalized scales of measurement

27. Normalized scales of measurement

28. Normalized scales of measurement

29. Assignment What tests are used in Turkish schools to assess : IQ??
b. Achievement??
Aptitude??
d. Vocational Interest??
Personality??
Please bring a list with you to class next week.