Sped let reviewer (assessment)

1. TRINITY UNIVERSITY OF ASIA COLLEGE OF EDUCATION LET REVIEWER ON ASSESSMENT IN SPECIAL EDUCATION Direction: Encircle the letter of the correct answer. This intelligence test was first developed in 1905 following the request by the Minister of Public Instruction in Paris, France, to devise a method of differentiating between normal children and those with mental retardation. This test is considered the grandfather of all intelligence tests. What is the name of this test?

2. Wechsler Intelligence scales

3. Standford-Binet Intelligence Scales

4. Slosson Intelligence Test

5. D. McCarthy Scales of Children’s Abilities

6. The bell-shaped curve does not mean this:

7. Many human learning characteristics are distributed in a bell-shaped curve.

8. Normal distribution of intelligence is illustrated by bell-shaped curve.

9. There will always be persons with disability in a normal distribution, as there are gifted.

10. The incidence of a disability, at one time, may influence the distribution of characteristics like intelligence, in the bell-shaped curve.

11. Sarah’s IQ based on Wechsler Intelligence scale for children is 84, which is between one and two standard deviations below the mean of 100. In 1973, the American Association of Mental Retardation moved to two standard deviations as the upper limit on IQ in defining mental retardation. Which statement best answer whether Sarah is qualified for special education service?

12. Sarah will most likely have academic deficits.

13. Sarah deserves to be in a special class.

14. Sarah is a slow learner

15. The regular teacher will not accept Sarah.

16. The following statements refer to norm-referenced measures EXCEPT:

17. It is also referred to as interindividual assessment

18. A mean or average score is determined from a large sample size.

19. A student’s performance is described statistically by comparing hi/her with others of the same chronological age.

20. An analysis of individual student’s score is made to determine strength and weaknesses.

21. One of the following statements does NOT refer to criterion-reference testing. What statement is this?

22. It is also referred to as curriculum-based assessment.

23. It uses standardized tests to make evaluation valid.

24. An assessment of differences between performance areas is made.

25. The average score is based on the individual student’s performance in several areas.

26. The Individualized Educational Program (IEP) is designed to meet the needs of the student with special need. What statement says IEP is otherwise?

27. IEP is a curriculum for the child with special needs

28. IEP promotes better communication between the school and parents.

29. IEP indicates the amount of time in the regular class.

30. IEP indicates the beginning and ending dates in special education.

31. Which description does NOT explain correctly what standard deviation mean?

32. A measure of the amount that an individual score differs from the average.

33. percentage of difference between the average score of a group of people and how the individual performed in comparison with that average.

34. the measure of how different the scores are from one another

35. a statistic that is constant, regardless of standardized tests used

36. The American association on Mental Retardation (AAMR) recommends using IQ levels below 70 on the Wechsler Intelligence scale for Children-Revised a the criterion for “significantly sub average general intellectual functioning.” An IQ of 70 is 2 standard deviations below the average or mean What does the mean when defining mental retardation?

37. A child with an IQ of 80, who is academically failing in class, does not meet the criterion of mental retardation.

38. In a group of 100 students that is normally distributed, approximately 2 students score above this level.

39. The IQ score of 70 or below is the major criterion for mental retardation.

40. At the opposite extreme, an IQ that falls at 2 standard deviation above the mean would be that of the gifted.

41. The American association on Mental Retardation (AAMR) divides the intelligence Quotient (IQ) based on the WISC-R into 4 levels of retardation. The standard deviations and range of IQs for successive levels of mental retardation are as follows:

42. StandardDeviationIQ LevelsPercentageEducabilityExpectationSeverity ofcondition-2.01 to – 3.0065 -552.3EducableMild-3.01 to - 4.0054 - 400.1TrainableModerate-4. 01 to -5.0035 - 20CustodialSevereBelow – 5.00Below 25CustodialProfound

43. Look at the table above. Which statement below is not implied from the table?

44. A child who obtains a Percentile Rank of 2.3 means than that about 98% of the students obtain higher scores than this child.

45. If the average IQ is between 90 to 110, the student who falls below this range is already called a “person with mental retardation.”

46. There are actually very few students whose mental retardation would require separate special education programs.

47. Students who obtain an IQ of 69 and above but below the average IQ may need special education on part-time basis.

48. In the above table, which statement is NOT implied?

49. It is estimated that 1 to 3% of the total population has mental retardation.

50. Those with mild retardation bigger percentage of the population with mental disability.

51. Individual with moderate, severe and profound retardation constitute a much smaller percentage of the general population.

52. Regardless of the severity of retardation, even those with profound retardation on can profit from special education classes.

53. The following are the purposes of case-finding, EXCEPT:

54. to make initial contact with target population

55. to increase public awareness of services

56. to determine treatment and program placement

57. to locate children in the community in need of services

58. Which of the following reasons about the importance of assessment is NOT correct?

59. Discrepancies in learning are usually measured from a standard measure.

60. Results of assessment that suggest that extra or specialized intervention is necessary.

61. Assessment results represent the bases of which we make referrals.

62. Instruction cannot be started without an assessment.

63. One of the following objectives is NOT necessary in screening or sorting out children needing further study.

64. to identify those children needing special services

65. to review a large number of children for a particular disability

66. to identify children with moderate to severe disabilities

67. to identify children who need further diagnoses

68. Which of this information is NOT necessary in case-finding?

69. Source of referral

70. Child’s name, date of birth, name of parent(s) or guardian

71. Address telephone

72. School history

73. We seek first a diagnosis of physical functioning:

74. To involve medical personnel in the interdisciplinary assessment team

75. To rule out specific organic impairments

76. To abstain pertinent antecedent data

77. To gather an in-depth history of the child

78. Which of the following descriptions is functional and instructionally useful?

79. The student receives resource room service because he has a reading disability.

80. The student has a learning disability, particularly in reading comprehension and vocabulary.

81. The student is a Third-Grade student with a reading vocabulary of a preschooler.

82. The student has difficulty with reading books for the grade level.

83. Prior to referral, the regular classroom teacher may be expected to do the following EXCEPT:

84. Use informal assessment methods to monitor daily progress

85. Apply curriculum-based assessment

86. Use observation to monitor behaviors

87. Identify diagnosis of specific disability

88. Three of the following questions are usually asked by a special education assessment team about a child suspected of having learning disability and referred for special education services by regular classroom teachers. Which question is irrelevant?

89. Is there a large discrepancy between ability and achievement?

90. Are sensory, physical and mental disabilities ruled out?

91. Is performance fleeting or consistent? Does the student have average or above- average intelligence?

92. Curriculum-based assessment believes in the following practices, EXCEPT:

93. Assessment of students in terms of their acquisition and knowledge included in the school curriculum

94. Concern with students’ progress in the curriculum

95. Concern with the degree to which students differ from the normative score of all children in physical attributes or learning characteristics

96. Curriculum-based assessment that helps teacher identify “who can be taught in what way.”

97. Assumption must be met for assessment to be valid. These assessment are the following, EXCEPT:

98. The test administrator is skilled.

99. Errors would have been prevented.

100. Acculturation is comparable.

101. Behavior sampling is adequate

102. In assessment, when we say that “acculturation is comparable,” we mean that:

103. Students test have identical characteristics with those whom the test was standardized.

104. Students have similar experiential background with those students in

105. the normative sample.

106. The student assessed has the same ethnic background as the students in the normative sample.

107. We use The Peabody Picture Vocabulary test with Filipino school children because we speak English.

108. When we say that “behavior sampling” of a test is adequate, we mean the following, EXCEPT:

109. A test on computation in the four basic operations would be an adequate measure of overall math skills.

110. If we want to test the students’ spelling skills, we give a representative number of words to spell.

111. A test must have an adequate sampling of behavior to assist in decision-making process.

112. There is an assumption that a test measures what its authors claim it measures.

113. The school psychologist and the special education teacher would likely recommend the use of the Vineland adaptive Behavior Scale in the diagnosis of___________________

114. Emotional disorders in children

115. ADHD

116. Mental retardation

117. Conduct disorder

118. Which of the following assessment results is generally the most useful when making decisions about what to teach and how to teach a student with mild mental retardation?

119. Scores from standardized tests

120. Intelligence tests

121. teacher observations

122. curriculum-based assessment

123. Three educators , in separate works, regrouped the subtests of WISC-R results to make interpretation useful for instruction. Which regrouping of WISC-R subtests are NOT correct?

124. Spatial organization abilities, Picture Completion, Block Design, Object assembly

125. Sequencing abilities: Digit Span, Coding, Arithmetic

126. Conceptual abilities: General Block Design, Similarities, Vocabulary

127. Freedom from distractibility: Arithmetic, Digit Span

128. Which Standardized test defines intelligence in terms of an individual’s style of solving problems and processing paradigm derived from both neuropsychological and cognitive theories.

129. Wechsler Intelligence Scale for children-Revised (WISC-R)

130. Kaufman Assessment Battery for Children (K-ABC)

131. Stanford-Binet Intelligence Scale

132. Slosson Intelligence Test (SIT)

133. Some intelligence test items ask the student to find the one (item) that is different from all the others. What behavior is sampled by this test?

134. Generalization

135. Discrimination

136. Motor behavior

137. General information

138. This involves intelligence test items that require students to answer specific factual questions.A. Generalization Discrimination

139. Motor behavior

141. This involves intelligence test items that require examinees to demonstrate a pincer grasp in

142. picking up objects, build block towers, trace paths through a maze, reconstruct designs from memory, or copy geometric designs. A. Generalization B. Discrimination C. Motor behavior General information

143. This involves intelligence test items that that ask the student to identify which of several response options goes with the stimulus; the student may be asked to do simple matching or do classification with items that are either figural, symbolic, or semantic in content.A. Generalization Discrimination

144. Motor behavior

146. This involves intelligence test items that that ask the student to name pictures or point to objects in responses to words read by the examiner; in some tests, the students required to produce oral definitions of words or select one of several words to match the definition.A. General information Vocabulary

147. induction

148. comprehension

149. In this type of test, the student is asked to note the progressive relationship among the items. The student must identify a response that continues the relationship.

150. Induction

151. Comprehension

152. Sequencing

153. Detail recognition

154. The stanford –Bineth Intelligence Scale tests this ability by asking students to identify the absurdity inverbal statements and pictures.

155. Abstract reasoning

156. Pattern completion

157. Analogies

158. Induction

159. The Snellen Wall Chart is the most commonly used and also the least expensive. Which description is not true about this test?

160. The chart evaluates only central visual acuity at a distance of 20 feet.

161. The test can be used with preschool children and those who are unable to read.

162. The test also screens visual-motor perception problems.

163. The test provides limited information

164. Raw score earned by the student with special needs in a standardized test are not as important as knowing his/her relative standing compared to the normative sample or norm group. Thus, the test administrator s these raw scores into comparable units.What do you call these comparison score?

165. Extrapolated scores

166. Derived scores

167. Mean scores

168. Standard scores

169. Suppose the average performance of a ten year-old childrenin an intelligence test was 31 correct answers. Suppose further thart Rogelio, who was 14 years and 2 months old, answered 31 items correctly. The following are correct interpretations of the assessment result, EXCEPT:

170. Rogelio answered as many questions as correctly as the average of 10 year-old children.

171. Rogelio earned a mental average og 10 years.

172. An age equivalent means that Rogelio’s raw score is the average/meadian or mean performance for the age group.

173. As a result of assessment, Rogelio could be placed class of 10-year-old students.

174. These are derived scores that indicate the percentage of people or scores that occur at or below a given raw score. What do you call this derived score?

175. Percentage correct

176. Developmental score

177. Percentile rank

178. Relative standing

179. “Using a technically adequate test for the wrong purpose is using the wrong test.” Which of the following malpractices in assessment does NOT apply to this quotation?

180. Using the Peabody Picture Vocabulary test to measure global intelligence of a child with learning disabilities.

181. Using an achievement test that does not reflect the content of the cuerriculum.

182. Administering a test designed for children with chronological ages of 3 to 8 to a child who is 12 years old but who has a mental age og 5.

183. Academic progress of children is decided by a technically good achievement test that follows the general standard curriculum.

184. Only present behavior is observed on scores obtained from standardized tests of interests, abilities, and achievement. When using a technically adequate test, this assumption is _________

185. True

186. Sometimes true

187. False

188. Not sure; it depends on the type of test

189. Even when tests are properly administered and scored, testing can still go wrong in the interpretation of results. In interpreting the test performance, we shoud remember the following advice, EXCEPT:

190. A good norm-referenced test can rank students only in terms of their current relative performance of certain behaviors.

191. A goo-criterion referenced test can show only what skills and knowledge a student has acquired.

192. Teachers can observe mental retardation or giftedness using an intelligence test.

193. Teachers cannot observe performance that are not tested or the reasons why a student performed in a cetain way.

194. This scoring system was developed in the early 1950s to measure the effect of various complications of labor and delivery on the heart rate, respiratory effort, muscle tone, gag reflex, and body color of the new born infant.

195. Neuroimaging

196. Electroencephalogram

197. Apgar score

198. Asphyxia scoring system

199. A person was assessed to have a visual acuity of 20/200 in the better eye with correcting lenses. Which statement does NOT necessarily follow when referring to this assessment result?

200. The person is blind according as defined by the American Medical Association.

201. The individualreads at 20 feet what a normal vision reads at 200 feet.

202. The individual has also a limited central field of vision with a diameterno greater than20 degrees.

203. With this visual acuity, the students is most likely to be placed in a special class.

204. The following questions must be answered before determining that a child has a learning disability, EXCEPT:

205. Does the child have auditory or visual acuity?

206. Can the student be integrated in a regular class?

207. Does the child have the level of intellectual ability needed to perform at the expected leve?

208. At what level is the child performing in reading, spelling, writing and math?

209. Applying a process analysis in spychoeducational evaluation, differences among students may be determined by comparing one’s student’s performance with that of other members of the population who are of the same age. What do you call this comparison?

210. Intraindividual differences

211. Interindividual differences

212. Ultraindividual differences

213. Standard score differences

214. Intraindividual dofferences are variations that exist within a single individual’s performance in a standardized test. The term intraindividual differences would mean the following, EXCEPT:

215. Result shows the unique patterns of stregnth and weaknesses in the student’s personal performance.

216. It is demonstrated by a student who processes the visual stimul subtest easily, but experiences difficulty processing auditory stimuli.

217. Profile provide certification tha a student deviates sufficiently from that of his peers, so that inclusion ina special program is justified.

218. Profile shows the academic ares that needed remediation.

219. Why is prenatal diagnosis important?

220. The procedure ensures a healthy baby.

221. It can detect the presence of a specific disorder.

222. The procedure can predict if there is a serious medical problem.

223. It can provide reassurance that the fetus is unlikely to be affected.

224. This assessment strategy is used for the purpose of providing a picture of the student’s presenting problems as perceived by the informant. The strategy uses a list of specific questions resented by an interviewer to elicit information from an informant.

225. Parent, teacher, and student rating scales

226. Interviews with paren, teacher, and student

227. Examination of student’s records

228. Medical evaluations

229. This assessment strategy focuses in student performance and the outcomes of learning. It evaluates meaningful, real-wold tasks using multiple performance indicators such as work or writing samples, speeches, artwork, videotapes, etc.

230. Observation in natural settings

231. Examination of student records

232. Functional behavioral assessment

233. Portfolio assessment

234. What standardized intelligence test was normed on different groups of white, Hispanic, African-American, Native American, and Asian-American children in addition to a population of individuals with disabilities? This test also minimizes a student’s verbal skills in reponding to test items.

235. Wechsler Intelligence scale for Children-Revised (WISC-R)

236. Kaufman Assessment Battery for Children (K-ABC).

237. Stanford-Benit Intelligence Scales

238. Slosson Intelligence Test

239. The following questions can be answered from the administration of criterion-referenced tests, EXCEPT:

240. Has the student mastered the required math skills?

241. Are the instructional materials effective in developing the target skills?

242. Which students have reading at grade level?

243. Which students have mastered a given skills?Reference: Mercedes P. Adorio, Ph. D. LET Primer and Reviewer on Special Education Prepared by: Encarnacion T. Francisco Faculty,College of Education

Sped let reviewer (assessment)

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