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Understanding Evaluations, Tests and Measurements

Understanding Evaluations, Tests and Measurements. Karen Tyson, Psy.D. Neuropsychologist PWSA-Workshop 6: 1:15-2:30. Testing. Why is testing necessary? How can testing help track progress or losses? How often should testing be conducted? Who should do your testing?.

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Understanding Evaluations, Tests and Measurements

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  1. Understanding Evaluations, Tests and Measurements Karen Tyson, Psy.D. Neuropsychologist PWSA-Workshop 6: 1:15-2:30

  2. Testing • Why is testing necessary? • How can testing help track progress or losses? • How often should testing be conducted? • Who should do your testing?

  3. Neuropsychological evaluation What should be included in an evaluation? First, know what you want to measure. The evaluation should answer your referral question. Second, know which tests are checklists and which are actual tests. Third, know what the scores mean!

  4. Common sections: Reason for referral History and previous testing Mental status and behavioral observations List of tests administered and who tested Cognitive, typical tests include WAIS-IV, Stanford Binet, Nonverbal tests of IQ include CTONI-2, UNIT-2, TONI-4

  5. Sections Academic: Woodcock Johnson IV, WIAT-III, WRAT-5, Nelson Denny 2nd Edition, Key Math Test Attention: TEA, Conner’s, IVA-2, TOVA, Conner’s Memory: WMS-2, WRAML-2 Executive Functioning: Halstead Reitan, CTMT, Stroop Perceptual Reasoning: Hooper, BEERY

  6. Sections Language/ Auditory Processing: EVT-3, PPVT-5, SCAN-A Adaptive Functioning: Vineland 3rd Edition, Battelle Emotional: BDI, MDI, MMPI-2, PAI, RISB, many many more! There are literally thousands of tests out there! Google them!

  7. Download this app • Download the PAR Inc app • It will convert scores, shows a bell curve and offers many other tools helpful in understanding test scores

  8. Ok , so how do we understand test scores? • First you must understand the different types of scores. • Think of measuring a table, units of measure • Same thing for psychological and educational testing • Common score types: • Standard scores • Scaled scores • Percentile scores • T-scores

  9. Standard Score • Derived from raw scores and converted using the norms for that test and age group. • Only compare same aged peers • The mean standard score is 100 • Standard scores can be compared across ages and tests as the raw scores are normed on a specific population and converted to the same numerical scale. • The average range for a standard score is 90-110

  10. Standard scores in action Wechsler Adult Intelligence Scale-IV (WAIS-IV)

  11. Scaled score • Tests are typically made up of several sub tests, each measuring specific skill sets. These mini tests then are added up to create a standard score. • Average range for a scaled score is 8-11 • Example of mini tests that make up a larger section: • memory > auditory and visual memory are specific types of memory that when combined make up an overall section

  12. Percentile scores • Percentile scores indicate the rank in which your person ranks amongst same age peers • For example, a percentile rank of 18% means they did better than 18 out of 100 same aged peers • 87% means they did better than 87 out of 100 peers

  13. T-scores • Another type of standardized score • 50 is average, any score between 40-60 is in the average range. • A T-score could be indicating a good or bad ranking, for example a high T-score on an aggressive rating would indicate a problem but a high T-score on self-esteem could indicate great self-esteem.

  14. Description of ranges

  15. The Bell Curve

  16. The Bell Curve • If you adjust the margins to 85-115 more children fall within the “normal” range, excluding more students who may require intervention.

  17. Confidence Interval • A person’s performance on a test may vary somewhat day to day. • A confidence interval is a hypothetical range of scores predicted if a person took that test 100 times. • For example: a 95% confidence interval means there is a 95% chance that the person would score within that given range. If they scored 100 on a test, it is predicated if given that same test 100 times they would obtain scores falling between 95-105.

  18. Age and grade equivalents • Age and grade equivalents can often be misleading. • It does not mean they are performing at that age or grade but rather, they performed at the age or grade level of people in that age or grade. • If Joe gets a grade equivalent score of 6.7, it means he got the same score of the typical student in the seventh month of 6th grade.

  19. A little bit of magic; new scores to look at! • Relative Proficiency Index (RPI) scores are also provided to compare a person’s performance with peers that typically perform with 90% proficiency. RPI scores are interpreted along three categories: Frustration Level (75/90 and below), Instructional Level (76/90 to 95/90), and Independent Level (96/90 and above).

  20. Woodcock Johnson Tests of Achievement, 4th Edition • RPI scores on the Woodcock Johnson-IV Woodcock Johnson Tests of Achievement, 4th Edition (WJ-IV)

  21. Thanks for listening! Questions? Contact Info: Dr. Karen Tyson Karen.tyson@LDcenterofhawaii.com 808-955-4775

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