Assessent Instrument Review

Assessment Instrument Review - 1

Lamar University

College of Education

Counseling and Special Populations Department

Assessment Instrument Review

Overview

The purpose of this assignment is to obtain information about various types of assessment instruments used in your school and/or district. Teachers and assessment specialists are actively involved in and have an important role in selecting assessment instruments, interpreting scores, using data collected from various instruments, and communicating assessment results to various interested stakeholders including teachers, students, parents, and community service representatives. For this assignment, you will be investigating the various types of assessment instruments used in your school or district. You will be researching information specifically identified on the assignment template. Complete information on assessment instruments is required for making effective decisions about the kinds and uses of assessment instruments.

Learner Outcomes

1. Identify assessments related to academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural).

2. Describe purpose of assessment. 3. Describe assessment’s target population. 4. Identify personnel administering assessments. 5. Describe possible use of assessments. 6. Examine assessments through statistical concepts of reliability, validity, norm group, and

scores. 7. Describe assessments in terms of cost. 8. Evaluate and justify recommendation for utilizing assessment.

Directions

1. The Assessment Instrument Review Template is attached below and available as a

separate Word document. Obtain and provide information on at least 14 assessment

instruments used in your school or district for assessment purposes for instructional planning for students. Two assessment instruments from each of the following areas (based on Chapter 9 through Chapter 15) need to be reviewed: academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural).

2. Complete and type your information in the Assessment Instrument Review Template (Word document). Copy the template as needed.

3. Selected information (e.g. reliability, validity, and normative population) will be found in the

Mental Measurements Yearbook located through the Lamar University Library Services. Follow these steps to obtain the required information:

 Log into the Lamar University Library System.

Assessment Instrument Review - 2

 Select or click on “Database List.”

 Select or click on “M” to Browse Database By Title.

 Select or click on “Mental Measurements Yearbook with Tests in Print.”

 Type the name of the instrument you selected and click “Search.” Information about your

selected instrument will appear if it is included in the Mental Measurements Yearbook.

Use the current edition of your instrument.

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 If no information appears on your instrument, then your instrument may not be included in the Mental Measurements Yearbook; you may need to select another instrument or

search for information from your own source. Identify your source of information on your instrument. No information may represent insufficient information to recommend

using the identified instrument in a school or district assessment program.

 Read the instrument review and obtain the appropriate information about the instrument to complete the Assessment Instrument Review Template.

 Type directly onto the Assessment Instrument Review Template and include complete

information on all your selected instruments. For the Mental Measurements Yearbook, use the reviewer(s) as the author(s), the copyright date of the article as the publication date, the title of the test as the article's title, Mental Measurements Yearbook as the title of the journal, and the yearbook number as the volume number of the journal. Your Mental Measurements Yearbook references will not have issue numbers nor page

numbers. At the end, include “Retrieved from” and the web address.

 Submit your assignment.

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Assessment Instrument Review Template Name of Ins trumen t

Full name of i ns trument and acronym (i f one is us ed)

Publi cati on Date Year i ns trument was publis hed

Purpos e of Ins trument Ins trument i s us ed to ass ess : i ntelli gence, behavi or, academi c achi evement, percep tual abili ti es , s peech and l anguage, earl y chil dhood, heari ng, physical therapy, occupati onal therapy, or mul ticul tural

Ins trument ass ess es what areas (s ubtes ts , i ndexes /i ndi ces , s cal es , etc.) to provi de what i nformati on Admi ni s trati on tool : tes t, obs ervati on, checklis t, etc. Type of admi ni s trati on: i ndi vi dual or group

Age or Target Populati on

Target popul ati on (admi nis tered for what age or grade l evel )

Rel iabi li ty

Rel iabi li ty (type, quali ty)

Vali di ty

Vali di ty (type, co effi ci ent, quali ty, etc.)

Norm Group Populati on

Norm group (i ns trument s tandardi zed wi th what age, grade, cul ture, etc.)

Ki nds of Scores Scores gi ven (percenti l e, GE, AE, s tandard score, etc.) Interpretati on of s cores (comparis on wi th norm, i ndi vi dual abili ty, etc.)

Cos t of Ins trument

Cos t of i ns trument

Cos t of Protocols

Cos t of protocol (record form)

Li s t All Pers onnel Us i ng Ins trument

Admi ni s trati on pers onnel : parent, teacher, readi ng s pecialis t, di agnos tici an, ps ychol ogi s t, s peech therapis t, OT/PT, etc.

As s ess ment Informati on Us e

Ins trument us ed to: s creen , moni tor s tudent progr es s , RTI i nformati on, IEP goal s etti ng, etc.

Jus ti fi cati on and Recommendati on for

School Us e

Woul d you recommend your s chool /dis tri ct us e this i ns trument? What reas ons or j us ti ficati on s upports your recommendati on to us e or not us e thi s i ns trument?

Ref erences Ref erence i nformati on: tex tbook, Mental Measurements Yearbook

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Assessment Instrument Review Rubric Skill Area Developing Competent Proficient Score

0-12 16 20

Identification

Identify assessments related to academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural)

Unclear:

Identified assessment by name and publication date;

Two assessments addressed each of the seven areas [academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural)];

Reviewed 14 assessment instruments related to instructional planning for students

Vague:

Identified assessment by name and publication date;

Two assessments addressed each of the seven areas [academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural)];

Reviewed 14 assessment instruments related to instructional planning for students

Clear:

Identified assessment by name and publication date;

Two assessments addressed each of the seven areas [academic achievement, intelligence, behavior, perceptual abilities, speech and language, early childhood, and other areas (hearing, physical therapy, occupational therapy, and multicultural)];

Reviewed 14 assessment instruments related to instructional planning for students

Summary

Identify purpose of assessment, assessment’s target population, personnel administering assessments, and possible use of assessments

Unclear:

Identified purpose of assessment, assessment’s target population, personnel administering assessments, and possible use of assessments

Vague:

Identified purpose of assessment, assessment’s target population, personnel administering assessments, and possible use of assessments

Clear:

Identified purpose of assessment, assessment’s target population, personnel administering assessments, and possible use of assessments

Statistical Concepts

Examine assessments through statistical concepts of reliability, validity, norm group, and scores

Unclear:

Described assessments in terms of reliability, validity, norm group, and scores

Vague:

Described assessments in terms of reliability, validity, norm group, and scores

Clear:

Described assessments in terms of reliability, validity, norm group, and scores

Evaluation

Evaluate and justify recommendation for utilizing assessment

Unclear:

Evaluated and justified recommendation for utilizing assessment in school

Vague:

Evaluated and justified recommendation for utilizing assessment in school

Clear:

Evaluated and justified recommendation for utilizing assessment in school

0-6 8 10

Cost

Describe assessments in terms of cost

Unclear:

Described cost of instrument and protocols

Vague:

Described cost of instrument and protocols

Clear:

Described cost of instrument and protocols

References APA reference information included for all assessments with four or more errors

APA reference information included for all assessments with one to three errors

APA reference information is included for all assessments with zero errors

Total Points out of 100 possible points