Taking the Mystery out of Standardized Assessments Gerry van Nie, IEST Team Psychologist Crystal Gaede, IEST Team Educational Programmer

Objectives  Develop an understanding of what psychometric assessment/testing is and is not  Develop an understanding of standardized test scores  Identify key information in standardized assessment reports to inform classroom instruction

What is a Psychological Evaluation?  Tests and assessments are two separate but related components of a psychological evaluation  Helps to arrive at some hypotheses about a person and their behaviour, personality, and capabilities  Should never be performed in a vacuum  Typically includes 4 components: norm- referenced tests, interviews, observations, and informal assessments

Fundamental Assessment Principals  Inherently a process of professional judgment  Based on separate but related principals of measurement evidence and evaluation  Assessment is multi-dimensional  Assessment decision-making is influenced by a series of tensions  Assessment contains error  Good assessment enhances instruction  Good assessment is valid  Good assessment is fair and ethical

Understanding Assessment Scores

Normal Distribution

Understanding Test Scores  Normal Curve: represents the statistical assumption that all children’s scores are represented by the ’normal curve’  Standard Score: is a set of scores that has the same mean and standard deviation so they can be compared.  Percentile Scores: range from the 1st through 99th percentile, indicating the percentage of scores in the comparison group which are lower than the test taker's score

Understanding Test Scores  Age based norms: most standardized tests are based on comparisons with children at the same age level  Grade based norms: some standardized academic tests also give grade based norms; this does not allow for direct comparison with age based norms  Standard error of measurement: estimates how repeated measures of a person on the same instrument tend to be distributed around his or her “true” score.

Understanding Cognitive Assessment Scores  Evenly developed abilities within the average range across subtests and subscales contribute most to effective school learning  Evenly developed scores suggest that different parts of the brain have the capacity to work together to integrate skills required for school learning  Significant discrepancies among subtest/subscale scores represent risk factors associated with specific learning disabilities

Understanding Verbal Cognitive Assessment Scores  Verbal reasoning relates to students’ ability to make inferences & hypothetical thinking about what they read, and understanding concepts relative to others at their age level  Vocabulary development relates to students’ vocabulary base for understanding instruction and expressing their knowledge  Working memory relates to students’ capacity for holding and working with information required for classroom tasks

Understanding Non-Verbal Cognitive Assessment Scores  Non-verbal reasoning relates to students’ ability to understand concepts related to science and math  Visual-spatial abilities relate to students’ ability to see visual patterns and spatial relationships (e.g. geometry)  Processing speed relates to students’ abilities for quickly perceiving and working with visual symbols (e.g. written language tasks)

Understanding Attention Related Assessment Scores  Working Memory and Processing Speed subtests are highly influenced by attention/concentration factors  Low scores in Working Memory and Processing Speed can have significant impacts on students’ ability to sustain the attention to teacher instruction and in completing academic learning tasks  Attention/concentration difficulties can stem from any of multiple factors (e.g. ADHD; anxiety; trauma)

Understanding Academic Assessment Scores  Review the relationship between Academic and Cognitive scores  Review the relationship between the standardized assessment results and what you see in the classroom  These scores are a broad overview in key areas such as reading, written expression and math

Understanding Social/Behavioural Assessment Scores  Always interpret in context with other information because of inherently subjective nature of behaviour rating  Measures cannot be used independently to determine diagnoses  Always interpret in context with other information because of inherently subjective nature of behaviour rating  For diagnostic purposes, more than one measure must have ratings in the clinically significant range

Understanding Adaptive Functioning Assessment Scores  Adaptive behavior is the collection of conceptual, social, and practical skills that are learned and performed by people in their everyday lives  Both cognitive and adaptive behaviour measures must be used to diagnose intellectual disabilities

Assessment Behaviours During the initial interview, rapport was relatively easily established as indicated by Freddy’s responsiveness to conversation and social interaction while he was engaging in play with Lego blocks. During Freddy’s play with Lego blocks, he was noted to be highly creative in his construction, which included unique means of assembling the blocks into objects her created. When Freddy returned to complete the formalized assessment, he was responsive and he easily separated from his mother. Following a brief period of playing with the Lego blocks, Freddy’s attention was readily re-oriented as the formalized assessment format was introduced. Although Freddy was compliant and cooperative throughout the formalized testing session, he was noted to be very easily distracted both by external stimuli (e.g. emergency vehicle sirens) and by internal distractors (thoughts and conversation extraneous to the tasks in which he was engaging). As the one to one assessment interview progressed, Freddy experienced incrementally increased difficulties sustaining his attention to tasks, and he required progressively more verbal prompts to attend to the tasks at hand.

Cognitive Assessment Results Overall results from the WISC-IV indicated that Freddy’s cognitive abilities are currently within the average range for his age level (FSIQ=94; 34 th percentile). However, there were statistically significant discrepancies both among subscale scores as well as within each of the subscales, resulting in a cognitive profile that is indicative of Freddy’s experiencing specific learning disabilities. An analysis of the verbal and perceptual organization subscales indicated that Freddy’s high average non-verbal abilities (PRI=116; 85 th percentile) are significantly stronger compared to his average verbal abilities (VIQ=98; 45 th percentile). Average verbal abilities were noted in areas of verbal reasoning, vocabulary development, and long-term memory of general information learned through experience. Although Freddy obtained an average score on the verbal reasoning subtest from the WISC-IV, his parents indicated that Freddy experiences difficulties understanding the use of idiomatic expressions in that they don’t follow the ‘rules’ about how specific words ‘should be used’. It was also noted that Freddy frequently misinterprets communication that is not highly specific and clear.

Academic Results During the administration of the academic assessment, Freddy was consistently highly distractible, and he required frequent reminders to sustain his attention on tasks he was completing as well as requiring nearly constant verbal prompts to attend to each new test item following transitions from one item to another. On the other hand, Freddy also impressed as being concerned about his performance and being successful as indicated by his frequent request for reassurance as to his performance. In addition, Freddy was also both cooperative and compliant during this portion of the assessment. Although he asked ‘why’ he was requested to complete written responses on the writing samples subtest, he readily complied with the task when provided with the reason for the purpose of this particular subtest. Results from the WJ-III subtests administered indicated that Freddy’s English language reading skills are developed within the average range for his current age level and grade placement and his written language skills (writing samples) are within the low average range. In addition, Freddy’s math calculation skills were also assessed to be within the low average range.

Summary The current assessment results indicated that Freddy has average cognitive abilities related to academic learning. However, his cognitive profile, reflecting a statistically significant discrepancy between his high average non-verbal and average verbal abilities indicated that Freddy experiences a verbal learning disability. In addition, Freddy’s low average processing speed and working memory represented other areas of specific learning disabilities. In conjunction with Freddy’s high level of distractibility and attention problems, the cognitive assessment results likely represented an under-estimate of Freddy’s actual learning potential.

Recommendations  The discrepancy between Freddy’s average verbal and non-verbal abilities as well as his relative difficulties with paper and pencil visual-motor integration and processing speed will impact his ability to express the extent of his knowledge and understanding both verbally and in writing. Individualized programming strategies should be implemented to reduce the amount of written production typically expected of students at Freddy’s grade level, and to provide him with opportunities to demonstrate his knowledge through alternate means when possible.  In order to help Freddy be productive in school, it will be helpful for him to be presented with very short-term goals for work completion, being provided with frequent reinforcement and verbal feedback as he completes each goal/task.  It is recommended that strategies for sensory integration provided by the occupational therapist continue to be considered for implementation both at home and at school to address Freddy’s sensory integration. Many of the strategies provided by the occupational therapist will also be effective in helping address Freddy’s ADHD symptoms.

As a Teacher How do I use My Understanding of the Assessment

As a Teacher How do I Use My Understanding of the Assessment?  All interpretations are inferences  Reflect on how the summary/formulation in the assessment report compares with your understanding of the student  Reflect on how information in the summary/formulation section of the report might be reflected in behaviours/skills/challenges you observe in the classroom  Identify recommendations that you can implement in your classroom context