Assessment in counseling chapter 8

∗ Achievement tests: what individual has learned /acquired∗ Aptitude tests: predict future performance /ability to learn new tasks ∗ Contrast between achievement and aptitude tests is on

Assessing Achievement and Aptitude: Applications for Counseling

Chapter 8

∗ Achievement tests: what individual has learned /acquired

∗ Aptitude tests: predict future performance /ability to learn new tasks

∗ Contrast between achievement and aptitude tests is one of purpose more than of content

Achievement vs Aptitude

∗ Survey achievement batteries

∗ Individual achievement tests and diagnostic achievement tests

∗ Criterion-referenced tests and minimum-level skills assessments

∗ Subject area tests

Assessment of Achievement

∗ Administered to thousands of students in multiple school districts throughout the nation

∗ Many subtests that measure achievement in certain academic areas (i.e., reading, math,

language arts)

∗ Can provide information on strengths, limitations, and the students’ progress from year to year

∗ Often co-normed with tests of general ability or academic intelligence

Survey Achievement Tests

∗ Examples:

∗ Iowa Tests

∗ Metropolitan Achievement Tests, Eighth Edition

∗ TerraNova, Third Edition

∗ Current, well-known achievement battery

∗ Modular series with multiple measures of achievement

∗ Achievement batteries also available for adults (i.e., Test of Adult Basic Education)

∗ Often used in psychoeducational evaluations (screening for learning disabilities, cognitive handicaps, behavioral disorders, other academic issues)

∗ Can also be used with adults

∗ Commonly used achievement tests:

∗ Kaufman Test of Educational Achievement – Second Edition (Kaufman & Kaufman, 2004)

∗ Wechsler Individual Achievement Test – Third Edition(Wechsler, 2009)

∗ Wide Range Achievement Test 4(Wilkinson & Robertson, 2007)

Individual Achievement Tests and Diagnostic Achievement Tests

∗ Identifying learning disabilities

∗ In the past, discrepancy model was used to identify specific learning disabilities (SLD)

ability

∗ Response to Intervention (RTI) model now replaces discrepancy model for identifying learning disabilities

Individual Achievement Tests and

∗ Criterion-referenced instruments:

∗ Criterion-referenced assessments in Indiana: ISTEP+, IMAST, ISTAR

∗ Minimum-level skills tests:

diploma

Criterion-Referenced Tests & Minimum-Level Skills Assessments

∗ Single subject tests developed by teachers make up largest area of achievement tests

∗ Vary in quality, content validity should be considered

∗ Advocates of authentic assessment and performance assessment have had major

influence on teacher-developed subject area tests

Subject Area Tests

∗ Increase in standardized achievement testing in all 50 states (“high stakes testing”)

∗ No Child Left Behind (2001)

∗ Focus on educational accountability, examining individual student progress

∗ Blueprint for revising Elementary and Secondary Education Act released in March 2010, not yet reauthorized

∗ National Assessment of Educational Progress (“the nation’s report card”)

∗ AERA’s conditions for high-stakes achievement testing programs in education

Issues in Achievement Testing

∗ Scholastic Aptitude Tests

∗ Scholastic Assessment Test (SAT)

∗ American College Testing (ACT)

∗ Graduate Record Examination (GRE)

∗ Vocational/Career Aptitude Tests

∗ Armed Services Vocational Aptitude Test Battery (ASVAB)

∗ WorkKeys

∗ Differential Aptitude Test (DAT)

Aptitude Assessment

∗ Validity of SAT and ACT are about the same

∗ Correlation with freshman GPA ranges from 30 to 50

∗ Best predictor of college success is combination of high school grades and all 3 SAT section scores

∗ Best predictor of graduate school success is combination of GRE scores and undergraduate GPA

Validity of Scholastic Aptitude Tests

∗ Used in career counseling to predict job or occupational performance

∗ Some used for employment selection purposes

∗ Effective selection of instruments requires that they accurately predict successful performance of job duties – difficult for many reasons:

Vocational/Career Aptitude Tests

∗ Test sophistication – individual’s level of knowledge in test-taking skills

∗ Coaching – training or practice on questions that are the same or similar to items on test

∗ Education – domain or area is covered more broadly, with intent of helping test taker learn content or information

Test Preparation and Performance

∗ Test scores improve when individuals retake alternate form of test

∗ Individuals with extensive experience taking standardized tests have advantage

∗ Some test publishers are trying to provide free test preparation materials to create “more level playing field”

Test Sophistication

∗ Research investigating effects of coaching on test results has mixed and inconsistent results

∗ Closer the resemblance between the coaching material and test content greater improvement in scores

∗ “Teaching to the test” approach

∗ General conclusions: coaching programs may increase scores slightly; significant changes occur only if programs are longer and content is closely aligned with test material

Coaching