STUDY GUIDE:
20 Multiple Choice
3 Short Answer
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Statistics and the Reliability lectures
1.
Know what court cases changed the way that evaluations are conducted today to
ensure that bias is reduced as much as possible, and results are interpreted with
the individual student’s personal life experience in mind.
DIANA v. STATE BOARD OF EDUCATION-1970 - California was mandated to correct bias in
assessment procedures.
https://www.youtube.com/watch?v=UJWU9ojbazw&ab_channel=PalomaNavarro
https://www.youtube.com/watch?v=kOXFhj28dsA&ab_channel=megangessel
https://www.youtube.com/watch?v=LbaGXzhZ9Pk&ab_channel=ElyssaMills
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Issue of test bias. Test were not given to students in their native language, so its culturally biases tests.
VERDICT: children must be tested in their native language
If a student’s primary language was not English then tests cannot be evaluated by standard
procedures.
Culturally unfair items…
Intelligence tests had to be developed in primary language
So what is the correct answer?
Does this mean you are intellectually disabled?
GUADALUPE v. TEMPE ELEMENTARY SCHOOL- 1972
Courts agreement stipulated that children could not be placed in educable mentally retarded classes
unless they scored lower that two standard deviations below the population mean on approved
IQ test. Also stipulated that other assessment procedure, such as adaptive behavior, must be used
and f permission must be obtained.
VERDICT: must use multiple sources of info when identifying, we need parental consent to test
them. Importance of assessing adaptive behavior.
JOSE P. v. AMBACH- 1983
Court informed New York City defendants that all evaluations must be “timely evaluations.” From
the time of referral to evaluation there can be a maximum of 30 days elapse. Now we have 60 days
for an evaluation to be completed.
- Evaluations are still taking too long, time limit added
- VERDICT: after they have been referred, they should be evaluated within 30 days
2.
Know how parental (or holder of educational rights) participation as well as
consent is mandated by IDEA 2004.
https://www.youtube.com/watch?v=VBPEQyobakA&ab_channel=MODeptofEducation
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Parents are to receive the procedural safeguards at least once per year. Parents
must receive notice of procedural safeguards on each of these occasions: Upon
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3.
initial referral or parent request for an evaluation. Upon the first occurrence of the
filing of a complaint. Request by a parent.
Parents have been fully informed of all educational activities to be conducted,
including: Why the student needs the evaluation. The evaluation procedures that
will be used. Informed Consent was provided in the native language or mode of
communication. Languages other than English. Accommodations must be made
for parents with hearing or visual impairments. Parents must be notified of any
action proposed by the LEA regarding initial evaluation and the other options
considered. Holder of educational rights (parents or students aged 18) must
consent to release of confidential records. Special education or services may not
be provided without consent.
Know the difference between descriptive statistics and inferential statistics.
https://www.youtube.com/watch?v=VHYOuWu9jQI&ab_channel=TheOrganicChemistryTutor
https://www.youtube.com/watch?v=XV9pd8-RZ78&ab_channel=Udacity
Descriptive Stats - Organizes large sets of data to help us understand these data. Uses
measures of central tendency, i.e., mean, median, mode, measures of dispersion such
as the standard deviation (SD).
Inferential Stats - Use a sample of a population of interest to draw inferences to the
larger population. Uses procedures such as t-tests and ANOVA. Here you are not just
describing a set of known data – rather you use statistical tests to infer something about
a whole population you did not test. help us generalize about a wider population from a
smaller sample of it
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4.
Descriptive statistics are used to describe and summarize the data from a research
sample. Inferential statistics help us make probability-based inferences about the wider
population from which we obtained our sample.
Descriptive statistics help simplify and understand research data. Inferential statistics
answers the major question of "to what extent do my sample data reflect the wider
population from which I obtained my sample?"
Know timelines associated with most common aspects’ special education
procedures.
https://quizlet.com/278831734/special-ed-timelines-in-california-flash-cards/
https://www.youtube.com/watch?v=TAmGWsZaJcQ&ab_channel=SpecialEducationResource
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5.
Initial Assessment & IEP Development
Propose assessment plan (AP) = 15 days from date of referral
Received consent to AP = 60 days to complete assessment and hold IEP (In CA
may be tolled for breaks longer than 5 days)
Implement IEP after parental consent = as soon as possible
Parent request for IEP meeting = 30 days after written request (tolled for breaks
more than 5 days)
Respond to request for independent educational evaluation (IEE) = no statutory
timeline – recommended 10-15 calendar days after request
Know the definition of validity and how it is typically described or measured - be
able to describe this.*
https://www.youtube.com/watch?v=c2Xar2rOCtg&ab_channel=DaveLewis
https://quizlet.com/123070227/chapter-5-validity-flash-cards/
- Validity represents how well an assessment measures what it was intended to measure.
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Examples of validity measurements are:
– Criterion related validity-compare scores with other measures that are known to measure
the same criterion
– Concurrent validity – test in question is administered with another test that has good validity
– Content validity – does the test measure content as described – i.e., WRAT-3 reading does not
actually measure reading only word recognition.
– Predictive validity – describes the test’s ability to predict future performance. Examples
include the SAT and GRE.
– Construct validity - a construct describes a psychological trait such as a personality trait,
psychological concept, attribute, or theoretical construct. To validate these the construct
must be clearly defined. Then the assessment is compared to literature in the field.
6.
Know the definition of Reliability and how it is typically measured - be able to
describe this.*
https://www.youtube.com/watch?v=c2Xar2rOCtg&ab_channel=DaveLewis
Reliability - correlate the degree of relationship between two variables.
– Test-Retest reliability
– Equivalent Forms reliability
– Split-Half reliability
– Inter-rater reliability
– Tests can be reliable but not valid
example change a bathroom scale to represent a lower weight – it will be consistent (reliable)
while being false i.e., not valid.
https://quizlet.com/407114937/reliability-and-validity-flash-cards/#:~:text=this%20set%20(19),Reliability%20is%3A,measuring%20tool%2C%20can%20reproduce%20consistency.
7.
Know procedural safeguards for both parents and school districts.
https://www.youtube.com/watch?v=C6oVuIXNLpE&ab_channel=D.TylerDansel
The Procedural Safeguards outline a parent’s and student’s rights with regard to the special
education process and must include:
1. Information on the initial evaluation.
2. Requirement of prior notice before action can be taken. Rights to refuse services (at
initial no services provided/right to revoke consent for provision of special
education  prior written notice from district then special education is removed).
3. Information on parental informed consent.
4. How to obtain student records and who has access to records. Right to examine
records
5. The process to follow when parents have complaints.
6. The methods of resolution to resolve complaints. (right to due process)
7. Information about how to obtain an independent educational evaluation (IEE)
8. Availability of mediation procedures
9. Procedures for interim alternative educational placements (discipline)
10. Procedures for parental unilateral private school placement
11. Procedures and timelines for state complaints or due process
8.
Know the difference between norm referenced tests and criterion referenced
tests.
https://www.youtube.com/watch?v=O5hJNpO0JPE&ab_channel=TeachingsinEducation
Norm Referenced - Allows for comparison of one student to other students of the same age or grade, Uses a
normative sample for comparisons, Follows standardized procedures, May allow for prediction of student
performance, Standard scores (derived scores) are not sensitive to incremental changes in skills, Defined
validity and reliability.
Criterion Referenced (AKA informal assessment) - Compares performance of student to a criterion, Criteria
are from curricula, Criteria are often narrow bands of skills, allows for easy determination of areas of
achievement that inform teaching, i.e., task analysis and error analysis, Is sensitive to changes in student
knowledge. Scores are usually percentage correct or a raw score
https://quizlet.com/165834774/criterion-reference-vs-norm-referenced-test-flash-cards/
9.
Know what IDEA 2004 states in terms of needed data for a triennial, initial, and
re-evaluations.
https://www.youtube.com/watch?v=HiAlJvcyQrU&ab_channel=YourSpecialEducationRights
https://www.youtube.com/watch?v=Ces1vZbwcjM&ab_channel=YourSpecialEducationRights
Reevaluations (triennial evaluations) must:
o Assess in all areas of suspected disability
o Determine whether the child continues to qualify for special education
o Provide needed data to determine unique needs
o Provide needed data to determine the need for related services
o Provide needed data to determine placement
o IDEA does not specify what type of instruments would provide needed data
o It may be that norm referenced tests are not needed.
For more information see: https://sites.ed.gov/idea/statute-chapter-33/subchapter-II/1414
https://quizlet.com/342730149/iep-timelines-flash-cards/
10. Know how a true score and standard error of measurement relate.
- True scores are a hypothetical value that represents the infinite number of tests with the infinite
number of testing possibilities. In essence it is impossible to know. Error will exist in all testing
situations. It is impossible to avoid.
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It's standard deviation of a hypothetically infinite number of obtained scores around the
person's true score.
If test reliability were perfect r=1, SEM=0, there is no measurement error
Regression = Standard Error of Estimate
Reliability = Standard Error of Measurement
11. Know how to identify negative and positive correlations.
- Positive Correlation - Variables move in the same direction, i.e., one variable is high and the other is
too. Common example: hours of time studying and grades on tests.
- Negative Correlation - High scores on one variable are associated with low scores on the other.
Example: number of days absent from class and grades in class. As the number of absent days
increase the grades decrease.
12. Know what a strong correlation coefficient is – at least adequate to strong.
- Strength of relationship is provided by the number NOT the sign. Ex: r = -.78 and r = +.78 have equal
strength.
- The sign represents whether the relationship is positive or negative, i.e., r = -.78 is a negative
correlation, meaning one variable is rising while the other is falling.
13. Know the historical assessment model in comparison to the contemporary model.
- Historical Model - Student not progressing, Student referred to multidisciplinary team, Assessment
completed, Team determines student is or is not eligible for special education, An outcome of the
use of the historical model of assessment was a large number of students being referred for
special education services who did not require them.
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Contemporary Model - Student not progressing, Team uses a problem-solving model, Attempt to
find solutions in the general education environment rather than focusing on eligibility for special
education, Interventions are implemented, data are collected, determination of success with
interventions, May use RTI model where students move up or down the series of interventions, Only
after various interventions failed would a student be referred for special education eligibility
evaluation. an assessment model where an emphasis is placed on finding solutions rather than
seeking alternative placement and an eligibility label.
Aaron's teacher noticed he was having difficulties reading in all his classes. She referred
him to a multidisciplinary team for special education services immediately. (Historical
method)
14.
Be able to describe how any of the above relates to the practice of assessment
of students.
15.
Be able to describe how good tests (those with strong psychometrics, i.e., validity
and reliability measures) can still result in poor evaluations for students*
https://www.youtube.com/watch?v=7IuuAIYMEaA&ab_channel=DebbieWard%28SES-ATP%29
https://www.youtube.com/watch?v=WKIrAu9R80U&ab_channel=LauraStringer