Educational
(Achievement) Testing
• Difference between IQ, Aptitude,
and Achievement Testing.
• IQ vs. Achievement- IQ tests are
measures of broad abilities and
what is learned under relatively
less standardized circumstances,
whereas Achievement tests measure
more specific abilities learned
under more standardized conditions
(e.g., formal school).
Achievement Testing
(continued)
• Achievement vs. aptitude
tests- Aptitude tests
measure the potential for
learning a skill whereas
achievement tests assess what
is already known within a
particular area.
• Aptitude designed to predict
subsequent performance
Achievement Testing
(continued)
• Despite different intended
purposes and designs, there
is considerable overlap among
these types of tests.
Uses of Achievement
Testing
• Measure what groups are
learning. Measure of quality
of instruction; quality of
learning.
• Assessment of deficits in
what has been learned.
• This may be useful in
designing remedial
interventions for students
Construction of
Achievement Tests
• Attempt to measure
performance in the major
instructional areas.
• These areas typically include
reading, written expression,
arithmetic, and general
knowledge.
• Also, measure specific areas
within each of these areas
(e.g., expressive and
Group vs. Individual
Achievement Tests
• Advantages of Group
Achievement Testing
• 1. Less expensive (time and
money).
• 2. Downplays examiner
influences.
• 3. Overall better
standardization.
Group vs. Individual
Achievement Tests
(continued)
• Disadvantages of Group
Achievement Testing:
• 1. Less flexibility in
following up responses.
• 2. Less in-depth.
• 3. Limits test observations
and styles of approaching
questions.
Examples of Group
Achievement Tests
• California Achievement Test
• Stanford Tests of Achievement
• Iowa Tests of Basic Skills
Individual Achievement
Tests
• Examples include:
• Wide Range Achievement Test
• Woodcock-Johnson PsychoEducational Battery.
• Woodcock-Johnson covers 10
achievement areas.
• These 10 areas group into four
major areas: Broad Reading, Broad
Math, Broad Written Language, and
Broad Knowledge.
Specific Learning Disabilities
• Criteria- Significant Discrepancy between
Intellectual Potential (as measured by a
general test of intelligence) and the ability
to learn within a specific area.
• The necessary discrepancy must be >15
points (IQ = 100; Achievement score 84 or
less).
LD Types
• Reading Disorder (4% prevalence)
• Mathematics Disorder (1% prevalence)
• Disorder of Written Expression (unknown
prevalence)
Etiology of Learning Disability
• Most likely the result of subtle impairments
in neurological structures which govern the
specific learning areas (reading).
Prognosis for Learning
Disabled Children
• The problems that are associated with LD
persist into adulthood.
• Degree of Problem in Adulthood depends
on severity of LD in childhood.
• Intervention, at present, does not appear to
improve outcome in adulthood.
• Socioeconomic Status (SES) of parents has
a positive effect on outcome of LD.
Prognosis (continued)
• General Intelligence is a significant
predictor of outcome.