Optimal Identification Goal 3 Knowledge Check

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1. Which of the Following measurement concepts can be thought of as consistency across tests, forms, raters, or items? *

1 point

Reliability

Validity

Standard error or measurement

Sensitivity

2. What implications does poor test-retest reliability have for gifted identification? *

1 point

It signals we're using the wrong test for identification

It means the students identified at one time might not be identified at another

It means we should rely on the most-recent test data

It means our assessments are biased

3. You look into the test manual of the Peters Test of Academic Achievement and see that its scores are correlated with those of the Cognitive Abilities Test at .90. Which of the following is a fair interpretation? *

1 point

The two tests measure the same content

Students who are identified as gifted on one are likely to be identified as gifted on the other

The Peters Test is a valid measure of ability

The Peters Test is inconsistent

4. Which type of validity involves comparing what's covered by a test and seeing how well that compares to what is covered by your program, curriculum or service? *

1 point

Criterion-related validity

Face validity

Construct validity

Content validity

5. Higher cut scores on phase one OR phase two are likely to have what effect? *

1 point

They cause false negatives to go up

They cause false negatives to go down

They cause false positives to go up

It will be different for phase one vs. phase two

6. Which is the correct definition of test bias? *

1 point

Tendency of scores on a test to systematically over or underestimate the true performance of individuals based on membership in specific groups.

The degree to which tests measure what they are designed to measure.

The degree to which tests yield consistent results over different graders or raters.

The alignment between phase one and phase two of an identification system.

7. Which of the following can decrease the bias in an identification system? *

1 point

Rely on subjective assessments or data points.

Rely on portfolios where students can choose what to include.

Make sure the data points used are kept secret from students and families.

Rely on data points collected from all students.

8. Which of the following is a true statement about test bias? *

1 point

It always takes the form of items that offend the test taker.

Giving a test in English to a students whose home language is Spanish is always going to yield biased results.

Mean score differences are a sign of test bias.

Biased results prevent educators from drawing accurate inferences about students.

9. All else equal, which combination rule balances false negative and false positive decision errors?
*

1 point

OR rule

AND rule

MEAN rule

10. All else equal, which combination rule will miss the most students?
*

1 point

OR rule

AND rule

MEAN rule

11. A particular assessment is designed to measure the following Common Core State Standard:

" Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division"

Which type of assessment does that make it?

1 point

Teacher rating scale of gifted behaviors

Standardized academic achievement test

Standardized nonverbal ability test

Individual intelligence test (IQ test)

12. Which of the following is a downside to using teacher rating scales for gifted and talented student identification? *

1 point

In part, you're always measuring teacher implicit biases

They're only a measure of classroom behaviors - not giftedness

They're redundant if you're already using ability or achievement tests

They require a lot of class time to administer

13. How are "nonverbal" ability tests different from more-traditional ability or aptitude tests? *

1 point

The individual items are highly correlated to verbal assessment items

The individual items do not involve talking or words

They're designed for students who are themselves nonverbal

They are culturally neutral and show no demographic group differences

14. Which of the following are benefits to using academic achievement tests for identification? (check all that apply) *

1 point

It's easier to link scores to student learning needs or services

They're less influenced by culture or specific educational experiences

They're often already administered to students for other purposes

They often involve little-to-no language, making them more culturally fair

Required

15. Which is the following is a major strength of qualitative assessments? *

1 point

They insert subjectivity into the identification process.

They can capture processes that traditional tests can't measure.

They require less time to design or administer.

Their use doesn't depend on curriculum.

16. Which of the following is a challenge to implementing qualitative assessments? *

1 point

Requires a higher level of teacher expertise and training to implement.

They require specific activities or experiences in the classroom to be most effective.

Performance on them is much more teacher dependent than standardized tests.

All of the above.

17. Which of the following statements is most accurate when applying CASA criteria to assessment selection?

1 point

The CASA criteria will help you determine cut off scores.

The CASA criteria serve as a guide for evaluating assessments.

The CASA criteria should not be used to evaluate assessments.

The CASA criteria will tell you which services are best.

Clear selection

18. What is the challenge in expecting consistently high scores for identification? *

1 point

Consistently high scores are less valid.

Requiring multiple high scores is an example of the AND rule and can harm sensitivity.

Expecting consistently high test scores results in less information.

Expecting consistently high test scores will result in missing the highest scoring students.

19. Which of the four CASA criteria should be considered first when selecting data points to use for identification and services? *

1 point

Cost

Alignment

Sensitivity

Access

20. Which of the following statement best summarizes an important idea from Goal 3?

1 point

If you find the right test to administer, you will increase cost.

If you spend more money on assessments, you will have improved sensitivity.

A strong identification system requires careful alignment of the process, the services, and the assessments.

A strong identification system requires an ability and achievement test with confirmatory qualitative measures.

Clear selection

21. What content from the Goal 3 modules stuck with you the most?

22. What should be improved before we release the Goal 3 modules to the public?

23. What new questions do you have as a result of the Goal 3 modules?

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