APPROACHES TO SCREENING ASSESSMENT

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APPROACHES TO SCREENING ASSESSMENT Association
of Independent Schools Victoria 18.04.2007
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Screening Approaches
WHAT DOES A SCREENING ASSESSMENT TELL YOU?
WHAT SHOULD A SCREENING ASSESSMENT INVOLVE?
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Screening Approaches
An indicator of ability
Task is to identify students who may be at-risk
of experiencing difficulties to allow targeting
of scarce resources
Two types of errors with screening approaches
under-identification and over-identification
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Screening Approaches
Over-identification Too many students identified
as at-risk when they are not (ie. False
positives)
Under-identification Students who are at-risk are
not identified (ie. False negatives)
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Screening Approaches
Relationship between over-identification and
under-identification is reciprocal Controlling
the test to minimise one error type increases the
presence of the other error type.
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Screening Approaches
Issue of any testing is that it occurs within a
discrete time frame.
Speece (2005) what we are faced with in
screening is developing methods that will hit a
moving target.
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Oral Language Screening
Scarborough (1998) .. Phonological Awareness
45 of kindergarten students who met the at-risk
criteria did not subsequently go on to experience
reading difficulties
22 of students not identified as being at-risk
did in fact have subsequent reading difficulties
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Screening Approaches
University of Melbourne Catholic Education
Office Melbourne (ARC SPIRT Grant)
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Screening Approaches
University of Melbourne Catholic Education
Office Melbourne (ARC SPIRT Grant)
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Screening Approaches
Speece (2005)
Screens for early identification implicitly
assume children do not change between screening
and outcome assessments
One reason that screening efforts have not
achieved an acceptable degree of accuracy may be
the failure to attend for different rates of
growth
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Screening Approaches
Speece (2005)
The most accurate screening procedure will be one
in which students are assessed as being below a
set criterion at two (consecutive) measurement
points
Assess intervene assess
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Screening Approaches
Snow, Burns Griffin (1998)
In the absence of other (non-correlational)
evidence, therefore, these predictors cannot be
considered causes of reading problems but rather
as associated conditions implicated in reading
difficulty.
Nevertheless, the fact that these characteristics
correlate with subsequent reading achievement is
potentially very useful for identifying children
who may be in the greatest need of intervention.
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Screening Approaches
Foorman Ciancio (2005)
Focus of screening is to distinguish between
students not at-risk and those potentially
at-risk
Provide targeted teaching of students who are
potentially at-risk
Dependent on response to initial teaching/therapy
intervention, identify students requiring more
intensive and focused teaching/therapy approach.
Regular monitoring of progress with probes (ie.
targeted tasks)
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Normative Scores Test Interpretation
Standard Scores
Percentiles
Stanines
Age Equivalent Scores
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Normative Scores Test Interpretation
Standard Scores
A Standard Score indicates how far a particular
score is from a test's average
Example IQ scores
The unit that tells the distance from the average
is the standard deviation (sd) for that test
Using the WISC or WPPSI, the average is 100 and
the sd is 15. Standard Scores between -1 sd (85)
and 1 sd (115) fall in the normal range on the
ability being tested
Above 1 sd (115) a learner is in the top 15
of performances. Below -1 sd (-85) , she/he is in
the lowest 15 of performances
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Normative Scores Test Interpretation
Normal Curve
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Normative Scores Test Interpretation
Normal Curve
Wechsler Scales
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Normative Scores Test Interpretation
Wechsler IQ Scores
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Normative Scores Test Interpretation
Percentile Ranks
The percentile rank is the percentage or
proportion of scores that score lower than a
given score.
If you received a percentile rank of 90 then 90
of the scores would be lower than your score and
10 of the scores would be higher.
You could also say that your score is at the 90th
percentile.
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Normative Scores Test Interpretation
Stanines
a method of scaling test scores on a nine-point
standard scale with a mean of five (5) and a
standard deviation of two (2).
Stanines can be used to convert any test score
into a single digit number. This was valuable
when paper punch cards were the standard method
of storing this kind of information.
The underlying basis for obtaining stanines is
that a normal distribution is divided into nine
intervals, each of which has a width of one half
of a standard deviation excluding the first and
last. The mean lies approximately in the centre
of the fifth interval
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Normative Scores Test Interpretation
Age Equivalent Scores
Age Equivalent scores are often used to provide
an interpretation of IQ or other Standard Scores
Do not take into consideration the range of
normal performance
Provide limited information for test-takers
receiving extremely high or low scores
Falsely imply that abilities increase at a
constant rate from year to year
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Screening Tests
KBIT 2
A brief, individually administered measure of
verbal and nonverbal cognitive ability.
Ages 4 through 90
Administration Time approximately 20 minutes
460.00 92.00 (25 forms) ACER
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Obtain a quick estimate of intelligence
Estimate an individuals verbal versus nonverbal
intelligence
Identify high-risk children through large-scale
screening who require a more comprehensive
evaluation
Screen to identify students who may benefit from
enrichment or gifted programs
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Screening Tests
Ravens Coloured Progressive Matrices (CPM)
Ravens Progressive Matrices measure fluid
intelligence (educative ability) the ability to
make sense out of complex data, the ability to
perceive new patterns and relationships and to
forge (largely non-verbal) constructs.
Ages 5 - 11
Un-timed test taking approximately 15 - 30 minutes
Test Booklet (re-usable 10 pack) 629.20 Answer
Sheet (10 pack) 50.50 Harcourt Assessments
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Screening Tests
Vineland Adaptive Behaviour Scales 2nd Edition
Measures personal and social skills used for
everyday living.
Psychologists and other professionals use it to
identify individuals who have mental retardation,
developmental delays, brain injuries, and other
impairments.
Expanded Interview Form 0 to 89 years of
age Teacher Rating Form 3 to 21 11 years of
age
20 to 60 minutes
Classroom Edition Starter set 220.20 Interview
Edition Starter set 300.00 ACER
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Screening Tests
Wechsler Abbreviated Scale of Intelligence (WASI)
To quickly and reliably assess the cognitive
functioning of children and adults
Age Range 6 to 89 years
Time 15 to 30 minutes
Estimating IQ scores for large samples when
administration of a full battery is not feasible
or necessary
Complete Kit 735.05 Harcourt Assessments
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Screening Tests
CELF - 4 Screening Test (Australian Adaptation)
Grammatical and semantic skills .. receptive and
expressive language
Age range 5 yrs 21yrs 11mths
15 minutes to administer
624.70 148 per pack of 25 forms
Harcourt Education currently offering Teacher
Training Workshops
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Screening Tests
Kindergarten Language Screening Test Second
Edition (KLST-2)
common preschool knowledge, understanding of
questions, following commands, sentence
repetition, compare and contrast objects,
spontaneous speech
3yrs 6mths 6yrs 11mths
5 minutes to administer
276.10 94.60 (50 forms)
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Screening Tests
Childrens Communication Checklist Second
Edition (CCC2)
Caregiver answers questions (5 15 minutes)
Speech, syntax, semantics, coherence,
inappropriate initiation, stereotyped language,
use of context, non-verbal communication, social
relations and interest
4 years to 16 years
374.45 98.25 (Forms)
52.35 (Summary Sheet)
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Screening Tests
Pre-School Language Scale Fourth Edition
Screening Test (PLS-4 Screening)
Oral language, connected speech, voice, fluency
and pragmatics
5-10 minutes to administer
3yrs 6yrs 11mths
363.80 72.75 (25 forms) per age
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Screening Tests
Record of Oral Language (ROL)
Sentence repetition task providing insight to
students grammatical competence
Early years students
Score below 13 on the Level Sentences indicates
limited control over English structures
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Screening Tests
Spelling South Australian Spelling Test
Reading Neale Analysis of Reading Ability
Burt Word Reading Test
Pseudoword Reading Task
Writing analysis of spontaneous sample
(grammatical complexity text cohesion
development of theme and ideas)
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Screening Approaches
WHAT ARE THE LANGUAGE LEARNING ABILITIES
REQUIRED IN THE EARLY YEARS ?
WHAT ARE THE LANGUAGE LEARNING ABILITIES
REQUIRED IN THE MIDDLE YEARS?
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