ࡱ> AC@ bjbjVV 5*<<6K ///8g$$/o/t4///////03Z//)/^//)h*puދ/6j*.?/0o/**3H3 **3.//o/3 : EDS 245 FINAL STUDY GUIDE Questions 1 to 29 are multiple choice and worth 1 point each. Please answer on scantron (General Purpose NCS Answer Sheet From no. 4521 ONLY!!!). Know the definitions of validity and reliability. Know the definition of a psychological (AKA psycho-educational) test. Understand the relative power of an IQ test when it comes to predicting school performance. Be able to indicate what you should do if you break standardization when administering a psychological test. Know what the following types of validity refer to: (a) predictive, (b) content, (c) construct, and (d) concurrent. Know how the concepts of test reliability and validity relate to each other. Know what confidence intervals are and how they are used when interpreting a test. Be able to define the different scales of measurement. Be able to define the essential features of the descriptive statistics: (a) variance, (b) mean, (c) mode, (d) median, and (e)standard error of measurement Know the essential features of the normal curve, and in particular know how a given z-score describes the range of a normally distributed set of test scores (e.g., how many fall between the range of a z-score of -1 to +1). Be able to convert a deviation IQ and a T-score to a z-score and visa versa. Be able to recognize what criterion referenced, and age and grade equivalent scores represent. Know what a criterion referenced score is used for. Know what percentile scores are and be able to recognize the limitations of their use when interpreting test results. Know what raw scores are used for. How helpful are they to test interpretation? How will you determine that a test is valid for a particular student? Short answer and fill-in questions 30 to 40 are worth 2 points each. Write answers on the examination form. Know what stanines are. Know the mean and SD of the typical IQ test. Be able define SEM and report how it is sued when interpreting a test. Be able to report, in words that a parent would understand, what a given percentile score means. Be able to translate a z-score to a T-score and offer an appropriate interpretation. Be able to use confidence intervals to compare test scores. Be able to list some of the specific factors that may make a test that is valid for a particular population, not valid for a specific student. Know why concurrent validity is especially important to the developer of a new test of reading skill. Fill-in questions 41 to 44 are worth 3 points each. Write answers on the examination form. Be able to use confidence intervals to compare scores (both within and between individual students). For example, using a confidence interval be able to state the degree to which you are confident that one score is higher than another score. Be able to explain (in two to three sentences) what a confidence band means in words that a typical parent would understand. Short answer and fill-in questions 45 to 50 are worth 2 points each. Write answers on the examination form. Be able to list the two types of teams within which most school psychologists are members when working as consultants. How do you define operant and classical conditioning? What are the essential features of the Emotionally Disturbed (ED) eligibility classification? What does it mean when a test is described as a standardized measure? How would you respond to the administrator who requires you to only use psychological tests that are perfectly standardized? Questions 51 to 57 are worth 2 points each. You will need a calculator that allows you to compute squares and square roots. Write answers on the examination form. The readings and practice activities found in Week 10 will give you the information/practice you need for this final part of the exam. The questions asked here will be very much like the Practice Data Set found at  HYPERLINK "http://www.csus.edu/indiv/b/brocks/Courses/EDS%20245/student_materials.htm" http://www.csus.edu/indiv/b/brocks/Courses/EDS%20245/student_materials.htm . If you understand the concepts illustrated within this activity you should do just fine on this part of the exam.     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