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Years of psychometric and research advances in school psychology l.jpg

NASP 2001

Years of Psychometric and Research Advances in School Psychology

Fifty

Richard W. Woodcock

April 19, 2001


Three strands l.jpg

Fifty years of …

Cognitive theory and assessment

Three Strands


Three strands3 l.jpg

Fifty years of …

Cognitive theory and assessment

Psychometrics and test development

Three Strands


Three strands4 l.jpg

Fifty years of …

Cognitive theory and assessment

Psychometrics and test development

Research techniques and tools

Three Strands


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Path of Progress

Better Better Better Better

Cognitive Cognitive Inform- Instructional

Theory Tests tion Planning


Guiding principle l.jpg

The primary purpose for testing should be to find out more about the problem, not to get an IQ.

Guiding Principle


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Conceptualizations about the problem, not to get an IQ. of Intelligence

Single

General

Ability


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Conceptualizations about the problem, not to get an IQ. of Intelligence

Single

General

Ability

Pair

of

Abilities


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Conceptualizations about the problem, not to get an IQ. of Intelligence

Single

General

Ability

Pair

of

Abilities

Incomplete Set of

Broad

Abilities


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Conceptualizations about the problem, not to get an IQ. of Intelligence

Single

General

Ability

Pair

of

Abilities

Incomplete Set of

Broad

Abilities

“Complete”

Set of

Broad

Abilities


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Nine Broad CHC Factors about the problem, not to get an IQ.

  • Stores of Acquired Knowledge

  • Comprehension-Knowledge (Gc)

  • Reading-Writing (Grw)

  • Mathematics (Gq)


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Nine Broad CHC Factors about the problem, not to get an IQ.

  • Stores of Acquired Knowledge

  • Comprehension-Knowledge (Gc)

  • Reading-Writing (Grw)

  • Mathematics (Gq)

  • Thinking Abilities

  • Long-Term Retrieval (Glr)

  • Visual-Spatial Thinking (Gv)

  • Auditory Processing (Ga)

  • Fluid Reasoning (Gf)


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Nine Broad CHC Factors about the problem, not to get an IQ.

  • Stores of Acquired Knowledge

  • Comprehension-Knowledge (Gc)

  • Reading-Writing (Grw)

  • Mathematics (Gq)

  • Thinking Abilities

  • Long-Term Retrieval (Glr)

  • Visual-Spatial Thinking (Gv)

  • Auditory Processing (Ga)

  • Fluid Reasoning (Gf)

  • Cognitive Efficiency

  • Processing Speed (Gs)

  • Short-Term Memory (Gsm)


Slide31 l.jpg

Conceptualizations about the problem, not to get an IQ. of Intelligence

Single

General

Ability

Pair

of

Abilities

Incomplete Set of

Broad

Abilities

“Complete”

Set of

Broad

Abilities

Narrow

Abilities

Underlying

Broad

Abilities


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Examples of Narrow Abilities about the problem, not to get an IQ.

Comprehension-Knowledge (Gc)

Language development (LD)

General information (K0)

Listening ability (LS)


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Examples of Narrow Abilities about the problem, not to get an IQ.

Comprehension-Knowledge (Gc)

Language development (LD)

General information (K0)

Listening ability (LS)

Long-Term Retrieval (Glr)

Associative memory (MA)

Meaningful memory (MM)

Naming facility (NA)


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Examples of Narrow Abilities about the problem, not to get an IQ.

Comprehension-Knowledge (Gc)

Language development (LD)

General information (K0)

Listening ability (LS)

Long-Term Retrieval (Glr)

Associative memory (MA)

Meaningful memory (MM)

Naming facility (NA)

Short-Term Memory (Gsm)

Working memory (WM)

Memory span (MS)


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6 about the problem, not to get an IQ.

5

CONCEPTUALIZATION LEVEL

4

3

2

1

0

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

2010

YEAR OF PUBLICATION

Trend of Conceptualizations


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The Good News … about the problem, not to get an IQ.

Tests of the future will be more informative.


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… and the Bad News about the problem, not to get an IQ.

Tests of the future will be more informative.

Tests of the future will be more complex as test developers close the gap between cognitive theory and practice.


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CHC Cognitive Performance Model about the problem, not to get an IQ.

Stores of

Acquired Knowledge

(Gc. Gq, Grw)

Thinking Abilities

(Glr, Gv, Ga, Gf)

Cognitive/Academic

PERFORMANCE

Cognitive Efficiency

(Gs.Gsm)


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CHC Cognitive Performance Model about the problem, not to get an IQ.

Stores of

Acquired Knowledge

(Gc. Gq, Grw)

Thinking Abilities

(Glr, Gv, Ga, Gf)

Cognitive/Academic

PERFORMANCE

Cognitive Efficiency

(Gs.Gsm)

Facilitator-Inhibitors

(Internal, External)


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Two Concomitant Developments about the problem, not to get an IQ.

Joint factor analysis studies

Cross-battery assessment


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Institute for Applied Psychometrics about the problem, not to get an IQ.

www.IAPsych.com

Join the Cattell-Horn-Carroll (CHC) Discussion Listserv at….

  • At IAP home page click on

  • “Join one of IAP listservs”

  • On listserv page, enter your email address

  • in the box provided and then click the

  • ‘Join List' button

  • Follow instructions as provided

  • Enjoy


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Psychometrics & Test Development about the problem, not to get an IQ.

  • 1. The Test Standards

  • 2. Rasch model analysis

  • 3. Co-norming of cognitive and achievement tests


Slide44 l.jpg

Psychometrics & Test Development about the problem, not to get an IQ.

  • 1. The Test Standards


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Test Standards about the problem, not to get an IQ.

1954: Technical Recommendations for Psychological Tests and Diagnostic Techniques


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Test Standards about the problem, not to get an IQ.

1954: Technical Recommendations for Psychological Tests and Diagnostic Techniques

1966, 1974, 1985, 1999: Standards for Educational and Psychological Testing


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Psychometrics & Test Development about the problem, not to get an IQ.

  • 1. The Test Standards

  • 2. Rasch model analysis


Benefits from rasch modeling l.jpg

Sample-free calibration about the problem, not to get an IQ.

Benefits from Rasch Modeling


Benefits from rasch modeling49 l.jpg

Sample-free calibration about the problem, not to get an IQ.

Item-free measurement

Benefits from Rasch Modeling


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Sample-free calibration about the problem, not to get an IQ.

Item-free measurement

Simplified equating of tests

Benefits from Rasch Modeling


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Sample-free calibration about the problem, not to get an IQ.

Item-free measurement

Simplified equating of tests

Item difficulty and person ability are on same scale

Benefits from Rasch Modeling


Benefits from rasch modeling52 l.jpg

Sample-free calibration about the problem, not to get an IQ.

Item-free measurement

Simplified equating of tests

Item difficulty and person ability are on same scale

Extends variety of interpretation options for test

Benefits from Rasch Modeling


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Psychometrics & Test Development about the problem, not to get an IQ.

  • 1. The Test Standards

  • 2. Rasch model analysis

  • 3. Co-norming of cognitive and achievement tests


Slide54 l.jpg


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Research Techniques and Tools about the problem, not to get an IQ.

1. Computing equipment

2. Statistical methods


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Computing about the problem, not to get an IQ. Equipment

The thrill of being on the edge of technology 50 years ago!


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Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve


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Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators


Slide59 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators


Slide60 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators

  • Mainframe computers

    • 24K memory, punch cards


Slide61 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators

  • Mainframe computers

    • 24K memory, punch cards

  • Seven-step desktop computer


Slide62 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators

  • Mainframe computers

    • 24K memory, punch cards

  • Seven-step desktop computer

  • Programmable hand calculators


Slide63 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators

  • Mainframe computers

    • 24K memory, punch cards

  • Seven-step desktop computer

  • Programmable hand calculators

  • Desk and notebook computers


Slide64 l.jpg

Computing Equipment about the problem, not to get an IQ.

  • Slide rule

  • Large graph paper

  • Flexible curve

  • Mechanical calculators

  • Electric calculators

  • Mainframe computers

    • 24K memory, punch cards

  • Seven-step desktop computer

  • Programmable hand calculators

  • Desk and notebook computers


Slide65 l.jpg

Research Techniques and Tools about the problem, not to get an IQ.

1. Computing equipment

2. Statistical methods


Slide66 l.jpg

Statistical about the problem, not to get an IQ. Methods

  • Exploratory factor analysis

  • Analysis of variance


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Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis


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Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis

  • Imputation of missing data

  • Bootstrapping (re-sampling)


Slide69 l.jpg

Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis

  • Imputation of missing data

  • Bootstrapping (re-sampling)

  • Structural equation modeling

  • Confirmatory factor analysis


Slide70 l.jpg

Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis

  • Imputation of missing data

  • Bootstrapping (re-sampling)

  • Structural equation modeling

  • Confirmatory factor analysis

  • Complex curve fitting programs


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Modern Curve Fitting about the problem, not to get an IQ.


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Modern Curve Fitting about the problem, not to get an IQ.

C21m W1A

X= Age (Months)

Y= RefW

Eqn# 6703 y=a+bx^(0.5)+cx+dx^(1.5)+ex^2+fx^(2.5)+gx^3+hx^(3.5)

r2=0.9949427700336424

r2adj=0.9948577745720229

StdErr=1.030369477534328

Fstat=13406.20131865417

a= 168.0310226803962

b= 120.7086341000681

c= -19.73055027984703

d= 1.828054845931321

e= -0.100400733326419

f= 0.003206717255504859

g= -5.479479098921161E-05

h= 3.861139075124612E-07


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Modern Curve Fitting about the problem, not to get an IQ.


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Modern Curve Fitting about the problem, not to get an IQ.

X= Age (Months) Y= RefW

Eqn# 6870 Chebyshev=>Std Polynomial Order 20

r2=0.9999241264424508

r2adj=0.9999109583043638

StdErr=0.4094307628464526

Fstat=80390.8155662631

  y=256.4311688688844+x*(13.10496360877917+

x*(-0.5427430174673811+x*(0.01376937474584163+

x*(-0.0002168265655293270+x*(2.276713085026848E-06+

x*(-1.682507845015114E-08+x*(9.094579707795152E-11+

x*(-3.696623253703684E-13+x*(1.152407982080169E-15+

x*(-2.793128999308678E-18+x*(5.308052230358075E-21+

x*(-7.939678320586450E-24+x*(9.340340309762284E-27+

x*(-8.591743335417776E-30+x*(6.105292803850054E-33+

x*(-3.282606641401848E-36+x*(1.290343815843724E-39+

x*(-3.496414979019896E-43+x*(5.834823682547657E-47+

x*-4.518103329325873E-51))))))))))))))))))); return(y);


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Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis

  • Imputation of missing data

  • Bootstrapping (re-sampling)

  • Structural equation modeling

  • Confirmatory factor analysis

  • Complex curve fitting programs

  • Data mining


Slide76 l.jpg

Statistical Methods about the problem, not to get an IQ.

  • Exploratory factor analysis

  • Analysis of variance

  • Multiple regression analysis

  • Imputation of missing data

  • Bootstrapping (re-sampling)

  • Structural equation modeling

  • Confirmatory factor analysis

  • Complex curve fitting programs

  • Data mining