Home Language and Performance on Standardized Tests

1971 ◽  
Vol 71 (6) ◽  
pp. 309-313 ◽  
Author(s):  
Allyn G. Spence ◽  
Shitala P. Mishra ◽  
Susan Ghozeil
Keyword(s):  
Standardized Tests ◽  
Home Language ◽  
And Performance

Cognitive profiles of children with autism spectrum disorder with parent-reported extraordinary talents and personal strengths

Autism ◽  
2021 ◽  
pp. 136236132110206
Author(s):  
Vanessa H Bal ◽  
Ellen Wilkinson ◽  
Megan Fok
Keyword(s):  
Cognitive Impairment ◽  
General Population ◽  
Standardized Tests ◽  
Autism Spectrum ◽  
Cognitive Test ◽  
Cognitive Profiles ◽  
Personal Strengths ◽  
Simons Simplex Collection ◽  
And Performance ◽  
The Relationship

It is essential to recognize the strengths and talents of autistic individuals. Previous studies of extraordinary talents (i.e. skills that stand out relative to the general population) have combined individuals with different skills (e.g. calendrical calculation, drawing) into one group. There has been limited investigation of talents in specific areas and even less consideration of personal strengths (i.e. skills that stand out relative to that person’s other abilities, but not the general population). We extend this literature by examining the relationship between parent-reported talents and strengths and performance on standardized cognitive tests in 1470 children (4–18 years) from the Simons Simplex Collection with autism and IQ above 70. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with parent-reported talents and strengths had different cognitive profiles than children with no reported skill in visuospatial, drawing, computation, or music. Those highlighted for their memory abilities had somewhat more even verbal and nonverbal abilities, relative to children whose memory was not emphasized as a special skill. These results emphasize the importance of exploring strengths separately by domain and a need for more research in this area. Lay abstract Previous research has suggested that focusing on impairments can be detrimental to the well-being of autistic individuals, yet little research has focused on strengths and positive qualities in autism. Some studies explored “savant skills” (herein referred to as “extraordinary talents”), that is, skills that stand out compared to the general population. These often group everyone who has a specific talent, rather than exploring subgroups with strengths in specific areas. There has been even less research focused on personal strengths (i.e. skills that stand out relative to the individual’s other abilities, but not the general population). To expand this research, we use a sample of 1470 children (ages 4–18 years) from the Simons Simplex Collection without cognitive impairment to examine the relationship between having a parent-reported skill in a specific area and performance on a standardized cognitive test. Almost half (46%) had at least one parent-reported talent and an additional 23% without extraordinary talents had at least one personal strength. Children with these parent-reported skills had different patterns of performance on these standardized tests than children without skills in that area (i.e. visuospatial, drawing, computation, reading, and memory). Specific skills in computation or reading were associated with higher overall performance on the standardized tests. These results emphasize the importance of considering strengths separately by area, rather than combining individuals with different types of strengths. The high number of children with skills in this study underscores the need for more research in this area, particularly using instruments focused on understanding the nuances of these strengths. It is important for future studies to consider these skills in children with cognitive impairment.

scholarly journals Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance

2021 ◽  
Author(s):  
Frieder L. Schillinger ◽  
Jochen A. Mosbacher ◽  
Clemens Brunner ◽  
Stephan E. Vogel ◽  
Roland H. Grabner
Keyword(s):  
University Students ◽  
Standardized Tests ◽  
Test Anxiety ◽  
Test Performance ◽  
Inverse Relationship ◽  
Curvilinear Relationship ◽  
General Intelligence ◽  
Mathematical Competencies ◽  
And Performance

AbstractThe inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the consequences of failing. However, other cognitive facets of test anxiety have been identified that could account for this link, including interference by test-irrelevant thoughts and lack of confidence. In this study, we compare different facets of test anxiety in predicting test performance. Seven hundred thirty university students filled out the German Test Anxiety Inventory after completing a battery of standardized tests assessing general intelligence and mathematical competencies. Multiple regressions revealed that interference and lack of confidence but not worry or arousal explained unique variance in students’ test performance. No evidence was found for a curvilinear relationship between arousal and performance. The present results call for revisiting the role of worries in explaining the test anxiety-performance link and can help educators to identify students who are especially at risk of underperforming on tests.

Curriculum-Based Measures and Performance on State Assessment and Standardized Tests

2006 ◽  
Vol 24 (1) ◽  
pp. 19-35 ◽  
Author(s):  
Edward S. Shapiro ◽  
Milena A. Keller ◽  
J. Gary Lutz ◽  
Lana Edwards Santoro ◽  
John M. Hintze
Keyword(s):  
Standardized Tests ◽  
State Assessment ◽  
Curriculum Based Measures ◽  
And Performance

The Measurement of Intelligence in the XXI Century using Video Games

2016 ◽  
Vol 19 ◽  
Author(s):  
M. A. Quiroga ◽  
F. J. Román ◽  
J. De La Fuente ◽  
J. Privado ◽  
R. Colom
Keyword(s):  
Video Games ◽  
Standardized Tests ◽  
Video Game ◽  
Cognitive Abilities ◽  
Pros And Cons ◽  
Measurement Devices ◽  
Key Features ◽  
And Performance ◽  
Time Required ◽  
The Relationship

AbstractThis paper reviews the use of video games for measuring intelligence differences and reports two studies analyzing the relationship between intelligence and performance on a leisure video game. In the first study, the main focus was to design an Intelligence Test using puzzles from the video game. Forty-seven young participants played “Professor Layton and the curious village”® for a maximum of 15 hours and completed a set of intelligence standardized tests. Results show that the time required for completing the game interacts with intelligence differences: the higher the intelligence, the lower the time (d = .91). Furthermore, a set of 41 puzzles showed excellent psychometric properties. The second study, done seven years later, confirmed the previous findings. We finally discuss the pros and cons of video games as tools for measuring cognitive abilities with commercial video games, underscoring that psychologists must develop their own intelligence video games and delineate their key features for the measurement devices of next generation.

scholarly journals The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Erna Van Zyl
Keyword(s):  
Academic Performance ◽  
School Readiness ◽  
School Performance ◽  
Quantitative Study ◽  
Home Language ◽  
Free State ◽  
Aptitude Test ◽  
Free State Province ◽  
And Performance

The research reported in this article was conducted from a socio-environmental perspective on learners’ school readiness when entering Grade 1, as well as their school performance in Grade 1 and again in Grade 4. The relation between school readiness and performance in Home Language and Numeracy in Grade 1, and performance in the same learning areas in Grade 4 were investigated by means of a longitudinal quantitative study. One school in the Free State province was purposefully selected. The Aptitude Test for School Beginners (ASB) was implemented to capture school readiness, including school maturity and levels of development in physical, cognitive, emotional, social and normative domains. Results confirm that school readiness significantly correlated with academic performance of the respondents in Grade 1 as well as with their school performance in Grade 4.

Comparison of Diagnostic Test Scores through Use of a T-Score Table

1984 ◽  
Vol 54 (2) ◽  
pp. 519-522 ◽  
Author(s):  
Carol Weller
Keyword(s):  
Standardized Tests ◽  
Diagnostic Test ◽  
Test Scores ◽  
T Score ◽  
Conversion Table ◽  
Diagnosis And Classification ◽  
And Performance ◽  
Score Table

T-scores can be used to compare scores from standardized tests of ability and performance, simplify determination of intra-individual discrepancy, and lead to more appropriate assessment, diagnosis, and classification. A conversion table is presented.

Thought Processes in Grade Six Problems

1958 ◽  
Vol 5 (4) ◽  
pp. 193-203
Author(s):  
Clyde G. Corle
Keyword(s):  
Standardized Tests ◽  
Professional Education ◽  
Educational Leaders ◽  
School Curriculum ◽  
School Experiences ◽  
Thought Processes ◽  
The Third ◽  
The Subject ◽  
And Performance ◽  
Education Groups

Arithmetic, the “third r” of the elementary school curriculum, is receiving a generous share of attention, both from professional education groups and from laymen as well. Educational leaders vary in their feelings toward the subject. Some show a determination to improve the subject; others are openly critical; and still others seem indifferent to the kind of teaching that is being done. Laymen are often outspoken in their criticism, supporting these opinions by random observation, previous personal school experiences, and hearsay. Standardized tests, teacher-made tests, and performance of textbook tasks serve almost entirely as criteria for judgment, both by professional and lay evaluators.

A Case for Integrative Assessment from a Freirian Perspective

2019 ◽  
pp. 256-274
Author(s):  
Frank Abrahams
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Teaching Performance ◽  
Teacher Student ◽  
Integrative Assessment ◽  
And Performance ◽  
Student Grades ◽  
The Impact

This chapter argues for the efficacy of integrative assessment to help teachers know if students have learned what they intended to teach them and how the teaching and learning have changed both student and teacher. Considering teaching and learning as a partnership between students and their teacher, integrative assessment focuses on the teacher, providing both formative and summative opportunities for teachers to be self-reflective and assess their teaching performance and its impact on student learning. Adding this component to the general discussion of assessment links the student/teacher and teacher/student paradigms in positive ways. Integrative assessment is framed by the ideas of Paulo Freire that teaching and learning are a partnership—and that learning takes place only when both teacher and student are changed. This type of assessment is different from the models of teacher evaluation that focus on quantitative analysis of formative and summative data and measures. These models connect outcomes to student grades and performance on standardized tests and are factored into teacher performance. The chapter argues that the most important goals of music education are to promote musical agency among students, empower musicianship, and foster the acquisition of what Freire labeled a critical consciousness. It then discusses four types of validity from the qualitative research tradition and uses them to inform questions teachers might ask themselves about the impact their teaching had on student learning.

Parents' Thinking about Standardized Tests and Performance Assessments

1995 ◽  
Vol 24 (8) ◽  
pp. 25 ◽  
Author(s):  
Lorrie A. Shepard ◽  
Carribeth L. Bliem
Keyword(s):  
Standardized Tests ◽  
Performance Assessments ◽  
And Performance
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