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Peabody Individual Achievement Test- Revised

Taylor Burfeind

Strengths of Assessment

Test Improvement

Value to General Educators

  • Effectively explains students overall and specific achievement
  • Lends itself easily to grouping students based on ability and to planning effective lessons based on results (including modifications)
  • Understand student's abilities in different subjects and their strengths and weaknesses
  • Help with ability grouping
  • Making the questions less bias
  • Adapting the test for different specific curricula

Limitations of Assessment

Value to Special Educators

  • Demonstrates effectiveness of interventions
  • Aides in the creation of IEP goals
  • Can not be used to determine or diagnosis disability or delay; not precise
  • Not curriculum specific
  • Many ways to interpret the test
  • Bias questions

Time Requirements

Materials

Reliability

  • Administration time: 50 to 70 minutes
  • This is not a timed test except for the Level II Written Expression, which is a 20 minute timed write.
  • Subjects should not feel hurried, but should be encouraged to respond relatively quickly.
  • Manual
  • Book of Plates- Volume 1- General Information, Reading Recongntion
  • Book of Plates- Volume II- Reading Comprehension
  • Book of Plates- Volume III- Mathematics
  • Book of Plates- Volume IV- Spelling, Written Expression- Level I and Level II
  • No supplemental materials can be provided except for a pencil for the Written Expression
  • Reliability coefficients are in the .90s
  • Test-Retest for grade and age are in the low to mid .90s
  • Split-half reliability is in the low to mid .90s
  • Overall the reliability of these subtests meet the requirements and demonstrate a reliable test.

Validity

  • Content Validity: each subtest measures what it claims to measure. The questions on the test line up with curricula expectations
  • Construct Validity: Developmental changes demonstrate that test scores increase within the same subtest as students increase in age.
  • Correlation with other tests is decent with a few exceptions.
  • Factor Analysis demonstrates a high correlation between similar subtests.

Qualifications of Examiner

  • Administration can be done by anyone who learns and practices the procedures.
  • Interpretation can only be accomplished by individuals with an understanding of psychometrics along with a competency in curriculum.

Scoring

Instructions for Examiner

  • The administration instructions are very clear. They explain what you may and may not say in detail, and give cues on the actual test how should you respond to specific questions and answers from the subject. The manual is lengthy and takes time to understand fully, but is easy to understand.

Students with Disabilities

  • The test in hand scored by the examiner as the test is being given.
  • The derived scores for the test are
  • Raw scores
  • Grade and Age Equivalents
  • Standard Scores
  • Percentile Ranks
  • Stanines
  • Normal Curve Equivalents
  • The Written Expression subtest can be derived into grade-based stanines and developmental scaled scores.
  • Many adaptations have been built in for students that struggle to indicate answers through movement, and for students that may not be able to answer verbally.
  • Testing should be comfortable and free from distractions.
  • Can not adapt Written Expression section or most of Reading Recognition, so those subtests would be omitted.
  • This is not a diagnostic test, but its data can be used to aid a diagnosis.
  • Peabody Individual Achievement Test- Revised (PIAT-R)
  • Author: Dr. Frederick C Markwardt, Jr.
  • Published in 1989 by American Guidance Service, Inc. (AGS)
  • Grade/Age Level: 5-0 to 22-11

Wide range, multi-subject achievement test measuring the six areas:

  • general information
  • reading recognition
  • reading comprehension
  • mathematics
  • spelling
  • written expression
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