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## HDF 400 Week 2 notes

by: Amanda Notetaker

9

0

4

# HDF 400 Week 2 notes HDF 400

Amanda Notetaker
CMU

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Formal assessment
COURSE
Developmental assessment of Children
PROF.
TYPE
Class Notes
PAGES
4
WORDS
KARMA
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## Popular in Human Development

This 4 page Class Notes was uploaded by Amanda Notetaker on Wednesday January 27, 2016. The Class Notes belongs to HDF 400 at Central Michigan University taught by Dr. Joellen Lewsader in Winter 2016. Since its upload, it has received 9 views. For similar materials see Developmental assessment of Children in Human Development at Central Michigan University.

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Date Created: 01/27/16
HDF 400 – Developmental Assessment of Children Big Ideas – Week 2 Formal Assessments Formal Assessment uses standardized procedures. Standardization – describing a distribution of scores The assessments are expected to be consistent and comparable across children, schools and centers. Measures of central tendency  Mode o most frequent point in distribution  Mean o average  Median o middle point, point that divides the distribution in half Shapes of the distribution  Symmetric o Mean, median, and mode share the same value  Normal Curve o 50% fall above and 50% fall below the mean  Skew o The measures of central tendency are spread throughout the curve  Kurtosis o Flatness or narrowness of the curve Measures of variability  Range o Differences between the lowest and highest score in the distribution  Variance o How spread out the scores are around the mean  Standard deviation o Measures of variability in original units of measurements  Standard Scores o Z-scores  Scores that have been transformed into standard deviations (SD) distances from the mean o T-Scores  Overall score transported into range of 1-100 scores have a mean of 50 and SD of 10.  Easiest form for parents to read Norm vs. Criterion referenced  Norm-referenced o Comparing students who have taken the same test  Criterion-referenced o Assessments are aligned with standards. Reliability Whether or not the same assessment process will have the same results)  Inter-observer or inter-rater reliability o Extent to which different observers using same assessment will get the same results  Test-retest reliability o Test stability, when the same assessment is administered multiple times the same results are found  Internal reliability o Consistency, many measure the same thing in multiple ways. Validity (Measuring what we intend to measure)  Concurrent validity o Compares screening results with later diagnostic assessment  Predictive validity o Screening results are compares with performance several months later. The shorter the time between the comparisons the stronger the correlation or relationship should be.  Content or face validity o Independent judgement of professional or “experts” state all criteria for measurement exist. Sensitivity  The probability of an assessment positively identifying a child is at risk when they truly are at risk  A test with high sensitivity will not miss children who are at risk. Specificity  Probability of a negative test among children not at risk  An assessment with high specificity will not falsely identify children as “at risk”.

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