偏差分数:一种创新的方法来解释智力残疾人的认知测试结果
Devadrita Talapatra1, Laurel Snider2, Jeanine Coleman3
1College of Education, Teaching and Learning Sciences Department, University of Denver, Denver, Colorado, USA.
概括
偏差分数为智障学生的认知优点和弱点提供了有价值的见解,补充了传统评估,以更好地做出教育决策.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 心理测量 心理测量 心理测量
背景情况:
- 智力障碍 (ID) 的学生经常接受认知测试.
- 传统的认知评估经常表现出底部效应,限制了对该人口的相对优势和弱点的识别.
研究的目的:
- 探索偏差分数作为ID学生教育决策的补充工具的实用性.
- 评估偏差分数如何提高对个体认知特征的理解.
主要方法:
- 四个涉及智障学生的案例研究.
- 对参与者进行的认知测试.
- 使用依赖年龄的原始z-score转换计算偏差得分,与标准化样本规范进行比较.
主要成果:
- 偏差分数有效地确定了ID学生的真正相对认知优点和弱点,超越了以前记录的缺陷.
- 案例研究表明,与传统评分方法相比,偏差得分提供了附加值的具体情况.
结论:
- 偏差分数可以作为传统评分的有价值补充,为ID学生提供信息,为安置和服务决策提供信息.
- 这些发现强调了偏差分数对学校和诊所从业人员的实际和心理测量实用性.
- 偏差分数为教育和临床环境提供有意义的,个性化的信息.
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