PED 5313 WEEK 3 CASE STUDY
S
2026 | Complete Solutions | Lamar
University | Special Education |
Pass Guaranteed - A+ Graded
[SECTION A: ASSESSMENT PRINCIPLES & TERMINOLOGY]
Question 1
Which of the following best describes the fundamental difference between assessment and
testing?
A) Assessment and testing are synonymous terms used interchangeably in special education.
B) Assessment is a comprehensive process that includes gathering information for
decision-making; testing refers to administering standardized instruments. [CORRECT]
C) Testing is broader than assessment and includes all forms of data collection.
D) Assessment only involves formal instruments, while testing includes informal methods.
Rationale: Assessment is a broad, ongoing process that involves gathering information from
multiple sources (tests, observations, interviews, records) to make educational decisions.
Testing is a specific component of assessment that involves the administration of standardized
instruments under controlled conditions. This distinction is critical in special education, where
comprehensive evaluation requires data beyond test scores alone.
Question 2
A norm-referenced test (NRT) is best described as:
A) A test that measures student performance against a defined curriculum standard.
B) A test that compares student performance to a normative sample of same-age or
same-grade peers. [CORRECT]
C) A test used exclusively for progress monitoring in Response to Intervention (RTI).
D) A test that requires students to achieve a minimum passing score to demonstrate mastery.
Rationale: NRTs compare an individual student's performance to a representative sample (the
norm group) of same-age or same-grade peers. This allows determination of relative standing
(e.g., percentile rank, standard score). NRTs are commonly used in special education eligibility
determination because they indicate whether a student's performance is significantly below that
of peers. They differ from criterion-referenced tests, which measure against defined standards.
Question 3
Which statement accurately describes a criterion-referenced test (CRT)?
A) A CRT ranks students against each other to determine relative standing.
B) A CRT measures student performance against a defined standard or criterion to identify
specific skills mastered or not mastered. [CORRECT]
C) A CRT is always administered in a group format rather than individually.
, ) A CRT cannot be used to identify students with specific learning disabilities.
D
Rationale: CRTs measure performance against predetermined criteria or standards rather than
comparing students to each other. They are valuable for identifying specific skills a student has
mastered or needs to learn, making them useful for instructional planning. Examples include
state standardized achievement tests and curriculum-based assessments. In special education,
CRTs help determine present levels of academic achievement and functional performance
(PLAAFP).
Question 4
Curriculum-based assessment (CBA) differs from curriculum-based measurement (CBM) in that:
A) CBA is standardized, while CBM is not standardized.
B) CBA is a direct assessment of student performance within the curriculum being taught, while
CBM is a standardized form of CBA used to monitor progress over time. [CORRECT]
C) CBM is only used for reading, while CBA is used for all subjects.
D) CBA produces standard scores, while CBM produces only raw scores.
Rationale: CBA is a broad approach that involves assessing students directly on the curriculum
materials they are learning. CBM is a specific, standardized form of CBA developed by Deno
and colleagues that uses brief, timed probes with standardized administration and scoring
procedures to monitor student progress over time. CBM is particularly valuable in RTI/MTSS
because it provides frequent, reliable data on student growth.
Question 5
Formative assessment is best characterized as:
A) Evaluation of student learning at the end of an instructional period, used for grading
purposes.
B) Ongoing assessment used to guide instruction; low-stakes; occurs during the learning
process. [CORRECT]
C) A high-stakes standardized test administered annually to all students.
D) Assessment conducted only after a student fails to respond to intervention.
Rationale: Formative assessment occurs during instruction and is used to inform teaching
decisions. It is low-stakes and focuses on improving learning rather than grading. Examples
include exit tickets, observations, and informal quizzes. In contrast, summative assessment
evaluates learning at the end of a unit or period (e.g., final exams, state tests) and is typically
high-stakes.
Question 6
Which of the following is an example of summative assessment?
A) A teacher observing a student during a reading lesson and adjusting instruction accordingly.
B) A weekly CBM probe used to track a student's math computation progress.
C) A final exam at the end of a semester that evaluates overall mastery of course content.
[CORRECT]
D) An error analysis conducted during a tutoring session to identify misconceptions.
Rationale: Summative assessment evaluates student learning at the conclusion of an
instructional period. It is typically high-stakes and used for grading, promotion, or accountability
purposes. Formative assessment, by contrast, is ongoing and used to guide instruction. Both
types serve important but different purposes in special education assessment.
Question 7
, eliability in psychological assessment refers to:
R
A) The degree to which a test measures what it claims to measure.
B) The consistency of measurement; the degree to which a test yields stable, consistent scores.
[CORRECT]
C) The extent to which test results predict future academic performance.
D) The fairness of a test across different cultural and linguistic groups.
Rationale: Reliability refers to the consistency and stability of test scores. Types include
test-retest reliability (consistency over time), inter-rater reliability (consistency between scorers),
and internal consistency (consistency among items). A test must be reliable to be valid, but
reliability alone does not guarantee validity. Reliability is typically expressed as a correlation
coefficient, with values above .80-.90 considered acceptable for high-stakes decisions.
Question 8
Validity is defined as:
A) The consistency of test scores across multiple administrations.
B) The degree to which a test measures what it claims to measure. [CORRECT]
C) The extent to which a test is free from cultural bias.
D) The statistical probability that a score reflects the student's true ability.
Rationale: Validity refers to the appropriateness, meaningfulness, and usefulness of test score
interpretations. Types include content validity (adequate coverage of the domain), criterion
validity (relationship to external criteria), and construct validity (alignment with theoretical
constructs). Validity is the most important psychometric property because even a perfectly
reliable test is useless if it does not measure what it purports to measure.
Question 9
The standard error of measurement (SEM) indicates:
A) The average score obtained by the normative sample.
B) The range within which a student's true score likely falls. [CORRECT]
C) The difference between the student's score and the class average.
D) The number of items a student must answer correctly to pass the test.
Rationale: SEM quantifies the uncertainty inherent in any test score due to measurement error.
The formula is SEM = SD × √(1 - r), where SD is the standard deviation and r is the reliability
coefficient. For example, with a reliability of .90 and SD of 15, SEM = 15 × √(1 - .90) = 15 × .316
= 4.74. A 68% confidence interval is approximately ±1 SEM, and a 95% confidence interval is
approximately ±2 SEM.
Question 10
A scaled score with a mean of 10 and standard deviation of 3 is obtained on a subtest of the
WISC-V. A student receives a scaled score of 7. This score is:
A) Within the average range.
B) Below average but not significantly low.
C) In the borderline range, approximately at the 16th percentile.
D) A normative weakness, approximately at the 16th percentile. [CORRECT]
Rationale: On scaled scores (M=10, SD=3), scores of 7-13 are within the average range (±1
SD). A score of 7 is exactly 1 SD below the mean, which corresponds approximately to the 16th
percentile. In WISC-V interpretation, scores of 7 and below are typically considered normative
, eaknesses, while scores of 13 and above are normative strengths. This student's score
w
indicates performance below same-age peers.
Question 11
Standard deviation is best described as:
A) The average of all scores in a distribution.
B) A measure of variability that describes the spread around the mean. [CORRECT]
C) The most frequently occurring score in a distribution.
D) The middle score when all scores are arranged in order.
Rationale: Standard deviation (SD) measures the amount of variation or dispersion in a set of
values. In a normal distribution, approximately 68% of scores fall within ±1 SD of the mean, 95%
within ±2 SD, and 99.7% within ±3 SD. In special education assessment, SD is used to
determine significant discrepancies (e.g., 1.0-1.5 SD below the mean for eligibility criteria) and
to calculate standard scores.
Question 12
A T-score of 40 on the BASC-3 indicates:
A) Average behavior, as T-scores have a mean of 50 and SD of 10.
B) Clinically significant behavior problems, as this is 1 SD below the mean.
C) Below average but within normal limits; the student may need monitoring. [CORRECT]
D) Superior behavioral functioning, as lower scores indicate better behavior.
Rationale: T-scores have a mean of 50 and SD of 10. On the BASC-3, T-scores of 40-59 are
considered average, 60-69 are at-risk, and 70+ are clinically significant. A T-score of 40 is 1 SD
below the mean but still within the average range. However, the direction depends on the scale:
for adaptive scales, lower scores indicate poorer functioning; for clinical scales, higher scores
indicate more problems. Always consider the specific scale being interpreted.
Question 13
A deviation IQ score of 85 on the WISC-V corresponds to approximately which percentile rank?
A) 2nd percentile
B) 16th percentile [CORRECT]
C) 25th percentile
D) 50th percentile
Rationale: Deviation IQ scores have a mean of 100 and SD of 15. A score of 85 is exactly 1 SD
below the mean (100 - 15 = 85). In a normal distribution, 1 SD below the mean corresponds to
approximately the 16th percentile, meaning the student scored equal to or better than
approximately 16% of same-age peers. This is a critical benchmark in special education, as
scores below 85 often indicate below-average cognitive functioning.
Question 14
Which of the following standard score systems has a mean of 0 and standard deviation of 1?
A) T-score
B) Deviation IQ
C) Z-score [CORRECT]
D) Scaled score
Rationale: Z-scores are the most fundamental standard score system, with M=0 and SD=1. All
other standard score systems are linear transformations of Z-scores. T-score = 50 + 10(Z);
Deviation IQ = 100 + 15(Z); Scaled score = 10 + 3(Z). Z-scores are useful for comparing scores
S
2026 | Complete Solutions | Lamar
University | Special Education |
Pass Guaranteed - A+ Graded
[SECTION A: ASSESSMENT PRINCIPLES & TERMINOLOGY]
Question 1
Which of the following best describes the fundamental difference between assessment and
testing?
A) Assessment and testing are synonymous terms used interchangeably in special education.
B) Assessment is a comprehensive process that includes gathering information for
decision-making; testing refers to administering standardized instruments. [CORRECT]
C) Testing is broader than assessment and includes all forms of data collection.
D) Assessment only involves formal instruments, while testing includes informal methods.
Rationale: Assessment is a broad, ongoing process that involves gathering information from
multiple sources (tests, observations, interviews, records) to make educational decisions.
Testing is a specific component of assessment that involves the administration of standardized
instruments under controlled conditions. This distinction is critical in special education, where
comprehensive evaluation requires data beyond test scores alone.
Question 2
A norm-referenced test (NRT) is best described as:
A) A test that measures student performance against a defined curriculum standard.
B) A test that compares student performance to a normative sample of same-age or
same-grade peers. [CORRECT]
C) A test used exclusively for progress monitoring in Response to Intervention (RTI).
D) A test that requires students to achieve a minimum passing score to demonstrate mastery.
Rationale: NRTs compare an individual student's performance to a representative sample (the
norm group) of same-age or same-grade peers. This allows determination of relative standing
(e.g., percentile rank, standard score). NRTs are commonly used in special education eligibility
determination because they indicate whether a student's performance is significantly below that
of peers. They differ from criterion-referenced tests, which measure against defined standards.
Question 3
Which statement accurately describes a criterion-referenced test (CRT)?
A) A CRT ranks students against each other to determine relative standing.
B) A CRT measures student performance against a defined standard or criterion to identify
specific skills mastered or not mastered. [CORRECT]
C) A CRT is always administered in a group format rather than individually.
, ) A CRT cannot be used to identify students with specific learning disabilities.
D
Rationale: CRTs measure performance against predetermined criteria or standards rather than
comparing students to each other. They are valuable for identifying specific skills a student has
mastered or needs to learn, making them useful for instructional planning. Examples include
state standardized achievement tests and curriculum-based assessments. In special education,
CRTs help determine present levels of academic achievement and functional performance
(PLAAFP).
Question 4
Curriculum-based assessment (CBA) differs from curriculum-based measurement (CBM) in that:
A) CBA is standardized, while CBM is not standardized.
B) CBA is a direct assessment of student performance within the curriculum being taught, while
CBM is a standardized form of CBA used to monitor progress over time. [CORRECT]
C) CBM is only used for reading, while CBA is used for all subjects.
D) CBA produces standard scores, while CBM produces only raw scores.
Rationale: CBA is a broad approach that involves assessing students directly on the curriculum
materials they are learning. CBM is a specific, standardized form of CBA developed by Deno
and colleagues that uses brief, timed probes with standardized administration and scoring
procedures to monitor student progress over time. CBM is particularly valuable in RTI/MTSS
because it provides frequent, reliable data on student growth.
Question 5
Formative assessment is best characterized as:
A) Evaluation of student learning at the end of an instructional period, used for grading
purposes.
B) Ongoing assessment used to guide instruction; low-stakes; occurs during the learning
process. [CORRECT]
C) A high-stakes standardized test administered annually to all students.
D) Assessment conducted only after a student fails to respond to intervention.
Rationale: Formative assessment occurs during instruction and is used to inform teaching
decisions. It is low-stakes and focuses on improving learning rather than grading. Examples
include exit tickets, observations, and informal quizzes. In contrast, summative assessment
evaluates learning at the end of a unit or period (e.g., final exams, state tests) and is typically
high-stakes.
Question 6
Which of the following is an example of summative assessment?
A) A teacher observing a student during a reading lesson and adjusting instruction accordingly.
B) A weekly CBM probe used to track a student's math computation progress.
C) A final exam at the end of a semester that evaluates overall mastery of course content.
[CORRECT]
D) An error analysis conducted during a tutoring session to identify misconceptions.
Rationale: Summative assessment evaluates student learning at the conclusion of an
instructional period. It is typically high-stakes and used for grading, promotion, or accountability
purposes. Formative assessment, by contrast, is ongoing and used to guide instruction. Both
types serve important but different purposes in special education assessment.
Question 7
, eliability in psychological assessment refers to:
R
A) The degree to which a test measures what it claims to measure.
B) The consistency of measurement; the degree to which a test yields stable, consistent scores.
[CORRECT]
C) The extent to which test results predict future academic performance.
D) The fairness of a test across different cultural and linguistic groups.
Rationale: Reliability refers to the consistency and stability of test scores. Types include
test-retest reliability (consistency over time), inter-rater reliability (consistency between scorers),
and internal consistency (consistency among items). A test must be reliable to be valid, but
reliability alone does not guarantee validity. Reliability is typically expressed as a correlation
coefficient, with values above .80-.90 considered acceptable for high-stakes decisions.
Question 8
Validity is defined as:
A) The consistency of test scores across multiple administrations.
B) The degree to which a test measures what it claims to measure. [CORRECT]
C) The extent to which a test is free from cultural bias.
D) The statistical probability that a score reflects the student's true ability.
Rationale: Validity refers to the appropriateness, meaningfulness, and usefulness of test score
interpretations. Types include content validity (adequate coverage of the domain), criterion
validity (relationship to external criteria), and construct validity (alignment with theoretical
constructs). Validity is the most important psychometric property because even a perfectly
reliable test is useless if it does not measure what it purports to measure.
Question 9
The standard error of measurement (SEM) indicates:
A) The average score obtained by the normative sample.
B) The range within which a student's true score likely falls. [CORRECT]
C) The difference between the student's score and the class average.
D) The number of items a student must answer correctly to pass the test.
Rationale: SEM quantifies the uncertainty inherent in any test score due to measurement error.
The formula is SEM = SD × √(1 - r), where SD is the standard deviation and r is the reliability
coefficient. For example, with a reliability of .90 and SD of 15, SEM = 15 × √(1 - .90) = 15 × .316
= 4.74. A 68% confidence interval is approximately ±1 SEM, and a 95% confidence interval is
approximately ±2 SEM.
Question 10
A scaled score with a mean of 10 and standard deviation of 3 is obtained on a subtest of the
WISC-V. A student receives a scaled score of 7. This score is:
A) Within the average range.
B) Below average but not significantly low.
C) In the borderline range, approximately at the 16th percentile.
D) A normative weakness, approximately at the 16th percentile. [CORRECT]
Rationale: On scaled scores (M=10, SD=3), scores of 7-13 are within the average range (±1
SD). A score of 7 is exactly 1 SD below the mean, which corresponds approximately to the 16th
percentile. In WISC-V interpretation, scores of 7 and below are typically considered normative
, eaknesses, while scores of 13 and above are normative strengths. This student's score
w
indicates performance below same-age peers.
Question 11
Standard deviation is best described as:
A) The average of all scores in a distribution.
B) A measure of variability that describes the spread around the mean. [CORRECT]
C) The most frequently occurring score in a distribution.
D) The middle score when all scores are arranged in order.
Rationale: Standard deviation (SD) measures the amount of variation or dispersion in a set of
values. In a normal distribution, approximately 68% of scores fall within ±1 SD of the mean, 95%
within ±2 SD, and 99.7% within ±3 SD. In special education assessment, SD is used to
determine significant discrepancies (e.g., 1.0-1.5 SD below the mean for eligibility criteria) and
to calculate standard scores.
Question 12
A T-score of 40 on the BASC-3 indicates:
A) Average behavior, as T-scores have a mean of 50 and SD of 10.
B) Clinically significant behavior problems, as this is 1 SD below the mean.
C) Below average but within normal limits; the student may need monitoring. [CORRECT]
D) Superior behavioral functioning, as lower scores indicate better behavior.
Rationale: T-scores have a mean of 50 and SD of 10. On the BASC-3, T-scores of 40-59 are
considered average, 60-69 are at-risk, and 70+ are clinically significant. A T-score of 40 is 1 SD
below the mean but still within the average range. However, the direction depends on the scale:
for adaptive scales, lower scores indicate poorer functioning; for clinical scales, higher scores
indicate more problems. Always consider the specific scale being interpreted.
Question 13
A deviation IQ score of 85 on the WISC-V corresponds to approximately which percentile rank?
A) 2nd percentile
B) 16th percentile [CORRECT]
C) 25th percentile
D) 50th percentile
Rationale: Deviation IQ scores have a mean of 100 and SD of 15. A score of 85 is exactly 1 SD
below the mean (100 - 15 = 85). In a normal distribution, 1 SD below the mean corresponds to
approximately the 16th percentile, meaning the student scored equal to or better than
approximately 16% of same-age peers. This is a critical benchmark in special education, as
scores below 85 often indicate below-average cognitive functioning.
Question 14
Which of the following standard score systems has a mean of 0 and standard deviation of 1?
A) T-score
B) Deviation IQ
C) Z-score [CORRECT]
D) Scaled score
Rationale: Z-scores are the most fundamental standard score system, with M=0 and SD=1. All
other standard score systems are linear transformations of Z-scores. T-score = 50 + 10(Z);
Deviation IQ = 100 + 15(Z); Scaled score = 10 + 3(Z). Z-scores are useful for comparing scores
