Intro. to Psychological Assessment
SU-19_PSY3313-WA01B -J. Jones-RKT
Rochester College, RKT compilation of research from class
Professor
PSY 3313 – Introduction to Psychological Assessment
Rochester College
Place: Online
Instructor: John Jones, PhD
Phone: (248) 860-9435, Email: jjones8@rc.edu
Required Text:
Cohen, R. J. & Swerdlik, M. E. (2010). Psychological Testing and Assessment: An Introduction to Tests & Measurement. New York: McGraw Hill.
Dates of Class-J. Jones - June 22 – Aug 16
Course Description: PSY 3313 Introduction to Psychological Assessment
This course is an introduction to the field of psychological testing and assessment. Emphasis will be on test theory, construction, standardization and review of assessment procedures; surveys current assessment instruments for measurements of personality, intelligence, neuropsychological functioning, achievement, vocational interest, special abilities and aptitudes. PR: PSY 3013 or 3093.
Course Objectives:
Students will learn and be evaluated by:
- Her/his understanding of the basic principals of psychological testing and assessment studied during this course.
- Her/his understanding of the etiology of psychological testing an assessment as well as the legal and ethical consideration of these processes.
- Her/his understanding of the basic principles of statistics and their importance to an understanding of psychology testing assessment.
- Her/his understanding that validity and reliability are critically important characteristics of psychological testing.
- Her/his understanding of how and why psychological tests are developed and revised.
- Her/his understanding of theories and characteristics of intelligence and tests that have been designed to measure this phenomenon.
- Her/his understanding of theories and characteristics of educational achievement and aptitude.
- Her/his understanding of the characteristics of human personality as well as the purposes and methods of personality assessment.
- Her/his understanding of how psychological testing and assessment facilitates the diagnosis of neuropsychological and psychological disorders.
- Her/his understanding of the value of psychological testing and assessment that measures persons’ career and work interests.
- Her/his completion of homework and/or in-class written assignments and participation in classroom discussion of psychological testing and assessment.
- Her/his completion of a written essay concerning psychological testing and assessment, and her/his presentation of a verbal synopsis of this work before others in this class.
Her/his completion of written Mid-Term & Final Examinations that will test their knowledge and understanding of the principles of psychological testing and assessment which were discussed.
Class Format:
- Class period will utilize lecture and class discussion (online) and may include films, videos, role-playing and presentations. Students are responsible for all assigned readings from the text and additional readings as directed by the instructor. The philosophy of this class is that each person, including the facilitator, will be learning by experiencing and integrating the theories and concepts into his/her own thinking. Students are expected to contribute to class discussions and participate throughout the course. Quality of class participation will be a key factor in your learning experience during the course. Consistent, prepared, and well thought out participation will not only benefit your grade but will also enhance your synthesis of the material.
Assignments:
- Each student will complete journal article reviews, daily quizzes, two exams, and a final paper (see course outline schedule). All assignments must be submitted as a printed document and as a Microsoft word document attached to an email with appropriate links to supporting documents as stated below in the detailed descriptions of all assignments.
Listed Assignments:
1) Weekly Quiz
- In order to help you retain and think about psychological assessment during the course, you will complete five quizzes related to the previous week’s chapter readings, lecture, and discussion. The quizzes (25 questions) and either be multiple choice, short answer, or a combination of both. The quizzes will be completed through the Moodle and will be available for only one full day (Sunday of every week). Students that miss the quiz window will not be able to take the quiz later.
2) Journal Article Reviews
- Each student will read professional journal articles assigned by the instructor, and will complete five-page reviews about each. There are a total of 7. Include a cover and reference page and use basic APA format. Your reviews should contain a summary of the article followed by your critical response to the article. Students will submit this review weekly (due every Sunday). Please submit these through Moodle.
Please answer the following questions in your review:
Which aspects of psychological assessment does the article address?
In your own words, how does this article increase your understanding of psychological assessment?
Describe various strengths and weaknesses of the article.
3) Psychological Assessment Paper
- Each student will complete a term paper concerning an area of psychological testing or assessment (intelligence testing, projective testing, personality testing). The paper must be 10-15 pages in-length (not including title page, abstract, or references page). Please include at least 15 references (references must be from professional journals or books only). Writing format must be according to the style established by the American Psychological Association in the 6th edition of their Publication Manual.
* Students are to submit this paper through Moodle.
* Students are advised to begin work on this paper as soon as possible and make use of Rochester College’s ACE Lab for help with writing.
Some suggested points to include in your group paper:
1 – Brief history of area of assessment or testing (can include development) (This includes a literature review of the area)
2 – Overview of tests used (e.g., strengths/weaknesses, psychometric properties)
3 – What does the testing area attempt to measure/how do they measure their construct?
4 – Multicultural concerns
5 – Possible ways to improve upon this area of testing in a clinical setting
4) Weekly Learning Opportunities
- Presence is important in the academic and therapeutic setting. Therefore, students are expected to sign into the class weekly and participate in discussions on the message boards. Students earn points for participation. Typically, each week, three questions will be posted by the instructor to simulate thought and discussion. Each student must make a response to each question posted by the instructor
5) EXAMS
Two exams (50, 100) will be given over the course of the semester. The exams will cover required reading material and lecture. The exams will consist of multiple choice and answer questions. These exams will be given, and completed, through Moodle on Sundays. No make-up exams will be offered to students that do not complete the exam for any reason. Zero points will be recorded.
General Guidelines For Submitting Assignments:
- All papers will follow APA style as demonstrated in the APA manual (6th edition).
- Please keep a copy of all work submitted. All assignments must be submitted through Moodle.
- All written work will be evaluated for thoroughness, completeness of thought, and organization of content and proper grammatical usage.
- Late assignments are not accepted.
- A zero will be recorded for any assignment not turned in. Late assignments will not be accepted.
- Rochester College’s Ham Library as well as the Kresge Library at Oakland University has many hardcopies of helpful journals. In addition to this, students can access a vast database of articles online through the Ham Library. Passwords are available at the library so that you may access them at home.
Evaluation and Grading:
Weekly Learning Opportunities/
Attendance 70 points (10 points per week)
Daily Quizzes 125 Points (25 points each)
Journal Article Review 175 points (25 points each)
Exam # 1 100 Points
Exam # 2 200 Points
Term Paper 200 points
Total = 870 Points
Grading Scale:
93-100 = A 73-76 = C
90-92 = A- 70-72 = C-
87-89 = B+ 67-69 = D+
83-86 = B 63-66 = D
80-82 = B- 60-62 = D-
77-79 = C+ 0-59 = F
Course Schedule
Date Assignment Due Chapters That Will Be Covered 1 June 28 1,2,3 2 July 5 NO Class/Daily Quiz/Journal Due 4,5,6 3 July 12 Daily Quiz/Journal Due 7,8 4 July 19 Exam # 1/Journal Due 9,10 5 July 26 Daily Quiz/Journal Due 11,12 6 Aug 2 Daily Quiz/Journal Due 13,14 7 Aug 9 Daily Quiz/Journal Due 15,16 8 Aug 16 Exam # 2/ Paper/ Journal Due Class Discussion
Links for assistance
They are so brilliant I wanted to create a link to all the information and videos to help my students and myself.
Richard Kerry Thompson
***
Week 1
Learning Outcomes Week 1
Please view each lecture in its entirety, as the quizzes and tests will be reflective of the material.
**** NOTE: Password for videos is: psychology
- https://screencast-o-matic.com/watch/cq1nq9TZWo
- https://screencast-o-matic.com/watch/cq1QrcT4YE
- https://screencast-o-matic.com/watch/cq1QrzT40n
- https://screencast-o-matic.com/watch/cq1Q3OT4TM
- https://screencast-o-matic.com/watch/cq16cUT4xN
- https://screencast-o-matic.com/watch/cq1DYzT558
- https://screencast-o-matic.com/watch/cq1qVOTHoc
- https://screencast-o-matic.com/watch/cq1Y0mTKrH
Questions
Three questions for the week
Please answer each question and respond to another student's post:
1) Introduce yourself! Tell us something about yourself in order for us to get to know you better.
2) What do you hope to pursue for your career?
3) What is one thing you hope to learn for this course?
3 Questions Week 1
Per Ardua Ad Astra
by Richard Thompson - Sunday, June 23, 2019, 1:15 AM
Per Ardua Ad Astra
Greetings; my name is Richard Thompson and I am an adult student -(54 years old) going back to school to finish up a bachelors degree from a regionally accredited university.
I live in Flint Township Michigan for the past 13 years and before that Boston, Chicago, Ireland, and Michigan.
I have 6 children ages 15- 26.
I am an advocate for our at-risk teens in high school creating opportunities for success in high school and am starting a middle school for at-risk students in the north end of Flint, Michigan working with the court systems, local schools, private investors and Job Corp. This opportunity will give Hope for a better future through individualized learning plans and career pathways. The educational system in high school nationally is at a 20- 25% dropout rate, in Flint Michigan it is a 34% Dropout Rate.
I have a plethora of hobbies ranging from classical music and opera to Skateboarding.
I am looking forward to taking this class as I am a lifelong learner I look forward to the opportunity for growth. I am indeed in my career and shall utilize this degree to further enhance my understanding of myself first and foremost and then my students.
One thing I look forward to learning from this course is the depth of the assessments and what ones can empower a better understanding of my at-risk students.
Per Ardua Ad Astra means “From difficulties to the stars”. This is what my students face every day and now I speak to myself as I trudge through these courses with anticipation, hesitation, and intimidation trying to find the motivation to finish this process we call accredited education.
In closing,
It is indeed an honor to be able to go back to school and continue my education even though It is a tough pill to swallow to have to ‘Start Over.” In the words of Albert Einstein… “The more I learn, the more I realize how much I don't know.”
Thank you
RKT
Sceencast Notes -W1
Journal Article Review W1
Quiz - W1
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Week 2
Learning Outcomes Week 2
Please review each lecture! - the associated assignments will be due July 12th (quiz will be posted in the next few days)
1. https://screencast-o-matic.com/watch/cq10DhTMQa
2. https://screencast-o-matic.com/watch/cq1Z0MTNiR
3. https://screencast-o-matic.com/watch/cq1OcfT8dz
4. https://screencast-o-matic.com/watch/cq1ucpTSf4
3 Questions - W2
The main difference between validity and reliability is the fact that validity refers to if indeed the study or test is actually measuring what it claims to be measuring and reliability refers to the consistency of the results. Reliability can be divided into internal and external reliability factors “The term reliability refers to the proportion of the total variance attributed to true variance. The greater the proportion of the total variance attributed to true variance, the more reliable the test.” (Cohen & Swerdlik 2010, pg 142) Thus, there is a huge difference between validity and reliability and all that goes into testing to make sure the outcome is beneficial with true data.
Standardization is so important in psychological testing because it takes away all the variables of the inconsistencies. The different variables will alter the results if the same test is not administered with integrity and continuity. All of the procedures, conditions, and questions must be the same to ensure that the same test has Creedence across the board no matter where or who takes it or administers it. The standardization of a test is crucial in its’ respect and concrete absolutes to what it states to be of value.
A confidence interval tells us the range of which the true score would be present. This concept is about taking into consideration the standard error of measurement. Some go plus and minus the actual score. This gives the potential variation of any number, as any test is not pure, the confidence interval takes that human variation into consideration.
RKT
Screencast Notes W2
Journal Article Review W2
Quiz - W2
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Week 3 -
Learning Outcomes Week 3
Please review each lecture!
Our first exam will open by Sunday (July 14th). Please make sure to read the associated journal article for this week before taking the exam.
1. https://screencast-o-matic.com/watch/cqi12EOjMW
2. https://screencast-o-matic.com/watch/cqi1oXOjNn
3 Questions W3
1) Why is "defining a test" essential in test development?
Defining a test is an essential part of test development for a plethora of reasons such as...
What exactly is to be measured
It has to be better than the last one
It has to be different than other tests
To keep the utility of the test up to date and relevant to the times
New research forces the test to be redefined
New sets of clients are in need of the test
Some questions to ask before a test is defined may be the following
Who will use this test?
Does it need extensive training to give the test?
What is the reading level? Content?
Is it cultural-specific?
The setting in giving the test? In a standardized way/ group or individual /
Who benefits / society / corporation / the patient / clinician
Types of responses about disabilities
2) Think about last week's discussion/lecture.
How is a psychological construct related to testing development?
Psychological construct is closely related to testing development in many ways. Psychological Construct is defined as …
“Construct, also called a hypothetical construct or psychological construct, in psychology, a tool used to facilitate understanding of human behavior. ... Likewise, the behavioral sciences use constructs such as conscientiousness, intelligence, political power, self-esteem, and group culture.”
https://www.britannica.com/science/construct
The essence of test development is created to be a tool through a series of steps.
Today, how do we decide a test is worthy
A test goes to various variations - the bedrock form at the end of the process from item design selection and utilization from 6 stages
1- Define a test
2- Selection of scaling method - how are numbers scored and assigned to the results
3- Constructing the items - creativity of the test developer, gather data, create items to catch what is being tested
4- Testing the items - what items should stay and go
5- Revising the test - Revise the test and feedback loop
6- Publish the test - The test is released and used. Manuel help the clinician in a standardized way and how to score
Therefore the connection is the TEST to help better understand the human.
3) Describe scaling and how it is used for test development.
Scaling is part of the test development to answer the question of. “How will a measure be completed in the test?” There are many different kinds of measurements within scaling...
“Various kinds of rating scales have been developed to measure attitudes directly (i.e. the person knows their attitude is being studied). The most widely used is the Likert Scale.”
https://www.simplypsychology.org/likert-scale.html
Scaling measures something in the psychological construct. For example…
Questions = Items
Scaling of setting rules to assign a measurement
The 1-5
Able to judge from one to another
5 or more on a continuum
Expert ranking qualitative data …
Thus scaling is used to be able to quantify the answers on a test and be constructed in a variety of ways, usually 1- 5 or 1-7.
Example of Likert below…
In closing, scaling is a fast and brilliant way to get an assessment that gives the test taker a choice on a scale to choose from and give the test giver a quick overview of where the client stands on certain questions.
RKT
Screencast Notes W3
Exam 1 - W3
Journal Article Review W3
***
Week 4-
Learning Outcomes Week 4
Please review each lecture!
1) https://screencast-o-matic.com/watch/cqion2OY2p
2) https://screencast-o-matic.com/watch/cqio0EOrCj
3) https://screencast-o-matic.com/watch/cqiD0RO0rZ
4) https://screencast-o-matic.com/watch/cqibcIO03q
5) https://screencast-o-matic.com/watch/cqibV3O0tq
6) https://screencast-o-matic.com/watch/cqib3TOZLo
3 Questions-W4
Three Questions for Discussion
1) Based on the lecture and readings, how has your definition or understanding of what "intelligence" changed?
The concept of intelligence has been argued and discussed for centuries. The reality of a test and the label put upon people due to that test has been challenged throughout history. A few notes from the screencast and readings are as follows…
Alfred 1905 Binet - judge well reason understand
Pinser 1916 - to adapt equals intelligence
Thorndike 1921 - the capacity to instinctive adjustment - to adjust behavior
Piaget - 1972 - superior forms of organizations and adaptations
Often times is work through and react to the social environment
Capacity to learn from past experience and adapt to one's environment
So how has it changed, indeed it has changed with the next psychological guru that came along and either changed the definition or added to someone else's. Of course, each one of these people seems to be white, middle to upper class, European descent and is skewed from which their minds can only allow them to think.
Thus, my definition or understanding remains as an everlasting search for truth and enlightenment, no one really knows and psychology is not a science because there is no absolute. This is continued to be proven with each chapter and discovery both in book, lecture, test, and practicum I have seen in my own journey with psychologist and my students.
2) Why might it be beneficial for an intelligence test to have a wide range when it comes to item "floor" or "ceiling?"
It is indeed beneficial to have a wide range of floor or ceiling because as vast as the east is from the west, so are human beings. The fact that any test would only have a certain range is actually insulting on both spectrums and as MACKLEMORE & RYAN LEWIS proclaimed in their song - CAN'T HOLD US with FEAT. RAY DALTON, with more than 677,049,313 views, people are sick of having ceilings hold them down. Indeed, certain tests do that as well as a person is labeled!
https://www.youtube.com/watch?v=2zNSgSzhBfM
3) From your perspective, what might be some important cultural considerations for test developers to consider?
From my perspective, some important cultural considerations for test developers would be to not be so arrogant that I would think that everyone is from my same, culture, heritage, socio-economic, educational background and experience. The tests developed have only been brought to light from this concept. I would indeed have a cross-cultural concept and utilize the inclusion of all cultures input. Perhaps even have tests from all corners of the earth, indeed if a label is to be given and most it is for life, within the school or in the psyche into adulthood.
If a test is given then here is a test for you to take, I created this as theory (based on the rubric of Binet and added some of my own) when my students were labeled because of a test, and yet the student was then pigeon-holed and actually held them back. So I created a test of 100 questions, TIMED !!!! (What an insult to testing if indeed the test is about knowledge and NOT how bloody fast one can answer!
Take this and see where you stand, it is all to prove that if you are labeled with this one test -IS IT FAIR???
https://www.smore.com/nzykx-rebus
RKT
Screencast Notes W4
Journal Article Review W4
Quiz -W4
Appeal and bring in the bloody dean
***
Week 5-
Learning Outcomes Week 5
Please review each lecture!
1. https://screencast-o-matic.com/watch/cqi0VQOwxG
2. https://screencast-o-matic.com/watch/cqi0VOOw4e
3. https://screencast-o-matic.com/watch/cqiZcROyXh
4. https://screencast-o-matic.com/watch/cqiTccO4GL
5. https://screencast-o-matic.com/watch/cqiTcGO4J9
3 Questions - W5
Three questions for week 5
1) What is your Myers-Briggs type? Do you feel like it is an accurate description?
2) What might be some benefits of projective testing?
3) How do validity scales on personality measures inform us as test users?
1) What is your Myers-Briggs type?
After taking the Myers-Briggs type test, I have scored in the exact same diagnosis as I did 5 years ago. This is indeed very interesting and yet telling of who I am as a person and existential living as a tortured renaissance man. The diagnosis is INFJ.
“INFJs are distinguished by both their complexity of character and the unusual range and depth of their talents. Strongly humanitarian in outlook, INFJs tend to be idealists, and because of their J preference for closure and completion, they are generally "doers" as well as dreamers. This rare combination of vision and practicality often results in INFJs taking a disproportionate amount of responsibility in the various causes to which so many of them seem to be drawn.”
http://www.humanmetrics.com/personality/infj
It is only 1.5-2 percent of the population depending on what database one looks at) https://www.truity.com/personality-type/INFJ
https://www.careerplanner.com/MB2/TypeInPopulation.cfm
And only 1% of the Male population. (No wonder I have been misunderstood my entire life and adulthood - not many are from my “Tribe” - thus being labeled and usually a loner from a generic group of barbarous male population screaming at a TV because other males in tight pants and pads are jumping on each other trying to catch a ball made out of a pigskin!.
The INFJ is indeed the smallest percent of all human beings and is a dichotomy to the race itself. Thus, the INFJ actually lets very few people in their inner circle.
Do you feel like it is an accurate description?
Indeed, as I am a skeptic and challenge everything, I am humbly put in my place of ignorance with this test as it is exactly who I am trait wise and insights to who I consider myself.
Note: I have used a triangulated system from 3 different web pages to see the explanations and all had poignant details of the INFJ, I have come to appreciate in myself and after introspection concurs with.
The screenshot below is from the webpage after I took the test...
The career choices were spot on and indeed my life's work thus far.
Another look from a different webpage spoke of the same essence...https://www.truity.com/personality-type/INFJ
The learning style of the INFJ…
“An INFJ’s interest in learning a subject is related to the question, “Is it good for people?” The more they see a topic to be beneficial to others, the greater their interest in the topic and the greater their desire to actively engage in it. Their interest in studying the material is motivated by their desire to find solutions to people-related issues.”
http://www.humanmetrics.com/personality/infj-learning-style
It was interesting to see how I learn and what hinders me as a learner, specifically …
An INFJ’s learning is hindered when:
They do not consider the material to be of personal importance
Large amounts of information lacking substantial conceptual connection are delivered at a fast pace
The knowledge gained does not significantly broaden and deepen their understanding in the field (reduces interest)
The material does not engage their feelings
Indeed I am dealing with this in this very course especially bullet 2 and 3.
Some interesting facts on an INFJ from really shocked me as it is who I am and how I live…’ Personal values include Spirituality, Learning, and Community Service
Commonly found in careers in religion, counseling, teaching, and the arts
https://www.truity.com/personality-type/INFJ
The following chart shows the Personalities in order of commonality, as a matter of interest.
https://www.careerplanner.com/MB2/TypeInPopulation.cfm
FYI - In delving into this amazing concept of personality, I created a webpage I will be using with my staff and students link below…
https://www.smore.com/w5xjr-what-is-your-personality-type
***
2) What might be some benefits of projective testing?
In projective testing, the first thing we need to understand is that - “We assume the individual supplies structure to unstructured stimuli in a manner that is consistent with the individual pattern” (Jones 2018 Screencast) Thus the purpose is to measure a human's personality without the burden of a written test. The person is free to respond from an emotional context and there is no correct or incorrect answer. It can collect a tremendous amount of data without the stress of a numbered test with specific answers.
The most commonly used and identified is the Rorschach inkblot test that was developed in 1921. Interestingly there was a set of 10 symmetrical inkblots and the client was asked to explain what they saw.
Benefits are it diminishes the temptation to fake the answers from the client and does not rely on verbal abilities as much as other tests and taps into both the conscious and the unconscious.
Here is a brilliant TED talk on this concept.
It’s not about the image, but more on how the person answered.
***
3) How do validity scales on personality measures inform us as test users?
The Validity scale consisting of L K F it helps assess the accuracy of the person taking the tests answers by having a scientific algorithm, if you will, within the test. The validity scale can show how accurate the test is and to what is true and distorted in terms of the answers given. The screencast spoke of 3 and in research, in the following webpage, there were even more…
https://www.verywellmind.com/what-is-the-minnesota-multiphasic-personality-inventory-2795582
Thus the validity scale tells us as test takers the integrity of the person taking the test.
Of course, we as test users are indeed human and still have the variable thereof concluding that even though there is science behind the tests it is still not a true and definite science as it relies on the interpretation of the test user.
Nonetheless - It is an honor to be able to help a person starting with one's self when delving into the most exciting, scary, misunderstood, the crazy, sane journey of all time - into our own minds and others minds. Beware, because there is no end… until death.
RKT
Screencast Notes W5
Journal Article Review W5
Quiz -W5
***
Week 6 -Actually 7
Learning Outcomes Week 6
3 Questions - W6
1) What are some of the major similarities and differences between assessing a child and an adolescent?
Major similarities of a child and an adolescent in assessing them would consist of similar tests, assessments and the referral question at hand. The core of norms, protocols, standards, and techniques would be used to gather information on the referral question. In addition, would be a rating scale that both would use.
Differences of the assessment at hand between the child and an adolescent would be the length of the test, the questions asked, as the child would not be able to cognitively understand the questions compared to an adolescent would be a difference. This along with different versions of the test and how it is administered. Another difference would be that a person other than the child would be asked questions for the child as opposed to the adolescent.
2) What are some similarities and differences between achievement tests and intelligence tests?
Similarities between achievement tests and intelligence tests both use a series of questions and a matrix of an infrastructure to identify certain criterion to come to a number or level to identify the level of achievement and level of intelligence. In addition both take time to acquire this number and can be skewed by the child being distracted or fatigued. The psychometric concepts, validity, and reliability are all on a level of integrity for both tests.
Differences between achievement tests and intelligence tests consist of…
Achievement tests measure accomplishment in school and only for the purpose of knowledge of learned topics consisting of spelling, reading, arithmetic and reading comprehension. This also has a grade-level specific concept. Achievement tests focus on learning that has occurred because of the classroom setting.
Intelligence tests are different from the facts that the Intelligence test is used outside of school and are not grade specific. This test can also be used in the work setting and forensics. This difference alone is a game-changer as it can also be used to create a case for or against in court cases.
3) How are aptitude tests helpful for admission committees?
The aptitude test can be helpful for admission committees by helping make predictions of what the test taker has scored as to how they will thrive or dive in a field of study. In High School, the ACT and SAT are used to help colleges predict success or failure. In graduate school the GRE and in the medical field the MCAST is used.
What are some pros and cons of utilizing this form of assessment on the general population (i.e., those attempting to go to school)?
Some pros of using these aptitude tests are beneficial because it does give a number based on empirical data and a reference compared to all others who have taken the test. This also helps predict what classes to put a student in as well as set students up for success. This is done by seeing where the test taker in sections verbal quantitative analytical writing and how to analyze relationship concepts
Some cons of utilizing this form of assessment on the general population are the fact that the data can be skewed. This can happen by the variables such as fatigue, stress, test anxiety, etc... these will inhibit the test taker in taking the test with integrity and therefore the person will be labeled and perhaps be denied or even lose a job because of this.
In closing, the reality of testing has been an issue since the concept came into play and so much credence given to it. It indeed can be a good thing and yet can be abused by both sides of the test, that of the taker and the giver. I say this because in the world of education the concept of special education and the plethora of levels one can get identified into this world can be as easy as a student having ADHD which qualifies for OHI - Other Health Impairment.
The following is a quote and list of those impairments from Parent Information Information Resources … “What disabilities does IDEA mention in its definition of Other Health Impairment? Follow the links to more info on these disabilities. You’ll also find these links again at the bottom of this fact sheet, if you’d like to keep reading about OHI in general, including life at school and other disabilities not mentioned in the OHI definition.
https://www.parentcenterhub.org/ohi/
I myself, should be labeled as such as I have ADD and ADHD, yet all schools should have an individualized Educational Plan for the greater good of learning, yet one must be labeled to get extra help. This is true in all schools including colleges. I have refused to be labeled in Rochester University and therefore been discriminated on certain factors because I could not get extra help if I didn't have “accommodations.”
Note: Accommodations means you have been labeled as special ed.
I find this totally insulting and indeed an excuse to not offer exemplary education to ALL students. The university will only give this level of support to Special Ed, accommodation students.
The question that begs itself is, “If an institution can give exemplary support to one student why can’t they give it to another?” The fact that the support is there should be given to all, thus it is discrimination. Thus, testing can be used and abused and it can be identified as a game.
Richard
Journal Article Review W6
Quiz -W6
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Week 7-
Learning Outcomes Week 7
3 Questions-W7
Screencast Notes W7
Journal Article Review W7
Quiz -W7
***
Week 7 / Week 8 -
Screencast Notes W8
Psychological Assessment Paper
3) Psychological Assessment Paper
- Each student will complete a term paper concerning an area of psychological testing or assessment (intelligence testing, projective testing, personality testing). The paper must be 10-15 pages in-length (not including title page, abstract, or references page). Please include at least 15 references (references must be from professional journals or books only). Writing format must be according to the style established by the American Psychological Association in the 6th edition of their Publication Manual.
* Students are to submit this paper through Moodle.
* Students are advised to begin work on this paper as soon as possible and make use of Rochester College’s ACE Lab for help with writing.
Some suggested points to include in your group paper:
1 – Brief history of area of assessment or testing (can include development) (This includes a literature review of the area)
2 – Overview of tests used (e.g., strengths/weaknesses, psychometric properties)
3 – What does the testing area attempt to measure/how do they measure their construct?
4 – Multicultural concerns
5 – Possible ways to improve upon this area of testing in a clinical setting