The document discusses different types of questions that teachers can use to assess students, including convergent and divergent questions. Convergent questions have a single correct answer and test factual knowledge, while divergent questions have no single answer and encourage creative thinking. The document also discusses how increasing wait time after asking a question, as well as creating a judgment-free environment, can encourage more thoughtful responses from students and enhance critical thinking.
Qualitative research techniques involve collecting unstructured data to understand motivations and perspectives. Common techniques include focus groups, depth interviews, and projective techniques. Focus groups involve moderated group discussions to generate ideas and understand needs, attitudes, and perceptions. They provide synergism, spontaneity, and cost savings but lack representativeness. Qualitative research complements quantitative research by explaining results.
This document is an exam paper for the January 2011 Psychology (Specification A) Unit 4 exam. It consists of three sections: Section A on Psychopathology with topics on schizophrenia, depression, and anxiety disorders; Section B on Psychology in Action with topics on media psychology, addictive behavior, and anomalistic psychology; and Section C on Psychological Research and Scientific Method. Students must choose one topic from Sections A and B and answer all questions on that topic, and answer all questions in Section C. The exam is worth a total of 85 marks and lasts 2 hours.
This document discusses various types of tests used to measure intelligence and creativity. It provides definitions and examples of intelligence tests, including individual tests like the Wechsler Adult Intelligence Scale and group tests. It describes the subtests and scoring of the WAIS. Creativity tests are defined as assessing novel, original thinking and finding unusual solutions. Examples of creativity tests include the Torrance Tests of Creative Thinking and Baqer Mehdi's test of creative thinking. Different types of creativity tests are discussed, like consequences tests and unusual uses tests.
This document provides guidance for teachers on generating topics for action research. It discusses identifying problems or issues in the classroom that could be addressed through action research. Teachers are encouraged to reflect individually and in groups to brainstorm potential topics. The document also introduces the Basic Education Research Agenda (BERA) published by the Department of Education, which lists priority research areas that teacher topics should align with. Example topics are provided for different BERA research themes like teaching and learning, child protection, human resource development and governance. Teachers are then guided through an activity to identify their own potential action research topic based on a classroom problem or issue. Criteria for formulating good research questions and hypotheses are also outlined.
The document discusses various psychological tests used to assess intelligence, aptitude, personality, and other cognitive functions. It provides details on commonly used tests like the Stanford-Binet Intelligence Scale, Wechsler Intelligence Scale, Rorschach Inkblot Test, Thematic Apperception Test, and Minnesota Multiphasic Personality Inventory. It also describes tests measuring mechanical, musical, artistic, and clerical aptitudes as well as socioeconomic status.
Projective tests are personality tests that use ambiguous stimuli to reveal hidden emotions and internal conflicts projected by the test taker. Responses are unstructured and there are many possible answers. Projective tests are designed to assess the whole personality, including covert or unconscious aspects, and are less likely to elicit defensive reactions than other tests. Some projective tests evolved from therapeutic techniques and are based on psychoanalytic theory, with the idea being that vague stimuli allow inner aspects of personality to be revealed. Semi-projective techniques include the Rotter Incomplete Sentences Blank test of sentence completions and the Word Association Test, which examines responses to presented words.
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The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
This document discusses various methods for collecting biophysiologic and other data, including projective techniques, vignettes, and cognitive/neuropsychological tests. It describes several projective techniques like the Rorschach inkblot test and Thematic Apperception Test (TAT) which are designed to reveal hidden emotions and conflicts through ambiguous stimuli. Vignettes are brief descriptions of situations used to understand respondents' perceptions, opinions, and knowledge. Cognitive and neuropsychological tests measure psychological functions linked to brain structures to screen for impairments, monitor status over time, and assist with diagnosis and treatment planning.
Short answer questions (SAQ) are open-ended questions that require students to write out an answer rather than select from options. They are used to assess basic knowledge and understanding. SAQ should use precise language and focus on important content. They are structured to test recall of specific facts and knowledge through brief, targeted answers. SAQ have advantages like being easy to score, improving reliability, and allowing for better content coverage than essays. However, they are not suitable for measuring complex learning or analytical reasoning abilities. Examples of good and bad SAQ structures are provided.
This document defines and provides examples of various psychological instruments used for measurement and evaluation, including intelligence tests, aptitude tests, and personality tests. It discusses the definition and uses of intelligence tests and aptitude tests, and provides examples of specific intelligence tests like the Stanford-Binet Intelligence Test, Wechsler Intelligence Scales, and Raven's Progressive Matrices. It also covers the definition of aptitude, uses of aptitude tests, and an example of the General Aptitude Test Battery.
This document provides additional resources for candidates preparing for the national psychology examination, specifically focusing on the Assessment domain. It outlines 6 tests candidates must have detailed knowledge of, including administration, scoring, and interpretation. It also lists 20 other tests candidates should be familiar with. For each of the 20 tests, summaries are provided with information on the test, including description, reliability, validity, administration, scoring, and interpretation. The summaries are meant to provide relevant information to help candidates prepare without needing to memorize all the details.
This document discusses questionnaires as a research method. It defines a questionnaire as a structured set of questions used to collect data from subjects about their knowledge, attitudes and beliefs. The document outlines different types of questions that can be included in a questionnaire like open-ended, closed-format, dichotomous and Likert questions. It also provides guidelines for designing a good questionnaire and discusses methods for questionnaire administration and their advantages/disadvantages.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
CEFS 521 Quiz 6, Liberty University_2 Versions answer, secure HIGHSCORENiniProton
1. The document contains 20 multiple choice questions from a quiz on educational testing and assessment. The questions cover topics like the purpose and uses of achievement tests, aptitude tests, admissions tests, and recommendations for testing diverse student populations.
2. Common tests discussed include the SAT, ACT, Woodcock-Johnson Tests of Achievement, Wechsler Individual Achievement Test, and Armed Services Vocational Aptitude Battery (ASVAB).
3. The questions address identifying and diagnosing learning disabilities, predicting student performance, assessing skills and abilities, and recommendations of the American Educational Research Association.
This document compares individual and group tests. Individual tests like the Stanford-Binet and WISC can be administered to one person at a time and measure abilities like verbal reasoning. Group tests like the Otis-Lennon and Test of Cognitive Skills are administered to multiple people at once and provide verbal, non-verbal and total scores. Individual tests are more expensive while group tests are more practical and cheaper to administer. Both types of tests measure abilities, but individual tests allow for closer examination of examinee behaviors.
Intelligence and academic achievement can be influenced by many factors. Intelligence tests aim to indirectly measure intelligence through assessing problem-solving abilities and capacity for learning from experience. While intelligence was traditionally viewed as a single general ability, more recent theories propose multiple types of intelligence including practical, creative, and emotional intelligence. Academic motivation and mindsets also impact achievement, with mastery orientation and a growth mindset associated with more positive outcomes compared to performance orientation and a fixed mindset. Educating students with diverse abilities and backgrounds effectively requires an understanding of these cognitive and non-cognitive influences on learning.
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IQ tests are valid measurements of human intelligence that were invented by Alfred Binet and Theodore Simon to differentiate students needing special help. They measure a person's ability to understand ideas and theories rather than knowledge. While IQ tests have been used for centuries to categorize students and predict performance, they also have limitations as intelligence is multi-dimensional and test results can depend on experiences. Emotions and social issues may affect a test score on a given day but do not interfere with the underlying ability to comprehend.
The key differences between intelligence tests and aptitude tests are:
- Intelligence tests measure a person's overall cognitive abilities, including abilities like problem-solving, reasoning, memory, and learning. Aptitude tests measure a person's potential to develop specific skills or learn specific types of content.
- Intelligence tests aim to measure a person's general mental ability, while aptitude tests focus on specific abilities relevant to particular tasks or domains like mechanical reasoning, clerical skills, etc.
- Intelligence is considered relatively stable over time, while aptitude can be developed through training and experience. Aptitude tests are often used to assess a person's suitability for training programs.
- Intelligence tests like WAIS and Stanford-B
Edu 702 group presentation (questionnaire) 2Dhiya Lara
The document provides information on preparing and administering a questionnaire for research. It discusses considerations for instrument selection including validity, reliability, and usability. It defines what a questionnaire is and provides tips for getting started, introduction, formatting questions, and common question types like Likert scales, ratings, rankings, and open-ended. It also covers piloting the questionnaire, considerations, advantages, disadvantages, and preparing the collected data for analysis.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
Identifying the Inquiry and Stating the Problem Part II.pptxCzarinaBeaSaberon
This document discusses key components of developing a research study, including developing a research question, statement of the problem, types of research questions, scope and delimitation, and significance of the study. It provides examples for each component. A research question serves to guide the study and should be more complex than a typical question. The statement of the problem includes a general problem statement and specific research questions. Research questions can be non-researchable or researchable. Scope and delimitation define the boundaries and limitations of the study. Significance of the study discusses how the study benefits various groups. Theoretical and conceptual frameworks provide foundations and structures to support the study.
The document discusses tests, their characteristics, types, and how to analyze them. It provides definitions of key concepts in educational testing including:
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- There are two main types of tests - standardized tests developed by experts and teacher-made tests developed by individual teachers.
- Analyzing test items through methods like item analysis and calculating difficulty and discrimination indices helps improve tests and identify student weaknesses.
- Reliability and validity are important qualities of effective tests. Reliability means a test produces consistent results, while validity means it accurately measures what it is intended to measure.
This document provides an overview of informal classroom assessments using the ECCD checklist and Phil-IRI reading assessment tool for grades K-3. It discusses that assessment is essential for understanding student learning and planning instruction. Informal assessments like observation, oral presentations, journaling, and games are described as casual, non-graded tools to identify student strengths, weaknesses and guide lesson planning. The ECCD checklist and Phil-IRI assess child development and reading in 7 domains and are designed to identify learning delays or difficulties among young students.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Kirsten Miller gave a presentation about survey question design based on her work at the Question Design Research Lab at the National Center for Health Statistics. Her talk was given at DePaul University in Chicago, Illinois on February 13, 2012. This event was sponsored by the DePaul College of Liberal Arts and Social Sciences, the Social Science Research Center, and the Department of Sociology. Audio from the presentation can be heard here: http://is.gd/ssrc_kmiller
The document summarizes psychometric assessments used by the Allan Gray Orbis Foundation in their scholarship selection process. It discusses tests of emotional intelligence (BarOn EQ), aptitude (DAT), interests (MBI, CIP), and personality (MBTI) to identify learners who will excel academically, benefit from opportunities, and cope in challenging environments. Scores are used to recommend interventions like workshops and career counseling. The goal is providing information to support learners' career choices and subject selections based on their individual profiles.
This document provides guidance on designing questionnaires for surveys. It discusses important considerations for questionnaire design such as determining what questions to ask, wording questions precisely and avoiding bias, response formats, length, question order, and piloting the questionnaire. The key steps in designing a questionnaire are to maximize the response rate, obtain accurate relevant information, and pretest the questionnaire on a small sample to refine it.
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CEFS 521 Quiz -5, Liberty University_3 Version answer, secure HIGHSCORE
1. CEFS 521 Quiz -5, Liberty University_3 Version
answer, secure HIGHSCORE
CEFS 521 QUIZ 5, LIBERTY UNIVERSITY,
COMPLETE ANSWER QUESTION 1 Intelligence tests
can be classified as affective and cognitive. general and
specific. individual and group. ability and processing.
QUESTION 2 According to Cattell, a test of verbal
comprehension would draw on _____________, whereas
a test involving memory span and spatial thinking would
reflect ____________. verbal-numerical intelligence;
general ability intelligence. linguistic intelligence; spatial-
perceptual abilities. specific factors; general ability
intelligence. crystallized intelligence; fluid intelligence.
QUESTION 3 Thurston particularly challenged the notion
of multiple ability factors the general intelligence factor
primary mental abilities intelligence as a product of the
environment QUESTION 4 How did Vernon’s model
come to be viewed as a way to reconcile Spearman’s and
Thurston’s theories? It is both cognitive and affective. It
accounts for both a general intelligence factor and other
specific factors. It can be said to measure both fluid and
crystallized intelligence. Test scores are expressed in
various ways. QUESTION 5 1. Which of the following is
not one of the five indexes on the WPPSI-IV? Perceptual
Organization Index (PCI) Verbal comprehension Index
(VCI) Working Memory Index (WMI) Processing Speed
Index (PSI) QUESTION 6Using the WJ III COG and the
WJ III ACH together would allow a professional to make
2. accurate comparisons among an individual’s cognitive
abilities, oral language ability, and achievement scores.
screen for potential behaviors that may impede learning.
apply both Luria’s theory and the CHC perspective.
consider the impact of processing speed on performance.
QUESTION 7 Spearman defined intelligence as
comprised of two factors, including a general intelligence
factor, and specific factors. the ability to judge, reason,
and think abstractly. adaptability and assimilation.
cognitive processing ability. QUESTION 8 Which
statement concerning the Stanford-Binet Intelligence
Scale is true? The FSIQ, VIQ, and NVIQ have composite
scores with a mean of 100 and a standard deviation of 1.
The subtests are organized into five cognitive factors in
both the verbal and nonverbal domains. The test was
normed on a small, nonstratified group of individuals. The
test is appropriate for individuals aged 18 and older.
QUESTION 9 Unlike individual intelligence tests, group
tests of intelligence are useful for assessing many
individuals quickly and inexpensively. used mostly to
assess for suspected learning disabilities or other
cognitive disorders. required to be administered by
specially trained, highly qualified examiners. often made
up of items which require oral responses from the
examinee. QUESTION 10 According to Stern, a child
with a mental age of 10 and a chronological age of 10
would have a mental quotient of 75. 95. 100. 120.
QUESTION 11 The primary function of feedback
3. sessions is to? develop Individualized Educational Plans
communicate assessment results develop clinical
treatment plans diagnose mental disorders or learning
disabilities QUESTION 12 According to the text, in
which section of the assessment report is it particularly
important for the assessor to remember that other
individuals, such as parents/spouses of the examinee, case
managers, attorneys, and even the examinee themselves,
may read the report? Assessment Procedures Reason for
Referral Behavioral Observations Background
Information QUESTION 13 Counselor John is discussing
test results with examinee Jessica. During the feedback
session John inquires about Jessica’s values, interests,
expectations, and goals, and also examines Jessica’s
performance on previous tests to determine whether her
current scores are typical. What “Problem Area” is John
most likely addressing? Motivation and Attitude
Acceptance Negative Results Flat Profiles QUESTION 14
What is the primary area of concern regarding the
advancement of computer technology in assessment?
Confidentiality of test data Accuracy of computer-
generated test reports Cultural and gender biases in the
new technology Equal access to the technology
QUESTION 15 Assessment results are of direct interest
to? school personnel (i.e., teachers, principals, school
counselors, etc.) potential employers of the examinee the
examinee or parents of a minor examinee the practitioner
who conducted the clinical assessment QUESTION 16
4. What is the critical factor in the examinee’s acceptance of
test results? The manner in which the examiner delivers
the results Whether or not the results meet the examinee’s
expectations The examinee’s readiness to hear the results
The examinee’s previous experiences with the process of
testing & assessment QUESTION 17 What can an
examiner do that may be helpful if parents do not
understand the test results after the examiner initially
presents them? Repeat the information, as many times as
it takes, until the parents understand it There is no need to
do anything because the information will eventually sink-
in Use visual presentation of results, such as graphs,
charts, and profiles Disregard the original test scores,
administer additional tests to the child, and report the
results of those tests instead QUESTION 18 What is an
important factor for the examiner to remember when
writing the “Test Results and Interpretation” section? The
focus of this section is on the individual being assessed,
not the test scores The examiner’s personal opinions and
hypotheses are irrelevant to the assessment–only objective
information should be analyzed The focus of this section
is on the test scores, not the individual being assessed
This section of the report should be quite brief, as more
important issues are addressed in the following section
QUESTION 19 According to the text, all of the following
are potential “hazards” for highly- motivated examinees
in the process of interpreting and communicating test
results EXCEPT: Discrediting the validity of the test and
5. credibility of the examiner Negative test results having a
particularly strong impact on their self-concept Using test
results to escape from their problems and feelings
Becoming overly dependent on test data to solve their
problems QUESTION 20 Within the context of writing
assessment reports, the use of “understandable language”
refers to? Ensuring that an interpreter is available to
communicate test results if the examinee is not fluent in
English Writing the report using simple terms so that the
child being assessed is able to read and understand it
Avoiding the use of overly-technical jargon and providing
logical explanations of results Failing to integrate
information about methods and sources of data used
during the assessment into the report == CEFS 521 QUIZ
5, LIBERTY UNIVERSITY • Question 1 1.5 out of 1.5
points Overall intelligence test scores are usually
converted to standard scores with a mean of _______ and
a standard deviation of __________. • Question 2 1.5 out
of 1.5 points Intelligence tests can be classified as •
Question 3 1.5 out of 1.5 points Unlike individual
intelligence tests, group tests of intelligence are •
Question 4 1.5 out of 1.5 points According to early
psychometric research, ___________ is the concept that
governs performance on all tasks and abilities. • Question
5 1.5 out of 1.5 points Which statement concerning the
Stanford-Binet Intelligence Scale is true? • Question 6 1.5
out of 1.5 points Spearman defined intelligence as
comprised of • Question 7 1.5 out of 1.5 points According
6. to Cattell, a test of verbal comprehension would draw on
_____________, whereas a test involving memory span
and spatial thinking would reflect ____________. •
Question 8 1.5 out of 1.5 points The WAIS-IV would be
appropriate to assess the cognitive abilities of a • Question
9 1.5 out of 1.5 points Thurston particularly challenged
the notion of • Question 10 1.5 out of 1.5 points Which
test might an examiner choose if he or she wishes to
include the broadest IQ range and chronological age? •
Question 11 1.5 out of 1.5 points Which of the following
statements about feedback sessions is TRUE? • Question
12 1.5 out of 1.5 points Within the context of writing
assessment reports, the use of “understandable language”
refers to? • Question 13 1.5 out of 1.5 points What is the
critical factor in the examinee’s acceptance of test results?
• Question 14 1.5 out of 1.5 points According to the text,
in which section of the assessment report is it particularly
important for the assessor to remember that other
individuals, such as parents/spouses of the examinee, case
managers, attorneys, and even the examinee themselves,
may read the report? • Question 15 1.5 out of 1.5 points
According to the text, all of the following are potential
“hazards” for highly- motivated examinees in the process
of interpreting and communicating test results EXCEPT: •
Question 16 1.5 out of 1.5 points Sally’s parents are upset
about her performance on a battery of tests. The examiner
explains to the parents that tests measure only a sample of
behavior at a particular time, that scores are not fixed–
7. they can go up or down from year to year, and that Sally’s
score may be low because she is simply not skilled in the
area measured by the particular tests. What important area
of understanding does this particular discussion address? •
Question 17 1.5 out of 1.5 points After a successful
feedback session, the client should ultimately be able to? •
Question 18 1.5 out of 1.5 points What can an examiner
do that may be helpful if parents do not understand the
test results after the examiner initially presents them? •
Question 19 1.5 out of 1.5 points What is the primary area
of concern regarding the advancement of computer
technology in assessment? • Question 20 1.5 out of 1.5
points What is an important factor for the examiner to
remember when writing the “Test Results and
Interpretation” section? CEFS 521 QUIZ 5, LIBERTY
UNIVERSITY QUESTION 1 1. Which statement
concerning the Stanford-Binet Intelligence Scale is true?
The FSIQ, VIQ, and NVIQ have composite scores with a
mean of 100 and a standard deviation of 1. The subtests
are organized into five cognitive factors in both the verbal
and nonverbal domains. The test was normed on a small,
nonstratified group of individuals. The test is appropriate
for individuals aged 18 and older. 1.5 points QUESTION
2 1. A test used by a school to measure skills learned over
the course of a year would be classified as a(n)
intelligence test. achievement test. aptitude test.
cumulative ability test. 1.5 points QUESTION 3 1.
According to Piaget’s theory, a 10-year-old child would
8. be in the _____________ stage of cognitive development.
sensorimotor preoperational concrete operational formal
operational 1.5 points QUESTION 4 1. Overall
intelligence test scores are usually converted to standard
scores with a mean of _______ and a standard deviation
of __________. 100; 1 1; 10 100; 15 1; 15 1.5 points
QUESTION 5 1. An individual with a composite score of
118 on the Wechsler scales would have a level of
intelligence classified as Low Average. Average. High
Average. Superior. 1.5 points QUESTION 6 1. How did
Vernon’s model come to be viewed as a way to reconcile
Spearman’s and Thurston’s theories? It is both cognitive
and affective. It accounts for both a general intelligence
factor and other specific factors. It can be said to measure
both fluid and crystallized intelligence. Test scores are
expressed in various ways. 1.5 points QUESTION 7 1.
The WAIS-IV would be appropriate to assess the
cognitive abilities of a preschool child. 10 year old child.
25 year old. group of individuals of a wide range of ages.
1.5 points QUESTION 8 1. Which of the following is not
one of the five indexes on the WPPSI-IV? Perceptual
Organization Index (PCI) Verbal comprehension Index
(VCI) Working Memory Index (WMI) Processing Speed
Index (PSI) 1.5 points QUESTION 9 1. According to
early psychometric research, ___________ is the concept
that governs performance on all tasks and abilities. ego
development ability factor general ability general
intelligence factor 1.5 points QUESTION 10 1. Thurston
9. particularly challenged the notion of multiple ability
factors the general intelligence factor primary mental
abilities intelligence as a product of the environment 1.5
points QUESTION 11 1. Counselor John is discussing
test results with examinee Jessica. During the feedback
session John inquires about Jessica’s values, interests,
expectations, and goals, and also examines Jessica’s
performance on previous tests to determine whether her
current scores are typical. What “Problem Area” is John
most likely addressing? Motivation and Attitude
Acceptance Negative Results Flat Profiles 1.5 points
QUESTION 12 1. What is the critical factor in the
examinee’s acceptance of test results? The manner in
which the examiner delivers the results Whether or not
the results meet the examinee’s expectations The
examinee’s readiness to hear the results The examinee’s
previous experiences with the process of testing &
assessment 1.5 points QUESTION 13 1. According to the
text, in which section of the assessment report is it
particularly important for the assessor to remember that
other individuals, such as parents/spouses of the
examinee, case managers, attorneys, and even the
examinee themselves, may read the report? Assessment
Procedures Reason for Referral Behavioral Observations
Background Information 1.5 points QUESTION 14 1.
The primary function of feedback sessions is to? develop
Individualized Educational Plans communicate
assessment results develop clinical treatment plans
10. diagnose mental disorders or learning disabilities 1.5
points QUESTION 15 1. Sally’s parents are upset about
her performance on a battery of tests. The examiner
explains to the parents that tests measure only a sample of
behavior at a particular time, that scores are not fixed–
they can go up or down from year to year, and that Sally’s
score may be low because she is simply not skilled in the
area measured by the particular tests. What important area
of understanding does this particular discussion address?
Parents realize the importance encouraging the child to do
their best, because placement decisions often depend upon
test results Parents understand the potential for bias in the
testing process, despite considerable procedures to reduce
it Parents understand the dynamics of testing and refrain
from making hasty value judgments based on their child’s
test results Parents understand that they may not be
reimbursed by the school district if they choose to have
the child re-evaluated by an independent source 1.5 points
QUESTION 16 1. Within the context of writing
assessment reports, the use of “understandable language”
refers to? Ensuring that an interpreter is available to
communicate test results if the examinee is not fluent in
English Writing the report using simple terms so that the
child being assessed is able to read and understand it
Avoiding the use of overly-technical jargon and providing
logical explanations of results Failing to integrate
information about methods and sources of data used
during the assessment into the report 1.5 points
11. QUESTION 17 1. On aptitude and achievement tests, a
flat profile indicates? Similar levels of performance in all
areas being measured Similar levels of performance to
those of other test-takers Low levels of test reliability
Low levels of test validity 1.5 points QUESTION 18 1. In
written reports, _____________ is usually addressed in
both school and mental health settings with regard to the
examinee? behavioral concerns current level of
functioning instructional strategies psychological
concerns 1.5 points QUESTION 19 1. What can an
examiner do that may be helpful if parents do not
understand the test results after the examiner initially
presents them? Repeat the information, as many times as
it takes, until the parents understand it There is no need to
do anything because the information will eventually sink-
in Use visual presentation of results, such as graphs,
charts, and profiles Disregard the original test scores,
administer additional tests to the child, and report the
results of those tests instead 1.5 points QUESTION 20 1.
Counselor Karen is communicating negative assessment
results to Jill that are potentially damaging to Jill’s self-
concept. What might Karen need to do in this situation?
Work with Jill on extending her level of acceptance prior
to the feedback session Focus on Jill, rather than the test
itself, during the feedback session Keep the rationale for
cutoff scores and validity of the test confidential because
they will overwhelm Jill Communicate results by using
12. clinical terms, such as “deviant,” so that Jill accepts the
test results as valid
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