Assessment Guide

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psy640

ashford university

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Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

The Assessment Guide must include the following sections:

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

  • Introduction and Overview
  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (student’s choice)
  • References

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

  • Definition of a Test (e.g., What is a Test?)
  • Briefly define psychological assessment.
  • Types of Tests
  • Identify the major categories of psychological assessment.
  • Reliability and Validity
  • Briefly define the concepts of reliability and validity as they apply to psychological assessment.
  • Role of testing and assessment in the diagnostic process
  • Briefly explain role of assessment in diagnosis.
  • Professionals Who Administer Tests
  • Briefly describe the types of professionals involved in various assessment processes.
  • Culture and Testing
  • Briefly describe issues of cultural diversity as it applies to psychological assessment.

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.

  • Tests of Intelligence
  • Tests of Achievement
  • Tests of Ability
  • Neuropsychological Testing
  • Personality Testing
  • Industrial, Occupational, and Career Assessment
  • Forensic Assessment
  • Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

  • Testing Preschool-Aged Children
  • Testing Elementary School-Aged Children
  • Testing Adolescents
  • Testing Geriatric Patients
  • Testing First Generation Immigrants
  • Testing in Rural Communities
  • Testing English Language Learners
  • Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
  • Testing Individuals Who Are Incarcerated
  • Testing for Competency to Stand Trial
  • Testing in Child Custody Cases

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

The Assessment Guide

  • Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Must include a separate title page with the following:
    • Title of guide
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

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Explanation & Answer

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Running Head: ASSESSMENT GUIDE

Assessment Guide
Name
Institution of Affiliation

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ASSESSMENT GUIDE

Introduction and overview

The psychological assessment process is substantial in the information process for
comprehending a person’s attributes along with the capabilities that the person has, with the help
of the scope of collections, analysis and the information interpretation regarding the individual.
Often, this type of critical information forms are developed with the help of the execution of
numerous key approaches, methods, and also ways with significant sources forms that are
anticipated for attaining a specific goal of the evaluation process. The significant information
sources that can be vigorous in the data acquisition process includes the processes, records, for
example, interviews, the use of social behavior observation, along with the formal psychological
process and the neuropsychological process testing (Haynes, Richard, & Kubany, 1995).
There are numerous forms of psychological assessments and tests. Tests for pre-school
aged children notwithstanding, forensic assessments, industrial and occupational and career
assessment tests, personality tests, neuropsychological tests, test of ability, achievement tests,
and the intelligence test are included in the most common categories (Robert E. Gibby &
Michael J. Zickar, 2008). A significant role is played by all of these tests play in the humanity

ASSESSMENT GUIDE

3

assessment along with in the comprehension of numerous aspects of humanity diversity and
culture. Though, all of these techniques of assessment and tests have limits concerning the
reliability and validity of the information atained from the responses.
Validity and Reliability
Reliability of a psychological assessment or test expresses the point to which an assessment
or a test criterion can give reliable outcomes over time. Validity, on the other hand, expresses the
point to which a test or assessment technique’s variability can be determined. As far as the
conduction of psychological assessments and personality testing is concerned, reliability and
validity issues are of critical values (Robert E. Gibby & Michael J. Zickar, 2008). Most of the
assessment and tests’ objective forms ideally are very reliable and valid contrary to the criteria of
projective and subjective assessment whose reliability and validity can be compromised for the
test giver’s benefits. Therefore, there is a substantial biasness issue in most projective and
subjective tests forms contrary to the objective tests.
Role of assessment and testing.
A significant role is played by the psychological assessments and tests in personality
diagnostic process. Indeed, mental evaluation and testing from multiple standpoints are like
medicinal tests. Keeping in mind that physical side effects can be faced by a patient, a vital care
supplier might arrange blood tests or X-beams for comprehending what is becoming the reason
for those indications. The tests’ aftereffects will assist in advising a treatment design. A similar
need is filled by mental assessments (Anny Castilla-Earls & Katrina Fulcher-Rood, 2018). Tests
along with other instruments of assessment are used by the clinicians for gauging and watching
the conduct of a customer for landing at a finding along with guiding treatments. Assessments

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and tests are regulated by the clinicians for many reasons. Dissimilar tests evaluate whether
consumers are coming across passionate scatters, such as, sorrow or uneasiness.
Psychological Assessment, Testing and Culture.
A noteworthy role is played by the culture and cultural diversity in impacting dissimilar
types of psychological assessments and personality tests (BARBARA M. BYRNE, 2016). For
the psychometric technique, an alternate conclusion considers tests to be a bit of the state funded
instruction’s social wonders. It expresses a corroboration of bigger ethnic and social issues.
Frisby (1998) expresses three reasonable master approaches for clarifying culture: specifically,
the scholar, socially cognizant backer and specialist expert clinicians. This idea offers better
answer and understanding than explorations of testing preference as psychometric examination
ignored to put one’s efforts in a social setting.
However, it is troublesome in views of the cultural setting’s poor information, as
specialists has to understand the inclination issue in testing. Regardless of the facts that are
recognized by the exploration, the way that psychometric investigations understands the
predisposition nearness in testing think that it is hard to clarify (BARBARA M. BYRNE, 2016).
The scholar – specialist, in this manner, tries for appreciating the causes for execution with the
help of the impartial advance and analysis of the ideas. The cooperation in the middle of
instructive accomplishment and littler gathering association is researched by the scholar
scientists as guided predominantly by experimental information. Considering how they are
inspecting culture, it is thought by them that it is hard to grasp and thus they watch information
of assessment as it were.

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ASSESSMENT GUIDE
Section 2: Categories of Assessment

Contingent on the applicability and suitability for usage by a specific respondent, one can
classify personality assessments and psychological tests into numerous categories (Jerry A.
Morris, Steven L Thomas, & Wesley A. Scroggins, 2008). Tests for pre-school aged children
notwithstanding, forensic assessments, industrial and occupational and career assessment tests,
personality tests, neuropsychological tests, test of ability, achievement tests, and the intelligence
test are included in the most common categories. These tests are explained distinctly as follows.
Intelligence Tests.
These tests are planned for helping the
psychologists in evaluating an individual’s
capacity for making abstractions, for learning and
for applying numerous cognitive along with
thinking abilities under numerous situations and
circumstance. The Wechsler scales and the
Stanford-Binet Intelligence Scale are the most
usually used intelligence tests. For the first French
Binet-Simon test, the American adjustment is the Stanford-Binet; at Stanford University, a
clinician, Lewis Terman presented it in 1916 at first, (DAMIEN, OKAN, JESSICA, & KEVIN,
2016). In 1937, 1960, and 1972, the distinctly managed test reassessed, evaluates individual two
years old and more experienced and is envisioned for utilizing basically with youths. It includes
an age-reviewed organisation of concerns whose arrangement comprises vocabulary, memory,
and arithmetical aptitudes.

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Intelligence tests are scored concerning IQ, an idea that William Stern –a German analyst
recommended initially. Lewis Terman embraced this idea in the Stanford-Binet Scale. Initially,
the IQ was treated as the percentage of the psychological age of an individual to the physical age
of the individual, duplicated by hundred. In this manner, if a nine year old child had a
psychosomatic age of eleven (explicitly, performed on the test at a normal eleven years old’s
level), the child at that point was allotted with an IQ of (11/9) X 100, or 122. It must be noted at
this stage that if a child scores 100, it means that he normal IQ level. Similarly, if an individual
scores over 100 then he has better than expected IQ, and if a child scores below 100, it indicates
that he has below normal IQ.
In any case, the mental age idea has fallen into infamy, and now fewer tests comprise the
mental ages calculation. Though an IQ is still yielded by many tests; this figure is registered
presently grounded on an individuals’ factual level who must have a particular IQ. The scores of
intelligence test imitate an "ordinary" circulation.
Intelligence tests have incited a lot of contention about what types of mental capacities
constitute intelligence and whether the IQ sufficiently speaks to these capacities, with face off
regarding centring on social predisposition in test development and institutionalization methods.
Pundits have charged that intelligence tests support bunches from more well-off foundations and
oppress less advantaged racial, ethnic, or social gatherings. Thus, analysts have endeavored to
create sans culture tests that would all the more precisely mirror a person's local capacity
(DAMIEN, OKAN, JESSICA, & KEVIN, 2016). One such test, the Johns Hopkins Perceptual
Test, created by Leon Rosenberg in the mid-1960s to gauge the intelligence of preschool
youngsters, has a tyke endeavour to coordinate arbitrary structures (common geometric
structures, for example, circles, squares, and triangles, are stayed away from in light of the fact

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that a few kids might be more comfortable with the structures than are others). Another
endeavored answer for the issue was to utilize test material correlated to a kid's living condition;
for instance, for inward city kids, urban and not peaceful scenes are proper.
Tests of Achievement.
Achievement tests are distributed and use mainly for assessing one’s level of knowledge
or skill in a particular domain (Hogan,
2007). These only include professionally
developed tests, not teacher-made tests
they distribute in their classrooms, for
reliability purposes. These tests have
subdivisions of battery tests, single-subject
tests, certification and licensing tests,
individually administered tests, and governments distribute certain achievement testing
programs. Examples of some of these tests are: Stanford Achievement Test, Graduate Record
Examinations, and National Assessment of Educational Progress.
Achievement tests yet are vital amid the times of K-12 school and training. They can be
used for evaluating abilities when people are trying for taking in a different game. When a
person is learning move, for example, hand to hand fighting, a significant role can be played by
the achievement in making decision for the individual’s present capacity level and possible
requirements for additional training. These tests are utilized frequently as a part of preparing and
instructive settings. For instance, these tests in schools are oftentimes utilized for deciding the
instruction level for which understudies may be prepared. Such a test might be taken by the
understudies for deciding whether they are ready for going into a particular level of review or on

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the likelihood that they are ready for going to a particular level of review and continue forward
to the following.
Institutionalized achievement tests are similarly used extensively in educational settings
for deciding whether particular objectives of learning are met by understudies. Each level of
review has some instructive desires, and one can use tests for making decisions whether
understudies, educators, and schools are coming across those norms.
In a number of instances, specialists of topic assist in figuring out what content devices
need to take place for a particular subject. The planners of the test would then be capable of
utilizing this data for creating exams that specifically reflect the most serious things that an
individual needs to think regarding that point.
From aptitude tests, achievement tests differ in many ways. An aptitude test composes
one’s potential for achievement in a particular zone. For example, an aptitude test might be taken
by an understudy for helping in figuring out the forms of profession that is most suitable for him
or her. An imperative part is assumed by achievement tests in instruction, yet they have been
additionally the feedback subject.
Tests of Ability
Usually, one takes the ability tests in fixed timeframe and are generally utilized in testing
along with evaluating the logical reasoning along with an individual’s capability of thinking
critically. Always, they are composed of a number of MCQs that must be answered by the test
taker within the particular timeframe. Ability tests in most cases play the similar role as played

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by the aptitude tests and therefore one can use them interchangeably (DAVID MEDOFF, 2010).
Ability and aptitude tests can be named power tests or speed tests. The inquiries in speed tests
are discreetly clearer
and the test is
concerned regarding
what inquiries one
can effectively
answer in the
dispersed time. These tests have an inclination for being used as a part of choice at the
administrative and authoritative level. A power test exhibits few more mind-boggling
explorations and have an inclination for being used more at the administrative, proficient or
graduate level. The general ability tests’ basic objective is to assess possible hopefuls concerning
their common scholarly potential along with assembling a summary of their individual
shortcomings and qualities.
The verbal ability test comprises the course of the incorporation of the numerous
questions in the learners’ ability tests for articulating words in the accurate manner along with
spelling them in the appropriate way, applying of the accurate grammar, understanding the
numerous similarities along with following the wider scale of well-written guidelines. This
numerous form of tests’ usage will tend to be used within the institution of learning as it is
effective in the comprehending process along with making the proper sort of decision-based in
the environment of the written or the verbal form of information to other individual. The numeric
ability test encompasses the employment of the basic arithmetic, the use of a simple type of
mathematics and also the number sequence in the process. The tests such as the mentioned above

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ASSESSMENT GUIDE
in the context of the learning environment are essential in attempting to determine the level of

accuracy that the learner has. When the teachers realizes that the students have an issue regarding
the same, they can help the students in the accurate manner.
Neuropsychological Testing
Neuropsychological tests measure the functions of the brain: attention ...


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