8-1
jan29
2 years ago
1
files (7)8-1Assignment_ClientResults.pdf
RecommendationsandLimitations.zip
Required.zip
module5AnalyzingaSampleIntelligence.edited.docx
8-1RUBRIC.zip
module5gradedrubric.pdf
- TobinReneeJoelSchneider-PsychologicalTestingandAssessment_AnIntroductiontoTestsandMeasurement-McGraw-HillEducation2022.pdf
8-1Assignment_ClientResults.pdf
8-1 Assignment: Client Results
For this assignment, you will build on the short paper you wrote in Module Five, in which you analyzed the results of Bob’s intelligence and achievement testing. This week, you will communicate the results of the assessment in an ethical and strength-based manner to the patient.
Submit your assignment here. Make sure you’ve included all the required elements by reviewing the guidelines and rubric.
RecommendationsandLimitations.zip
Module Overview17.html
Recommendations and Limitations
As you progressed through this course, you learned the importance and uses of assessments and applications, and how to interpret results. This week, you will continue to expand your knowledge of assessments by considering how you might provide strength-based feedback to individuals. Often, when delivering the results of assessments, we must deliver news that can be difficult to hear. This could mean providing a new diagnosis, discussing a poor performance on an IQ test, or discussing areas where an individual can improve. Providing this information in a way that does not make people feel marginalized or defeated is a bit of an art.
A lot of this comes down to the language we use and how we approach the feedback session. For example, we may use words such as needs improvement instead of deficit, or area of difficulty rather than failed. You should highlight an individual’s strengths and discuss how you can capitalize on those strengths. Providing strength-based feedback is one more example of ethical practice.
Another ethical practice is ensuring you have considered all the limitations of the test itself. For example, you should consider the environment the test was taken in, the state the person was in, and other factors that could have influenced the results. This week, you will have the opportunity to reflect on limitations in the context of an assessment scenario involving medication. You will also have the chance to provide feedback to an individual you have recently tested. Remember that the more strength-based you can be, the better! This module will help you formulate responses to the critical elements in the recommendation section of the final project.
Required.zip
Reading and Resources7.html
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Required Resources |
The following is a list of resources that will help you complete the activities in this module. Below each resource are a few guiding questions to consider as you read and review. You do not need to record or submit your answers to these questions.
Textbook: Psychological Testing and Assessment, Chapter 2, pp. 61-79 As you read, think about the following:
- What are some possible limitations to testing?
- What rights does a test taker have to their findings?
- What are some ethical considerations for testing individuals with disabilities?
- What is an example of an accommodation an evaluator might make for a test taker?
The following articles will assist you with the Module Eight Assignment:
Delivering effective performance feedback: The strengths-based approach This article discusses how human resources can provide strength-based feedback on performance evaluations.
What is a Strength-Based Approach? This resource provides an overview of the strengths-based model and includes a number of examples of this approach.
module5AnalyzingaSampleIntelligence.edited.docx
5
Analyzing Report
Student Name
Institution
Analyzing Report
Based on the provided “Sample Intelligence-Achievement” Report, let's analyze Bob's strengths and weaknesses and their relationship with intelligence and testing the success and offering relevant recommendations that are best for him.
Strengths
Verbal Comprehension: Bob demonstrates average verbal comprehension skills, as indicated by his Vocabulary and Similarities subtest scores falling within the average range (Cohen et al., 2021). This suggests that he understands English word definitions well and verbal reasoning abilities.
Reading: Bob's Word Reading and Sentence Comprehension scores fall within the average range, indicating that his word reading skills and comprehension of ideas and information in sentences are similar to his peers.
Weaknesses
Spelling: Bob's spelling score falls within the borderline range, suggesting that his spelling skills are weaker compared to his peers. He may struggle with tasks involving spelling English words accurately.
Math Computation: Bob's Math Computation score falls within the low average range, indicating that his skills in performing basic mathematics computations are slightly below average. He may face challenges with increasingly complex math problems (Cohen et al., 2021).
Assessment of Strengths and Weaknesses
Reading and understanding what people say are two things that Bob does well. His average scores in word reading and sentence comprehension show this. But his problems with writing and math’s may affect how well he does in school and in life in general.
While Bob's intelligence falls within the average range overall, his lower performance in visual-spatial skills might affect tasks that heavily rely on this ability, such as certain problem-solving tasks or spatial reasoning activities (Gonthier, 2022).
Recommendations
Remedial Support: Bob could benefit from targeted interventions aimed at improving his spelling and math computation skills. This could involve enrolling him in individualized tutoring sessions or structured remedial programs specifically designed to address his weaknesses in these areas. These interventions would provide Bob with personalized instruction and strategies to strengthen his foundational skills in spelling and math, ultimately helping him to achieve academic success.
Accommodations: It may be helpful to provide him with accommodations during assessments or classroom activities. For example, Bob could be given extra time for spelling assessments to alleviate any time pressure and allow him to focus on accurately spelling words (Gonthier, 2022). Additionally, the use of assistive technology, such as calculators or computer programs, could support Bob in completing math computations more efficiently and accurately.
Skill Building: Beyond formal academic interventions, encouraging Bob to engage in activities outside of the classroom that promote spelling and math skills can further support his development in these areas (Gonthier, 2022). For instance, Bob could participate in word games or puzzles that reinforce spelling rules and vocabulary.
In summary, while Bob demonstrates strengths in verbal comprehension and reading, his weaknesses in spelling and math computation highlight areas where targeted support and accommodations may be necessary to support his overall academic and functional success.
References
Cohen, R. J., Schneider, W. J., & Tobin, R. M. (2021). Psychological Testing and Assessment: An Introduction to Tests and Measurement (10th ed., International Student Edition). McGraw Hill.
Gonthier, C. (2022). Cross-cultural differences in visuo-spatial processing and the culture-fairness of visuo-spatial intelligence tests: An integrative review and a model for matrices tasks. Cognitive Research, 7(11). https://doi.org/10.1186/s41235-021-00350-w
8-1RUBRIC.zip
Module Eight Assignment Guidelines and Rubric.html
PSY 550 Module Eight Assignment Guidelines and Rubric
Overview
This assignment will allow you to consider ways to deliver the results of an assessment in an ethical and strength-based manner. You will be using the results from a previous assignment and transforming them into a transcript that could be used with a real-life client.
Prompt
Before you begin this assignment, revisit the short paper you wrote for Module Five, in which you analyzed the results of Bob’s intelligence and achievement testing. Specifically, you identified his strengths and weaknesses related to the WRAT-4 and WASI-2. Elements of your paper included Bob’s strengths and weaknesses, how his strengths and weaknesses applied to his overall functioning, and suggestions or recommendations for him.
For this assignment, you will be using the elements from that paper and turning them into a written or verbal transcript, as if you were delivering the results to Bob in real life. This must be done in an ethical manner, with the client’s best interests at the forefront of the delivery. You will be providing a review of the results in layman’s terms, using strength-based and nonjudgmental language and focusing on the summary of results, the use of strength-based language, the summary of recommendations, and an accurate portrayal of the findings.
Your assignment must be submitted as a written transcript, an audio recording, or a video. There is no page requirement or time requirement for this assignment as long as all critical elements are visited. Remember that your intended audience is Bob and not your instructor, so remember to speak directly to Bob when delivering the results. You should use the terms “you,” “your,” and “yours.”
Specifically, the following critical elements must be addressed:
- Summary of Results: Results from Module Five Short Paper are summarized in a manner that is organized and ethical.
- Use of Strength-Based Language: Appropriate, ethical language is used to speak to the patient.
- Summary of Recommendations: Recommendations from Module Five Short Paper are summarized in a manner that is organized and ethical.
- Accurate Portrayal of Findings: Results and recommendations are accurately portrayed to the patient.
What to Submit
This assignment should be submitted as a Microsoft Word document (written transcript), MP3 file (audio), or MPG file (video).
Module Eight Assignment Rubric
| Criteria | Proficient (100%) | Needs Improvement (75%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Summary of Results | Summarizes results from Module Five Short Paper in a manner that is organized and ethical | Summarizes results from Module Five Short Paper in a manner that is organized and ethical, but with inaccuracies or minimal details | Does not summarize results from Module Five Short Paper | 22.5 |
| Use of Strength-Based Language | Uses appropriate, ethical language to speak to the patient | Uses appropriate, ethical language to speak to the patient in some instances, but not throughout the entirety of the assignment | Does not use appropriate, ethical language to speak to the patient | 22.5 |
| Summary of Recommendations | Summarizes recommendations from Module Five Short Paper in a manner that is organized and ethical | Summarizes recommendations from Module Five Short Paper in a manner that is organized and ethical, but with inaccuracies or minimal details | Does not summarize recommendations from Module Five Short Paper in a manner that is organized and ethical | 22.5 |
| Accurate Portrayal of Findings | Portrays results and recommendations to the patient in an accurate manner | Portrays results and recommendations to the patient, but with inaccuracies or minimal details | Does not portray results and recommendations to the patient | 22.5 |
| Articulation of Response | Submission has no major errors related to citations, grammar, spelling, syntax, or organization | Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas | Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas | 10 |
| Total: | 100% |
module5gradedrubric.pdf
PSY 550 Module Five Short Paper Rubric Activity: 5-2 Short Paper: Analyzing a Sample Intelligence-Achievement Report
Course: PSY-550-X3247 Measurement & Assessment 24TW3
Name: Sule Umit
Criteria Proficient Needs Improvement Not Evident Criterion Score
Strengths and
Weaknesses
30 / 30
Criterion Feedback
You identified Bob’s cognitive strengths and weaknesses, providing details from both the WRAT-4 and WASI-2. It is often helpful to
include background information, such as the fact that since the recommendation came from a rehabilitation counselor, he must have some
type of disability. The fact that he is 34 may be relevant as well.
30 points
Identifies strengths and
weaknesses in areas of
both the WRAT-4 and
WASI-2
22.5 points
Identifies strengths and
weaknesses for only one
test or identifies strengths
and weaknesses for both
tests, but with minimal
details and/or
inaccuracies
0 points
Does not identify
strengths and weaknesses
in areas of both the
WRAT-4 and the WASI-2
Criteria Proficient Needs Improvement Not Evident Criterion Score
Overall Functioning 22.5 / 30
Criterion Feedback
You provided a wonderful summary of his strengths and weaknesses. This section would have benefitted from a discussion of how these
strengths and weaknesses might impact his functioning, for example, his career choices or his independence. For example, might his poor
math skills make it easier to “cheat” him by giving him incorrect change for a purchase?
Recommendations 30 / 30
Criterion Feedback
You designed recommendations in line with using his strengths to help him overcome his weaknesses. Your ideas for support were sound.
Had you considered a diagnosis (as requested in the overview to the rubric), what would you have suggested? Do you think he could be
30 points
Assesses the impact that
Bob’s strengths and
weaknesses have on his
overall functioning
22.5 points
Assesses the impact
Bob’s strengths and
weaknesses have on his
overall functioning, but
with minimal details
and/or inaccuracies
0 points
Does not assess the
impact Bob’s strengths
and weaknesses have on
his overall functioning
30 points
Provides suggestions or
recommendations for Bob
that target his areas of
limitation
22.5 points
Provides suggestions or
recommendations for Bob
that target his areas of
limitation, but suggestions
may be inappropriate, not
applicable, or described
with minimal details or
inaccuracies
0 points
Does not provide
suggestions or
recommendations for Bob
that target his areas of
limitation
Total 92.5 / 100
Overall Score
Criteria Proficient Needs Improvement Not Evident Criterion Score
diagnosed with a Specific Learning Disorder with Impairment in Mathematics? Since the evaluation was requested by his counselor at the
Dept. of Rehabilitation, do you think a recommendation regarding career options might have been appropriate? What led you to assume
that formal education was the only option?
Articulation of
Response
10 / 10
Criterion Feedback
Your writing is clear, organized and professional.
10 points
Submission has no major
errors related to citations,
grammar, spelling, syntax,
or organization
7.5 points
Submission has errors
related to citations,
grammar, spelling, syntax,
or organization that
negatively impact
readability and
articulation of main ideas
0 points
Submission has critical
errors related to citations,
grammar, spelling, syntax,
or organization that
prevent understanding of
ideas
Points earned out of 100 The overall submission earned 76 points or
more. Final calculation of grades can be found in
the gradebook.
Points earned out of 100 The overall submission earned 1 points or more.
Final calculation of grades can be found in the
gradebook.
Points earned out of 100 The overall submission earned 0 points or more.
Final calculation of grades can be found in the
gradebook.
