PSY 550 Disadvantage of Group-Administered Intelligence Tests
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
PSY 550 Disadvantage of Group-Administered Intelligence Tests
Final Exam
Short Answers
The 25 questions below are worth 3 points each.
1. What is the interactionist point of view? Identify two intelligence theorists who believe in this perspective.
2. What is the main difference between the factor analysts and traditional theorists with regard to theory derivation?
3. A school psychologist strongly believes a particular child needs special services.
What is the psychologist trying to control for if he or she uses the most recently normed test available?
4. What are two benefits of the WASI?
5. Identify three improvements of the WAIS-IV over the WAIS-III.
6. Provide one advantage and one disadvantage of group-administered intelligence tests.
7. Give three examples of extra-test behavior on an ability test.
8. RtI is said to be multilevel in nature because there are at least three levels of intervention. What are these three levels of intervention?
9. Name three recommended uses for the Woodcock-Johnson III.
10. Name three things that would be included in the best approach to diagnosing a specific learning ability.
11. What is the purpose of empirical criterion keying?
12. Identify two functions of validity scales on personality tests.
13. Identify a criticism of the MMPI that contributed to the need for developing the MMPI-2. Identify a criticism of the MMPI-2.What is the purpose of the inquiry stage of the administration of the Rorschach test?
14. What is the purpose of the inquiry stage of the administration of the Rorschach test?
15. Identify three criticisms of projective tests.
16. What principle do assessors utilize when interpreting the TAT?
17. Give an example of a behavioral assessment approach.
18. What does a mental status exam assess?
19. Give an example of the Barnum effect.
20. Why is it recommended to utilize the BDI-II with other tests?
21. A neuropsychologist blindfolds a patient and then moves the patient’s arms and legs in various positions. The patient is unable to identify where his limbs are located. The neuropsychologist would MOST likely suspect that the patient has suffered some sort of damage to which lobe? Explain your reasoning.
22. What are three things that the Tower of Hanoi measures?
23. Give an example of a performance assessment.
24. What is an assessment center and what is it utilized for?
25. How does Maslow’s hierarchy apply to worker motivation?
Essay Questions
The essay questions below are worth 7 points each.
1. One of your friends asks you the unlikely question “What contributes to intelligence?” Based on what you have learned in this course, what would be your response?
2. Compare and contrast crystallized versus fluid intelligence. Give an example of each form of intelligence.
3. Compare and contrast two established personality assessments discussed in the course. Include in your discussion strengths and limitations of each measure.
4. Throughout the course, issues related to cultural diversity have been addressed. Identify one intelligence, educational, or personality measure and describe its strengths and weaknesses as it relates to diversity.
5. Identify and describe at least three ethical dilemmas or responsibilities a psychological assessor may face.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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