PSY640 Week Six Final Project
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
PSY640 Week Six Final Project: Assessment Guide Congratulations on making it to the end of Week Six! I hope you have enjoyed this course which was designed to provide you with complementary academic, technical, and practical experiences. As we have learned in the past six weeks, there are many different reasons why individuals may be referred for psychological testing. The Assessment Guide you will create for your final assignment will actually consist of a number of smaller pamphlets and brochures designed to educate the public about the types of testing most frequently used by psychologists. The psychoeducational materials you will create for this project will answer some of the “hows,” “whats,” and “whys” of assessments and will inform the public about key strengths and limitations of commonly used instruments. You will develop your Guides with the primary goal of educating readers to be informed participants in the assessment process. You are encouraged to be creative while maintaining a professional appearance in your psychoeducational publications. I hope you will use this assignment to create a product that you could use in a professional setting. Have fun!
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. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. 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.
Note: It is common for there to be a delay between the time a test publisher updates a test and the time the textbook and other authors can update their information about the new version of the test. Be sure to do online research to make sure you are recommending the most current version of the test. If there is a newer version than the version discussed in the textbook or other readings, present information about the newest version.
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 (specify the student’s choice from the “Special Topics” list)
- 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 Be sure to reference the content requirements 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.)
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PSY640 Content for Testing Pamphlets and Information Sheets
For each category of assessment listed in the assignment, students will create two pages of information. The intent for the layout is that it be consistent with either a two-page information sheet (front and back), or a two-sided tri-fold pamphlet that might be found in the office of a mental health professional. The presentation of the information within each pamphlet or brochure must incorporate at least three different visual representations of the information (e.g., text, graphics, images, original cartoons).
For each pamphlet or information sheet a minimum of three scholarly sources must be used, at least two of which must be from peer-reviewed journal articles published within the last 10 years and obtained from the University Library. Some sources may be relevant for more than one category of assessment; therefore, it is acceptable to use relevant sources in more than one category. Remember that the language for each information sheet should be at the sixth- to ninth-grade reading level to allow a broad audience at various ages and levels of education to better understand each category of assessment.
For each category of assessment:
- Introduce and offer a brief, easy-to-understand definition for the broad assessment category being measured. (e.g., What is intelligence?, What is achievement?, What is personality?, What does “neuropsychological” mean? What does “forensic” mean?)
- Provide a brief overview of the types of tests commonly used within the category of assessment explain what they measure. Compare the commonly used assessment instruments within the category.
- Describe appropriate and inappropriate uses of tests within the category of assessment. Explain why some tests are more appropriate for specific populations and purposes and which tests may be inappropriate. Analyze and describe the challenges related to assessing individuals from diverse social and cultural backgrounds. Evaluate the ethical interpretation of testing and assessment data as it relates to the test types within the category. Describe major debates in the field regarding different assessment approaches within the category. (e.g., Intellectual disabilities, formerly known as “mental retardation,” cannot be determined by a single test. Thus, an inappropriate use of an intelligence test would be to use such a test as the sole instrument to diagnose an intellectual ability.)
- Describe the format in which assessment results may be expected. Evaluate and explain the professional interpretation of testing and assessment data. Analyze the psychometric methodologies typically employed in the validation of types of psychological testing within the category. Include information about the types of scores used to communicate assessment results consistent with the tests being discussed (e.g., scaled scores, percentile rank, grade equivalent, age equivalent, standard age score, confidence interval).
- Explain the common terminology used in assessment in a manner that demystifies the professional jargon (e.g., In the course of discussing intelligence testing, students would define concepts such as I.Q., categories of intelligence, and the classification labels used to describe persons with intellectual disabilities.)
- Include a bulleted list of at least three credible professional and/or educational online resources where the reader can obtain more information about the various types of testing in order to aid him or her in the evaluation and interpretation of testing and assessment data. No commercial websites may be used. Include the name of the organization that authored the web page, the title of the web page and/or document, and the URL. (These websites will not count toward the 12 scholarly resources required for the assignment.)
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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. 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 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.The Assessment Guide
- Must be 18 pages in length (not including title and reference pages) and formatted according to APA style
- 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 University Library.
- Must document all sources in APA style.
- Must include a separate reference page that is formatted according to APA style.
- Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment as follows:
Creates an Assessment Guide With the Required Headings and Information
Total: 0.25
Distinguished – Creates an assessment guide with the following headings: Table of Contents; 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); and References. The content in each section is fully relevant and effectively meets the assignment requirements.
Proficient – Creates an assessment guide with the following headings: Table of Contents; 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); and References. A maximum of one section does not fully meet the assignment requirements.
Table of Contents Page Includes the Required Section Information
Total: 0.25
Distinguished – The Table of Contents page includes all required information identified in the assignment instructions.
Proficient – The Table of Contents page addresses the elements identified in the assignment instructions. A maximum of one relevant detail is missing.
Introduction and Overview Briefly Addresses the Major Aspects of the Assessment Process As Outlined in the Instructions
Total: 1.00
Distinguished – Includes a thorough introduction and overview which addresses the major aspects of the assessment process. Fully addresses each of the elements identified in the assignment instructions.
Proficient – Includes an introduction and overview which addresses the major aspects of the assessment process. Addresses the elements identified in the assignment instructions but minor details are missing.
Tests of Intelligence Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Tests of Intelligence Information section includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Tests of Intelligence Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Tests of Achievement Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Tests of Achievement Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Tests of Achievement Information Section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Tests of Ability Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Tests of Ability Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Tests of Ability Information Section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Neuropsychological Testing Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Neuropsychological Testing Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Neuropsychological Testing Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Personality Testing Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Personality Testing Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Personality Testing Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Industrial, Occupational, and Career Assessment Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Industrial, Occupational, and Career Assessment Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Industrial, Occupational, and Career Assessment Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Forensic Assessment Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Forensic Assessment Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Forensic Assessment Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Special Topics Information Includes All the Required Elements as Listed in the PSY640 Content for Testing Pamphlets and Information Sheets
Total: 2.00
Distinguished – The Special Topics Information includes all required elements in a thorough manner. Fully addresses each of the elements identified in the assignment instructions.
Proficient – The Special Topics Information section includes all required elements. Addresses the elements identified in the assignment instructions but minor details are missing.
Includes a Separate Reference Page That is Formatted According to APA Style as Outlined in the Ashford Writing Center
Total: 0.50
Distinguished – Includes a meticulously accurate reference page that is formatted according to APA style.
Proficient – Includes an accurate reference page that is formatted according to APA style. A maximum of one format or content error is present.
Critical Thinking
Total: 0.50
Distinguished – Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Proficient – Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.
Written Communication: Content Development
Total: 0.50
Distinguished – Uses appropriate, pertinent, and persuasive content to discover and develop sophisticated ideas within the context of the discipline, shaping the work as a whole.
Proficient – Uses appropriate and pertinent content to discover ideas within the context of the discipline, shaping the work as a whole.
Written Communication: Control of Syntax and Mechanics
Total: 0.50
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar.
Written Communication: APA Formatting
Total: 0.50
Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.
Written Communication: Page Requirement
Total: 0.50
Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.
Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.
Written Communication: Resource Requirement
Total: 0.50
Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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