PSY 640 Week 6 Assignment Help | Ashford University
- ashford university / PSY 640
- 10 Dec 2020
- Price: $50
- Other / Other
PSY 640 Week 6 Assignment Help | Ashford University
Week 6 - Final Assignment
Assessment Guide
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 . 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.)
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 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 and upload the
revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide 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 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.).
·
Must include a separate title page with the following:
o Title
of guide
o Student’s
name
o Course
name and number
o Instructor’s
name
o 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)