Welcome to PS410!

1. Welcome to PS410! • Today’s Seminar Topics: • Greetings and Introductions

2. Welcome to PS410! • Today’s Seminar Topics: • Greetings and Introductions • Syllabus

3. Welcome to PS410! • Today’s Seminar Topics: • Greetings and Introductions • Syllabus • Project Overview

4. Welcome to PS410! • Today’s Seminar Topics: • Greetings and Introductions • Syllabus • Project Overview • History of Assessment

5. Welcome to PS410! • Today’s Seminar Topics: • Greetings and Introductions • Syllabus • Project Overview • History of Assessment • Ethical Guidelines

6. Synchronous and Flex Seminars

7. Course Description • Overview of strategies & tools used for screening and assessment of various age groups • Brief overview of history of assessment • Ethical considerations • Examines assessment instruments & techniques • Interpreting results/data

8. Grading Criteria

9. Timetable: All work will be graded within 5 days of their due date Discussion Boards will be updated each week Late projects will be graded within 5 days of their submission Extenuating Circumstances: Please keep me informed. Contact me if you have a situation that prevents you from turning in work on time. We will try to work something out:) Grading Timetable & Late Policy

10. Incompletes • Incompletes allow students limited additional time to complete coursework after the end of the term • To be considered, you must have 75% of coursework completed • Talk to me - we will try to work something out:)

11. Tutoring • Remember, Kaplan has many student supports: • Kaplan University Writing Center • Kaplan Library

12. Discussion Boards A forum to share insights and ask questions about course work Allows us to build a sense of community in an online venue Instructor interacts with students Netiquette: Web Etiquette Formal writing style Respectful & polite manner Constructive comments Discussion Boards & Netiquette

13. A Word About Rubrics • A rubric is a grading criteria that insures consistency and standardization

14. A Word About Rubrics • A rubric is a grading criteria that insures consistency and standardization • The rubrics found in the syllabus can be used as a checklist as you work through the discussion boards and projects

15. A Word About Rubrics • A rubric is a grading criteria that insures consistency and standardization • The rubrics found in the syllabus can be used as a checklist as you work through the discussion boards and projects • Discussion Board tip: Use your discussion topic instructions as a checklist to insure that you address each element - a good way to make sure you get the points you want!

16. Final Project • Culmination of all you’ve learned

17. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9

18. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9 • Analyze case study as marriage family therapist

19. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9 • Analyze case study as marriage family therapist • Describe strategies for screening & assessment (Essay form)

20. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9 • Analyze case study as marriage family therapist • Describe strategies for screening & assessment (Essay form) • Select appropriate assessment

21. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9 • Analyze case study as marriage family therapist • Describe strategies for screening & assessment (Essay form) • Select appropriate assessment • Consider ethical implications/issues

22. Final Project • Culmination of all you’ve learned • Due at the end of Unit 9 • Analyze case study as marriage family therapist • Describe strategies for screening & assessment (Essay form) • Select appropriate assessment • Consider ethical implications/issues • Write assessment report modeled after example in text

23. History of Testing and Assessment - Chapter 1 • Details and Differences: Assessments and Tests • Assessment: Broad array of evaluative procedures - can be formal or informal • Tests: Instruments that yield scores based upon collected data. Tests are a subset of assessment.

24. History of Testing and Assessment - Chapter 1 • Standard of Multiple Assessment: One assessment is not enough to understand an individual - information from many assessments increases the accuracy of the diagnosis.

25. Assessment Procedures • Informal Assessment • Observation • Rating Scales • Classification Methods • Records & Personal Docs. • Performance Assessment • Environmental Assessment • Ability Testing • (Achievement/Aptitude) • Readiness • Survey Battery • Diagnostic • Intellectual & Cognitive • Functioning • Cognitive Ability • Special Aptitude • Multiple Aptitude • Personality Testing • Objective Tests • Projective Tests • Interest Inventories Assessment Procedures The Clinical Interview

26. The Test - It’s Ancient History! • China - 2200 B.C. • To determine whether his officials were fit for office, the Chinese emperor had them examined every third year. • By1370, the tests had become increasingly difficult. Those who passed many days and nights in a small, isolated booth were subjected to longer stays in similar conditions. Survivors went on to the final level of testing. If they passed, they “became eligible for public office.” This system of testing was “abolished in 1906.” • [Reference: The History of Psychological Testing, Ch. 1A, p. 4, http://www.ablongman.com/partners_in_psych/PDFs/Gregory/gregory_ch01.pdf

27. The Test - It’s Ancient History! • Greece – 428-327 B.C. • Assessment of intellect and physical ability when screening for state service.

28. Jean Esquirol (1772-1840) -French Psychiatrist Used language to identify intelligence - a precursor of “verbal IQ” First to differentiate between mental deficiency and insanity Wrote Des maladies mentales, the first book to espouse an objective and rational view of mental disorders [http://www.indiana.edu/~intell/esquirol.shtml} Pioneers of Modern Assessment Courtesy of the National Library of Medicine

29. Pioneers of Modern Assessment • Edouard Seguin (1812-1880) - French Physician • Worked with children with mental retardation in France and the U.S. • Pioneer in the education of the mentally retarded - which can be considered the forerunner of special education • Developed form board to increase motor control - precursor of “performance IQ.” [http://www.newworldencyclopedia.org/entry/Edouard_/seguin]

30. Pioneers of Modern Assessment • Sir Francis Galton (1822-1911) - Darwin’s half-cousin. • Intrigued by differences among people • Sensory motor responses and their relationship to intelligence • Development of the statistical concept of the correlation coefficient • Word association tests to study the unconscious mind [http://galton.org/] Courtesy of the National Library of Medicine

31. Pioneers of Modern Assessment • Wilhelm Wundt (1832-1920) - German • “Father of Experimental Psychology” • New domain of science - “Physiological Psychology” • In 1875, developed one of the1st psychological laboratories that used experimental research • Introspection - Wundt’s primary tool of experimental psychology [http://www.indiana.edu/~intell/wundt.shtml]

32. Pioneers of Modern Assessment • James Cattell (1860-1944) • Doctoral student under Wundt • Brought statistics to mental testing • Coined term, “mental test” • Believed that psychology had to embrace the use of quantitative methods [http://www.indiana.edu/~jcattell.shtml]

33. Pioneers of Modern Assessment • G. S. Hall (1844-1924) • Founder & first president of APA • Set up lab at Johns Hopkins University • Primary interests in evolutionary psychology and child development

34. Emergence of Ability Tests:Testing in the Cognitive Domain • Alfred Binet (1857-1911) • Critical of the way children with “mental deficiency” were diagnosed • Binet and Theophile Simon developed scale that would measure higher mental processes - their observations were used to develop 1st modern intellegence test

35. Emergence of Ability Tests:Testing in the Cognitive Domain • Lewis Terman (1877-1956) • Stanford University • Based upon data he had gathered on Binet and Simon’s scale on hundreds of children, Terman revised the Binet and Simon scale - know as the Stanford-Binet • First to use, in his test, the ratio of chronological age to mental age = IQ (mental age/chronological age

36. Emergence of Ability Tests:Testing in the Cognitive Domain • Neuropsychology - “The study of brain function as it relates to behavior” • Interest in brain injury as it relates to behavior has been evident since Egyptian times • If changes in brain function occur due to disease or injury, a neuropsychological assessment is recommended - may include intellegence test

37. Group Tests of Ability • Standardized directions and trained examiners made the jump from individualized tests to group tests possible • WWI and the need to test large number of recruits quickly, became a catalyst for change

38. Group Tests of Ability • Robert Yerkes: President of APA • Chaired committee to create test for new recruits during WWI • Created Army Alpha (1st modern group test) in 4 months • Tested 1.7 million plus recruits in less than 2 years

39. Group Tests of Ability • Army Beta was developed to mitigate non-English speaking and non-reading recruits • A language-free test that used form boards, mazes, and non-verbal communication (pantomime) • Army Alpha & Army Beta, and like tests, assessed the the academic potential of the person tested

40. Group Tests of Ability • Scholastic Aptitude Test • Developed by the Educational Testing Service • James Bryant Conant - President of Harvard • Believed in a classless society • Hoped that tests such as the SAT could promote equality in society & education by identifying individual ability • Some believe that tests such as the SAT worked to separate social classes

41. Group Tests of Ability:Achievement Tests in Schools • Edward Thorndike (1874-1949) • Developed Stanford Achievement Test (1923) • Academic performance test for school students

42. Group Tests of Ability:Vocational Counseling • Frank Parsons (1909/1989) - Leader in vocational counseling • Vocational Counseling Process: • 1. Acquiring self-knowledge • 2. Acquiring knowledge of the world of work • 3. Finding a suitable match through a process called “true reasoning” • Measures likes and dislikes and ability • GATB: Measures ability in multiple, specific areas

43. Personality Tests (Affective Realm) • J. B. Miner • Developed one of first interest inventories for helping high school students select occupations • Miner thought his test was only one component of a thorough assessment that would also include interviews with vocational counselors

44. Personality Tests (Affective Realm) • Edward Strong (1884-1963) • Developed the Strong Vocational Interest Blank • “One of the most widely used instruments in career counseling”

45. Personality Tests (Affective Realm) • Objective Personality Assessment • Emil Kraeplin: Early word association test • Woodworth Personal Data Sheet: Developed during WWI to determine if “soldiers were emotionally unfit for combat” • Consists of questions in which you underline “Yes” or “No” • Precursor of the Minnesota Multiphasic Personality Inventory (MMPI) (http://www.britannica.com/Ebchecked/topic/647729/Woodworth-Personal-Data-Sheet)

46. Personality Testing (Affective Realm) • Projective Testing: Involves presenting a stimulus in effort to “tap into the unconscious mind” • Carl Jung (1875-1961) • Early word association tests designed to identify mental illness • Coined term, “complex”: Individual’s responses that pointed to a problem area in their lives

47. Personality Testing (Affective Realm) • Herman Rorschach (1884-1922) • Jung’s student • Developed Rorschach Inkblot test • Believed that person’s reactions to the inkblot forms revealed his/her unconscious life

48. Personality Testing (Affective Realm) • Henry Murray • Developed Thematic Apperception Test (TAT) • TAT is designed to “evaluate a person’s patterns of thought, attitudes, observational capacity, and emotional responses to sets of cards that portray human figures in a variety of settings and situations” [http://www.minddisorders.com/Py-Z/Thematic-Apperception-Test.html]

49. Informal Assessment Procedures • Informal assessment procedures are often designed by the user to meet a particular testing situation • Situational Test - tests the ability to handle and respond to “real life” situations • Clinical Interview - proved useful for diagnosis using the Diagnostic and Statistical Manual, developed by APA

50. Informal Assessment Procedures • Informal Assessments that became popular in the 1960s and ‘70s: • Observation • Rating Scales • Classification Techniques • Record Review • Personal Documents • Performance-based assessment has become popular in recent years