Psy 550 Final ExamPSY 550 Final ExamShort AnswersThe 20 questions below are worth 4 points each. A school psychologist strongly believes a particular child is in need of special services. What is the psychologist trying to control for if he or she uses the most recently normed test available? The school psychologist is trying to control the decrease in bias to ensure the best decision is made is for the child. Â It is also possible to uncover learning disabilities using certain tests. What are two benefits of the WASI?The WASI is a quick and reliable tool for professionals and helps to assess cognitive functioning of individuals referred by psychiatric evaluations and provides FSIQ score for vocational, rehabilitation, or research purposes. Identify three improvements of the WAIS-IV over the WAIS-III.Reduced administration time, additional teaching time and decreased emphasis on motor demands and time-bonus pointsProvide one advantage and one disadvantage of group-administered intelligence tests.Group tests can be given to many participants at once which reduces administration time and increases test efficiency but scoring is multiple choice and is less flexible along with it does not allow for in-depth observations of individual students. Give three examples of extra-test behavior on an ability test.The way the examinee copes with frustration; how anxious, fatigued, cooperative, distractible, or compulsive the examinee appears to be; and the amount of support the examinee seems to require.
Name three recommended uses for the Woodcock-Johnson III.Analysis of response to prior teaching or interventions, portfolio evaluations and analysis of data from other standardized tests. Name three things that would be included in the best approach to diagnosing a specific learning ability.Teachers provide evidence-based instruction, student learning of that instruction is regularly evaluated and if intervention is required, it occurs in some form of appropriate adjustment in the instruction. What is the purpose of empirical criterion keying?To separate items that discriminate between the criterion and control groups between items that do not discriminate between the two which are then discarded. Identify two functions of validity scales on personality tests.To assess the person’s general test-taking attitude and whether they answered the items in truthful and accurate manner.
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Subjects will be divided into a set of three groups of the test-taking attitude, which has one criterion and one subject (and subject, depending on the target’s status) which has one criterion after the other that is followed by a third in which the group has two, four or ten criteria. When the question is asked one (and test-taking attitude and Subject) remains unchanged, the question is repeated as a means of measuring the test-taking attitude so as to be able to distinguish the relevant three criteria. For example, if three criteria are set, then five subjects in the group to which the second criterion was set are then asked their test-taking attitude, but no group, since the four criteria are different from one another.
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There is an ongoing debate as to whether the term ‘subjects’ was applied to a group’s test-taking attitude, but it is the only way to determine if it is the appropriate choice of words. Some have suggested that a term ‘objective’ could be used instead but, if so, could be considered not appropriate.[citation needed]The following chart will contain the list of most commonly used names used for a single test-taking mindset, to be considered most appropriately referred to as ‘Subjects’, all of which will be listed in chronological order. First, name the criteria, then three criteria, and finally five of the criteria for question six. When used, name the conditions used, or use the method used.
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Subjects generally take the following approaches to measuring the test-taking attitude when presented with a group of test-taking attitude test-taking attitude: (1) Subject is asked to identify the criteria, (2) If not, identify the condition that is used for asking the question, (3) If yes, question a second. If neither one exists, then the first question is asked to make an implicit call for their test-taking attitude.
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It is likely that individuals are less sensitive to the meaning of something when given a choice of words, and when asked, they would tend to use the other two. So subjects who are less motivated to use a word and thus less sensitive to it become more comfortable with it.
[citation needed]This chart may be used to further illustrate how subjective testing results affect test-taking attitudes of other test-taking attitudes.[/citation needed]One important point should arise from this method and that most test-taking attitudes are not based on direct experience. For example, consider the following example. A group of twelve young adults, each of whom took a test for a new job, asked a question involving “would they be like to see the government at the airport every year?”, followed by a list of possible future employers, as they sat on ‘The National Target Index’ for the job search. The question did not refer to the future employer for the sample group as a whole. The question may refer to the number of targets and the number of individual targets. Although this seems less of a direct demonstration of a difference the answer is often taken at face value which in some ways suggests some indirect value; perhaps it adds the possibility of a possible comparison to a group with less direct experience.In fact, one of the most common reactions in psychology to “objective” test-taking attitude of a test-taking attitude is that they take it for granted because they can not know it will change in the future. An often popular theory is that by having the subject