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 (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. 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 (Links to an external site.)Links to an external site.. 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  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site.  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 (Links to an external site.)Links to an external site. 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.)Links to an external site..
• 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 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, images, original cartoons).

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.

RESPONSE TO THE 3 PERSPECTIVES BELOW. A MINIMUM OF 200 WORDS PER PERSPECTIVE. LIST REFERENCES USED WITH EACH PERSPECTIVE.

RESPONSE 1 (Robert): Our lesson this week covered the four levels of measurement as well as discussed unique capabilities and qualities of each level of measurement.  Each level provides information to possible test takers and the purpose of research will dictate the appropriate level of measurement.  Our assigned readings discussed the importance of testing and the different kinds of test that also have their unique set of concerns.  Test are developed to standardize raw data that can be used to identify correlation within variables, as well as discover the sort of data included in research.  Test takers provide this information so researchers must be aware of possible outlets that can effect the validity and reliability of the test.

Some areas of consideration for test takers include: test taker fatigue to include stress levels and time of day, test anxiety, physical discomfort caused by test site, and overall motivation levels of the test taker.  Overall motivation level may be important and can identify possible influences from the researchers providing the test.  For instance, if a researcher explains the test and gets excited when talking about a certain subject, they are most certainly going to influence the part of the test.  Other environmental factors to be considered include: light levels, temperature, ambient noise levels, ventilation concerns and possible distractions.  The testing environment needs to be in a neutral/non-distracting setting that allows for the most accurate individual responses of the test questions.

Researchers should avoid administering a test during traditional lunch hours or dinner hours.  If testing children the test should not be right before, after, or during recess.  Scheduling a test right before or after a holiday is ill advised. Also, the length of the test should be considered.  Any test that last over an hour is causing test fatigue and creating extenuating circumstances.  When testing children tests should be kept even shorter, perhaps around twenty minutes.

Statistics considers possible errors when summarizing test data.  This is done by estimating probable outcomes utilizing the test data, instead of presenting the data as %100 accurate.  Within the psychological community it is acceptable to present these sort of educational guesses and these estimations are useful for future research objectives.  It is assumed that these estimated outcomes also consider the usual test variables that can skew results.  I hope these ideas get the psychological wheels turning and thank you very much for choosing my post to read and reply!  Have a great week class!

RESPONSE 2 (Cameron): This week’s topic discusses the many aspects that may influence individuals test performance.  Since there are various reasons for taking tests to begin with, a person’s mindset going into a test may be determined or affected by the specific contextual situation.  However, there are also a variety of aspects that may positively or negatively influence a test taker’s overall performance on a test.  Some variables such as testing environment, rapport between examiner and examinee, test taking anxiety, testing medium or format, and test taking skills or prior experience in test taking, may all play a role.

As Urbina (2014) explains, the testing environment is an important aspect that plays a vital role in a test takers performance.  In addition to a good testing environment that is free of noise and other distractions, positive rapport between examinee and examiner is also extremely important, as test performance may suffer immensely if good rapport does not exist throughout the testing process.  Providing friendly, open and honest communication with the test taker is a great way to improve rapport, which could go along way in improving performance.  Another common and potential risk to test performance is test-taking anxiety, which can not only negatively impact score performance, but can also affect a test taker’s ability to even take the test in the first place (Urbina, 2014).  Fear and apprehension about one’s abilities to perform, or consequences of what could happen if test scores are low, all contribute to test anxiety, so it is important that proper anxiety reducing and coping strategies are utilized to help alleviate stress.

Additional variables that could interfere with test performance are the medium in which the test is presented, as everyone responds differently to various types of formats.  For example, differences in performance may vary depending on whether the test given is presented electronically or in paper format, and whether it contains selected-response or constructed-response items, as specific test items emphasize the use of different individual skill sets, which may ultimately influence performance.  Moreover, differences in performance may not only be influenced by individual skills or abilities, but also by whether or not the test taker has previous experience taking a particular type of test, or whether he or she has received practice ahead of time.  As Urbina (2014) points out, test takers that are familiarized with specific test-taking procedures or who have practiced test taking using sample tests, may be more likely to perform better.

RESPONSE 3 (Kearia): There are numerous factors that can affect an individual’s test takers performance to include anxiety, ineffective studying skills, and stress from home, work and family, time of day, lack of knowledge, stress levels, and more. Also, besides important test-taking variables such as those previously mentioned along with willingness to take risks and make educated guesses, earlier studies have also found that the ability to tackle emotional and motivational factors such as test anxiety and test motivation the main variables or important issues faced for test performance (Eklöf, Lyrén, & Stenlund, 2018). Research and studies have exhibited that individual’s worries and irrelevant thoughts that can be classified as test anxiety has a strong effect on one’s ability to concentrate along with their ability the level of understanding and retrieval they have when undertaking a test.

Moreover, it is mainly the higher levels of test anxiety, low motivation, and lack of preparation that consequently results in the interference with an individual’s optimal test performance. Also, dependent upon the test type or the method (multiple choice, open questions, essay questions, etc.) can also play a factor in how the individual performs on their test. In regards to events, incidents, or variables that could improve and altogether effect a test taker’s individual performance could include test taking strategies and testing programs. These testing procedures strategies have been defined as the rules used for understanding, solving test items and overall ultimately learning a set of skills in which a test-taker can use to improve a test score regardless of content area (Eklöf, Lyrén, & Stenlund, 2017). One type of during-test strategies that can be utilized is test-wiseness, a set of skills used when the test-taker does not know the answer, for example, to use elimination processes or look for clues in the item stem (Eklöf, Lyrén, & Stenlund, 2017). Additionally, there are other test camps, classes, and tutoring sessions that prepare individuals for tests such as the ACT, SAT, ASVAB, GRE, and more.

Moreover, when conducting research and studies involving testing individual’s there are numerous confounds along with internal and external threats that effect the research or study results. The formal definition of a confounding variable is “an extraneous variable in an experimental design that correlates with both the dependent and independent variables” (Spunt, 2011). A basic lament term definition for confounds is basically any type of variables or flaws that are outside of the researcher or studies control and has an effect on the study or test results.

SettingToward the end of the interview or session with a client athlete, you and your client athlete will want to define and set goals that can be mutually agreed upon for the coming sessions. Your client will probably have some things in mind that he or she will want to work on and you will have an idea of a direction as well.Using the case study discussed in M6: Assignment 3, complete the following:Identify and discuss at least two symptoms that your client may want to address.Identify and discuss at least two behaviors that your client may want to address.Identify and discuss at least two faulty thinking patterns that your client may want to address.Of these six areas that your client would identify, which two would be your highest priorities and why?Identify and discuss how much progress you think this client athlete will need to make before terminating counseling. In other words, what are the discharge goals that you as the counselor or psychologist identify for this client?Create a one- to two-page response in Microsoft Word and submit it by the due date assigned to the 

All written assignments and responses should follow APA rules for attributing sources.Assignment 2 Grading Criteria Maximum PointsAccurately identified and clearly described at least two symptoms, behaviors, and faulty thinking patterns that your client may want to address.8Prioritized two out of the six client-identified areas.8Identified and clearly described the goals for your client.8Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.4Total:28

M6: Assignment 3 BELOW

Note: All aspects of this case study are completely fictional and any resemblance to a real person is coincidental.Gary is a 45-year-old sport surgeon. He has come for counseling because he’s been feeling depressed lately. Gary is gay and has been in a committed relationship with his partner Sam for 15 years. Most of the surgeries he does are for elite athletes who are injured and need joint repair. Gary is an avid golfer, has been a vegetarian for 20 years, and he also enjoys jogging and gardening. Sam, his partner, is a business manager. Their relationship is happy, monogamous, and mutually supportive. Gary’s biological family live in the Seattle area. His father is 80 and is a retired heart surgeon who still teaches part time at a medical university. His mother is 75 and does not work outside the home. He has two adult sisters with whom he is fairly close. His family knows he is gay and is supportive, as well.Gary has a history of depression dating back to undergraduate school.“I’ve always known I was gay. When I was about 19, I came out to my family, a couple of friends, and to the golf team at school. This caused conflict with my dad for a couple of months, and my golf team acted weird and distant for a couple of weeks. So, during that time I was really down, sad, and couldn’t sleep or eat. I lost weight, worried about things, kept it all in, and couldn’t concentrate. But then things worked out, and all these relationships were okay over time.”Regarding the second time he was depressed, he stated the following:“I was about 30, and I met my partner. We moved from Seattle to Arizona. My whole support system was pretty much gone. I felt alone, isolated, sad, and numb. I lost interest in my golf game and put myself on Prozac from samples I took from the cabinet at my clinic.”Once Gary got situated in Arizona, he got a great job at a local hospital, made new friends, felt better, took himself off the Prozac, and was back to himself again.Gary’s current problem started about three weeks ago.“I left the local hospital job after 10 years and went to work at a
world-famous hospital. I’ve always wanted to work there. The money is fabulous, my office is huge and very plush, the equipment is state of the art, but I think I might have made a mistake. Every time I make big changes, I get depressed. It just brings back all those old feelings of change, and I feel shaky all over again. And I feel so guilty that I should be enjoying this dream job, and I’m just too frozen to celebrate all this success. I’m embarrassed as a doctor that I am feeling sad and depressed again. I should rise above this. After all, I am a doctor.”After three weeks at the world-famous hospital, he has not told any of his current coworkers or support staff that he is gay. Gary says he is worried that they will find out and not like him. His sleep is not of great quality. He is not finishing his meals, concentrates okay, and has only played golf once in three weeks even though he actually has more time to play. He states he is too tired after work to do his gardening. He calls himself a health nut, so he does not drink or smoke, has never tried drugs, and states he is not homicidal or suicidal.