By Donald H. Saklofske, Visit Amazon's Jac J.W. Andrews Page, search results, Learn about Author Central, Jac J.W. Andrews, , Henry L. Janzen, Gary D. Phye
The guide of Psychoeducational evaluate is a pragmatic consultant for academic and mental execs utilizing norm-referenced exams within the skill, fulfillment, and behavioral evaluation of youngsters. Written via key participants interested in the development and evolution of the main everyday exams, this booklet offers serious info at the nature and scope of common exams, their reliability and validity, management, scoring and interpretation, and on how the checks might range and supplement one another of their software with particular populations.Part 1 of the guide of Psychoeducational evaluate specializes in skill review and using complete battery intelligence exams in addition to short scales and brief types. half 2 discusses fulfillment and the multiplied position of psychologists in session with educators. half three covers habit evaluation with specified recognition given to dialogue of which exams are most fitted for assessing particular behavioral difficulties resembling ADHD, anxiousness, and melancholy. the ultimate part acknowledges the significance of context and individual delicate overview practices, discussing cross-cultural overview, neuropsychological review, and the usefulness of dynamic overview for application making plans and intervention delivery.Key Features:* Covers the main prevalent and most up-to-date evaluate tools * Describes the character, scope, reliability, and validity of every try out* Discusses the management, scoring, and interpretation of assessments* presents empirical findings on styles of functionality with established populations* comprises case stories to focus on the software of particular checks for particular populations* Illustrates new advancements in instrumentation and precise good points * Covers the main customary and most recent review tools * Describes the character, scope, reliability, and validity of every attempt* Discusses the management, scoring, and interpretation of exams* presents empirical findings on styles of functionality with demonstrated populations* comprises case experiences to spotlight the application of particular checks for particular populations* Illustrates new advancements in instrumentation and particular gains
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Additional info for Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children (Educational Psychology)
Error analysis on these work samples may provide a vital link between ongoing assessment and intervention. Thus, by analyzing several incorrect answers to the same or similar items, the examiner may be able to determine if the student failed the items because of lack of knowledge of basic math facts, a systematic procedural error, or a lack of basic concepts. A further step in revealing a student's problem-solving strategies is interviewing, in which interviewers simply ask the student to explain the way they solved a problem; if 7 Introduction a student finds it difficult to provide an after~the-fact explanation, use of a think-aloud technique while solving a new, similar problem may be helpful.
The chapters focusing on the assessment of intelligence or ability reflect a shift from unifactorial conceptions of ability (g-based models) to multifactorial models of intelligence. , Feurstein's Learning Propensity Assessment Device [LPAD]). Yet, the shift toward a multifactorial model has 3 Introduction not been accompanied by a general rejection of the concept of general ability, still so predominant in measures such as the Wechsler Intelligence Scale for ChildrenmThird Edition (WISC-III). It is noted, in passing, that the longstanding argument over general intelligence versus multiple abilities gives way to a broad acceptance of a hierarchical model in which abilities are nested under a higher-order general factor, each level having a substantial amount of explanatory power.
Most conventional tests assess only a particular subset of the ability domain, being heavily biased in favor of linguistic and logical-mathematical abilities (Gardner, 1992). Current tests favor individuals who possess a blend of linguistic and logical intelligence and who are comfortable in being assessed in a decontextualized setting under timed and impersonal conditions. , interpersonal understanding, social competence, creativity, and practical ability). , defending rights in a dispute, providing leadership in a peer group, demonstrating expertise in a sport).
Handbook of Psychoeducational Assessment: Ability, Achievement, and Behavior in Children (Educational Psychology) by Donald H. Saklofske, Visit Amazon's Jac J.W. Andrews Page, search results, Learn about Author Central, Jac J.W. Andrews, , Henry L. Janzen, Gary D. Phye