Psychometric Foundations and Assessment of Intelligence - CPSE 647

Transcription

1 Psychometric Foundations and Assessment of Intelligence CPSE 647 Winter Semester 2010 Instructor: Mark E. Beecher, PhD Office Phone: Office: 1535 WSC Office Hours: Appointment recommended, but I'm usually available Friday afternoon I. Course Information Required Materials Contemporary Intellectual Assessment, Second Edition: Theories, Tests, and Issues (Second Edition edition) By Flanagan, D. P. & Harrison, P.L.; ISBN: ; EAN: ; The Guilford Press ( ) Essentials of Assessment Report Writing (Essentials of Psychological Assessment) (1 edition) By Elizabeth O. Lichtenberger; ISBN: ; EAN: ; Wiley ( ) Optional Materials The Mismeasure of Man By Stephen Jay Gould; ISBN: ; EAN: ; W.W. Norton & Co. ( ) Handbook of Psychological Assessment (5 edition) By Gary GrothMarnat; ISBN: ; EAN: ; Wiley ( ) Essentials of WAISIV Assessment (Essentials of Psychological Assessment) (1 Pap/Cdr edition) By Elizabeth O. Lichtenberger; ISBN: ; EAN: ; Wiley ( ) Essentials of WISCIV Assessment (Essentials of Psychological Assessment) (2 edition) By Dawn P. Flanagan; ISBN: ; EAN: ; Wiley ( ) Essentials of WJ III Tests of Achievement Assessment (1 edition) By Nancy Mather; ISBN: ; EAN: ; Wiley ( ) The Essentials of WJ III Cognitive Abilities Assessment (1st edition) By Fredrick A. Schrank; ISBN: ; EAN: ; Wiley ( ) Essentials of StanfordBinet Intelligence Scales (SB5) Assessment (Essentials of Psychological Assessment) By Gale H. Roid; ISBN: ; EAN: ; Wiley ( ) Practitioner's Guide to Assessing Intelligence and Achievement (1 edition) By Jack A. Naglieri; ISBN: ; EAN: ; Wiley ( ) Assessing Adolescent and Adult Intelligence, Third Edition (3 edition) By Alan S. Kaufman; ISBN: ; EAN: ; Wiley ( ) Ethical standards and testing/assessment guidelines: APA Ethical Standards standards for testing language minority and culturally different children NASP Website for testing guidelines American Educational Research Association, APA, & NCME (1999). Standards for educational and psychological testing. Washington, DC: Author. [ethics guidelines for assessments & test comparison report] Attendance Expectations Attendance will be marked at the beginning of each class period by the teaching assistants. If you are not present at the time they mark attendance, you will not get the points for that day. (5 points per class period) *Syllabus subject to change Page 1 December 18, 2009

2 Course Learning Outcomes Students will be able to explain assessment findings in a way that is understandable to other mental health professionals, teachers, clients, and parents. Students will be able to synthesize assessment information (including test scores, background information, behavioral observations, etc.)into a written assessment report. Students will be able to administer, score, and interpret multiple measures of intelligence, including those most commonly used in the field of psychology and school psychology. Grading Scale A B D A C D B C D B C E 539 and lower II. Assignments Assignment Descriptions Reading Assignments: There are 11 reading assignments. At the end of the semester I will ask you to report to the teaching assistants whether or not you have completed each assignment. As I hope the textbooks will largely serve as references for you, my main concern is that you become familiar with what information the books offer. I do not expect you to memorize chapter content or to learn it in depth. All reading assignments must be completed by the last day of class instruction. Critical Test Review: I will assign each student or team of students one test to review from the following list: WISCIV WAISIV StanfordBinet5th Edition WoodcockJohnsonIII Tests of Cognitive Abilities WoodcockJohnsonIII Tests of Achievement LeiterR UNIT CTONI WPPSIIII WMSIII WIATIII Each student or team of students will then prepare a brief, twopage summary of the assigned test. Please use the following outline to organize the information. The summary will be due on the day we discuss that particular test in class (see course schedule). Make copies for all class members. You will be the class expert. Please prepare a 1020 minute presentation on the following: 1. History of Test Development (underlying theory of test, key people in development of test, need for/use of test, previous editions of the test) 2. Test Constructiona. Format of test: i. Types of questions/activities? ii. How were the test questions/activities selected? b. Norming (identify norming sample: # and age of subjects in norming sample, ethnicity, location of sites used to norm the test) *Syllabus subject to change Page 2 December 18, 2009

3 c. Reliability and validity (this part of the critique should show evidence of your knowledge of the different types of reliability and validity) i. Does this test measure what it purports to measure? ii. How stable are the test results? iii. How do the test results compare with other IQ tests? 3. Current Use of Test a. What are the lower and upper age limits of those individuals who can be tested with this instrument? b. Who uses this test? c. What are the test results typically used for? d. Would the results of this test stand up in a court case? e. What do current practitioners/professionals think of this test? (Ask a few school psychologists, a few clinical psychologists, and a college professorwho teaches an assessment course). f. Look in the current critical reviews for critiques of this test (in assessment journals, test review articles, and letters to editors) 4. Pros and Cons a. Ease and length of time to administer test b. Cost of test and protocol c. Time: time to score test also, is the test fairly easy to score? d. Training/qualifications to administer test (who can administer this test?) e. Does the test have a unique use with a specific group that is difficult to test with other assessment instruments? f. Overall, how does this test stand up against other similar tests in use? g. How current are the test norms? h. How has this test withstood the test of time? Test Administration Protocols: For each test you administer (see point breakdown) you should turn in the following to the teaching assistants: 1. Protocol 2. Peer review For each of the individual administrations, you need to have one of your classmates review the protocol to check for errors in administration and scoring. Have the peer write comments on the protocol itself and sign on the front page that they have reviewed it. 3. Consent Form You must obtain written consent for every individual administration (see Blackboard for the form) 4. Hand Scoring (when applicable) 5. Computer Scoring (when applicable) For group administrations, each person should turn in a protocol, scoring sheets, and computer scoring as applicable. Video Recorded Test Administration: You will video record your first administration of either the WISCIV or the WAISIV. Before turning it in, you will watch the recording and note errors, areas in need of improvement, and things done well. Written Assessment Reports: You will complete two written assessment reports using assessment data supplied by me. Your job will be to integrate the data into a formal assessment report. Templates and example reports can be found on Blackboard and in your textbook. Final Exam: The final exam will be a series of questions taken from the lectures and reading. I will review what will be on the final and its structure during the class period before the exam. *Syllabus subject to change Page 3 December 18, 2009

4 Point Breakdown Assignment Points Attendance (5 points per class) 70 Reading Assignments (11 assignments 10 points each) 110 Critical Test Review 80 WISCIV Administration (standard and supplemental batteries hand and 40 computer scored) WISCIV Administration (standard battery only computer scored only) 30 WAISIV Administration (standard and supplemental batteries hand and 40 computer scored) WAISIV Administration (standard battery only computer scored only) 30 WJIII Tests of Cognitive Ability (standard and supplemental batteries computer 40 scored) WJIII Tests of Cognitive Ability (standard battery only computer scored) 30 StandfordBinet 5th Edition (group administration computer scored) 20 WJIII Tests of Achievement (group administration standard battery only 20 computer scored) UNIT (group administration computer scored) 20 WPPSIIII (group administration) 20 Video recording of WISCIV or WAISIV administration (recorded from the required 100 protocol administrations above) Written Assessment Reports (2 reports 100 each) 200 Final Exam 150 Total Points 1000 III. University Policies BYU Honor Code In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at if you have questions about those standards. Preventing Sexual Discrimination and Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and studenttostudent sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or genderbased discrimination, please talk to your professor; contact the Equal Employment Office at or (24hours); or contact the Honor Code Office at Students with Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office ( ). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through *Syllabus subject to change Page 4 December 18, 2009

5 established grievance policy and procedures by contacting the Equal Employment Office at , D285 ASB. *Syllabus subject to change Page 5 December 18, 2009

6 V. Class Schedule Date Topics Reading Assignments Assignments Due 1/4 1/11 Overview of Course Syllabus History of Intelligence Testing: Key Names and Dates Ethics of Assessment Psychometrics: Vocabulary, terms, and concepts Contemporary Intellectual Assessment: Chapters 1 & 2 1/18 Martin Luther King Jr. No Class Day WISCIV Essentials of Assessment 1/25 Critical Review of WISCIV Report Writing: Chapters 1 & 2 2/1 2/8 2/15 President's Day 2/16 Monday Instruction 2/22 3/1 3/8 3/15 3/22 3/29 WAISIV Critical Review of WAISIV WJIII Tests of Cognitive Abilities WJIII Tests of Achievement Critical Review of WJCOG Critical Review of WJACH Contemporary Intellectual Assessment: Chapter 5 Essentials of Assessment Report Writing: Chapter 3 Contemporary Intellectual Assessment: Chapter 14 Essentials of Assessment Report Writing: Chapter 4 No Class Guest Lecturer: Kit Giddings Using the WJIII Contemporary Intellectual Assessment: Chapter 17 Essentials of Assessment Report Writing: Chapter 5 Guest Lecturer: Michael Brooks, J.D., Ph.D. Forensic Assessment Effort Testing Report Writing StanfordBinet Intelligence Contemporary Intellectual Scales, 5th Edition Assessment: Chapter 15 Critical Review of StanfordBinet, Essentials of Assessment 5th ed Report Writing: Chapter 6 Nonverbal Measures LEITERR UNIT Critical Review of LEITERR Critical Review of UNIT Critical Review of CTONI Essentials of Assessment Report Writing: Chapters 7 & 8 Testing Students of Diverse Backgrounds VIDEO: Portraits of the Children: Contemporary Intellectual Culturally Competent Assessment Assessment: Chapters 19 & 26 (NASP, 2003) Critical Review of WIAT Critical Review of WPPSIIII Contemporary Intellectual Critical Review of WMSIII Assessment: Chapters 11 & 25 Guest Lecturer: Derek Griner, Ph.D. Learning Disability Assessment 4/5 Assessment data interpretation 4/12 Assessment data interpretation Contemporary Intellectual Assessment: Chapters 13 & 24 Essentials of Assessment Report Writing: Chapter 9 & 10 Protocols from first administration of WISCIV, WAISIV, and WJIII Cognitive due Video Recording Due 1 st assessment report due 2 nd assessment report due All remaining protocols due Reading log due *Syllabus subject to change Page 6 December 18, 2009

7 4/19 Final 11:00 p.m. to 2:00 p.m. *Syllabus subject to change Page 7 December 18, 2009