FGCU Standardized Diagnostic and Evaluation Tests and Measures Questions – Assignment Help

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1. You must always use at least TWO references in your discussion answers (even for “reflection” type of questions or article reviews). To ensure that the learner is applying course and research materials, one of these references must be from the Cohen textbook.

2. You also must have SEVERAL (three or more) citations in your work to show excellent integration of material into your answers.

3. All discussion posts must be at least 500 words EACH in length (not including the posted questions or references). The 500-word count requirement only covers what you have written and is the absolute minimum to possibly earn an average grade. It is a great idea to do a word count on your work before submitting it. Always expand and expound the answer. Do not simply LIST items (like a laundry list).

Also, be sure to answer each question in a comprehensive manner.

First Discussion

In your unit readings, you read about two approaches or models of validity—trinitarian and unitary. In some ways, these two models are competing views of gathering evidence for a test’s validity. In other ways, the two approaches have an overlap of elements.

In your post:

  • Compare and contrast these two models in terms of how they conceptualize validity.
  • Identify at least one advantage and disadvantage of each model.
  • Decide which model appears to be the most valid for determining validity of a test.
  • Explain your decision in terms of the implications for decision making about a test’s validity.

Be sure to include citations from Guion’s 1980 article, “On Trinitarian Doctrines of Validity,” and Messick’s 1995 article, “Validity of Psychological Assessment: Validation of Inferences From Persons’ Responses and Performances As Scientific Inquiry Into Score Meaning.”

http://web.a.ebscohost.com.library.capella.edu/eho…


Second Discussion

In the unit readings from your Psychological Testing and Assessment text, you read about misconceptions regarding test bias and test fairness—two terms that are often incorrectly considered synonymous. While questions regarding test bias have been addressed through technical means, issues with test fairness are tied to values. The text attempts to define test fairness in a psychometric context and provides eight techniques for preventing or remedying adverse impact on one or another group (see page 209). One of these techniques included differential cutoffs. Furthermore, you were introduced to a variety of methods for setting cut scores. These methods have been based on either CTT or IRT.

For this discussion, synthesize the information you learned about these two theories and respective methods. In your post:

  • Determine which one is preferential for responding to questions about a test’s fairness.
  • Identify at least two advantages and two disadvantages in using each theory, citing appropriate American Educational Research Association (AERA) standards from your readings.
  • Defend your preference in terms of the methods used within each theory and how they apply to concepts of fairness across groups. Essentially, how does it best address test fairness?
  • Describe how advances in technology are improving the process of test development and inclusion of appropriate items.

      Third Discussion


In this unit, you are introduced to a variety of theories of intelligence, including Spearman’s two-factor theory (1927), Cattell-Horn’s two-factor theory (1966), Luria’s information processing approach (1966), Cattell-Horn and Carroll’s CHC model (1997), and Carroll’s three- stratum theory (1997).

In your post:

  • Describe how these theories differ in regard to the ever-reversing role of general intellectual ability factor (g).
  • Explain how these theories are relied upon in each of the following current tests that you also read about in this unit. Please note that some of these tests may now rely on more than one theory, or a theory different than the original versions of the same test. Subsequently, you will need to address such multiple contributions and only for the versions listed below (for example, fifth edition).
    • Wechsler Intelligence Scale for Children, fourth and fifth editions.
    • Kaufman Assessment Battery for Children, second edition.
    • Stanford-Binet Intelligence Scales, fifth edition.
    • Woodcock-Johnson Tests of Cognitive Abilities, third or fourth editions.
  • Explain your thoughts regarding an intelligence test that has a dual theoretical basis, based on your readings and review of the theoretical influences on these tests. Explain your position by including consideration of validity.
  • Explain which theory of intelligence you find yourself most affiliated with in the context of your professional goals.
  • Explain how your selected theoretical model aligns with your interests and career.

Fourth Discussion

In this unit, you read about changes over time in the procedures for evaluating SLDs. Recently, most states changed their existing rules and regulations to include an RTI model, which identifies three levels of intervention or teaching to facilitate learning for all students. Subsequently, it became important to determine tests or assessments, which would provide monitoring or progress within each level of instructional intervention. However, this model for teaching has now been utilized as a method for identifying students as having a learning disability.

You were also introduced to a number of diagnostic measures for monitoring progress, which included nationally standardized tests, as well as locally normed standardized measurement procedures called CBM. In addition, the authors of your Psychological Testing and Assessment text presented several questions or concerns regarding the use of diagnostic tests when working with individuals suspected as having a learning disability.

Based on your unit readings, complete the following for this discussion:

  • Outline the concerns that may exist with using an RTI model when identifying students suspected as having a learning disability.
  • Identify some of the limitations or concerns that may result from using diagnostic tests (both nationally standardized and CBM) when working with all students, as well as students suspected as having a learning disability.
  • Identify some of the strengths in using these tests or measurements for progress monitoring.
  • Summarize this information and present a recommendation for the use of the RTI model, nationally standardized diagnostic tests, locally normed CBM, and intelligence and academic achievement tests, and their role in monitoring educational progress and identification of a learning disability.

Be sure to cite specific AERA standards for educational testing and assessment that have direct bearing on this discussion; in particular, assessments serving multiple purposes, and informing teaching and learning.

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