I’m trying to learn for my Psychology class and I’m stuck. Can you help?
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.
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:
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.”
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:
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:
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:
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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