Developing A School-Based Testing Battery – Excelsior Writers | excelsiorwriters.com
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For this paper, you will place yourself in the role of a consulting psychologist who has been asked to develop a process to identify elementary school students in need of academic intervention and special education services. In 10–12 pages, you will make recommendations regarding the selection of tests at the prereferral level, as well as provide rationale for your selections.
Scenario
Suppose you are employed as a consulting psychologist by a school system. They need your assistance with developing a process to identify elementary school students in need of academic intervention and special education services. You are asked to make recommendations regarding the selection of tests at the prereferral level. The tests would be administered to all students (prior to referring to special education), in order to identify those students who are performing below grade level in reading, and are in need academic intervention.
Some students have already received reading intervention, but are not making progress. So, you are also asked to recommend a battery of tests to determine whether each of these students has a learning disability and is need of special education services.
Based on the suggested resources and additional scholarly sources you have located, write a paper that addresses the requests prompted by this scenario. You are encouraged to refer to scholarly sources from the Capella library to complete your research. The Mental Measurements Yearbook Database is a recommended source of information on applicable tests. (Use the Capella University Library: Psychology Databases link in the Resources to access the Mental Measurements Yearbook Database.)
Complete all three parts of the assessment below:
Part One: Prereferral Assessment
Identify the standardized and/or nonstandardized (criterion-based) test(s) you would administer to all students, in order to identify those in need of reading intervention. Consider the points outlined below as you make your selections. Once you have located your test(s), you may use test publisher Web sites as sources to find out additional information about them.
Write an explanation of your test selection(s), addressing the following points for each test you have chosen:
- What examiner qualifications are needed to administer the test?
- What school staff in a typical elementary school will be qualified to administer the test?
- What is the estimated time it will take to administer and score the test?
- What does the test measure?
- Does the test provide adequate information for you to determine which students are in need of reading intervention?
- What are the psychometric properties of the test (reliability, validity, and norms)?
- Are there any concerns about test bias and fairness with specific populations?
- How will you use technology in the administration, scoring, and/or interpretation of your test? What ethical principles concerning the use of this technology should you consider?
- Based upon the test results, what criteria will you use to determine which students are in need of reading intervention?
Part Two: Special Education Assessment
For Part Two of this assessment, make your recommendations for those students who are not making reading progress despite receiving intervention. Select a battery of tests to determine which students may be in need of special education services due to a possible specific learning disability in reading. Based on your research, address the following:
- What criteria will you use to determine when students are not making progress despite receiving reading intervention?
- What standardized cognitive (intelligence) test(s) will you use to assist you in assessing the presence of a learning disability?
- What standardized neuropsychological test (if any) will you use to assist you in assessing the presence of a learning disability? If you do not select a neuropsychological test as part of your assessment battery, provide a rationale including the advantages and disadvantages of using such a test in a school setting.
- What standardized educational achievement test will you use to assess reading skills?
- For each test you select as part of your battery, provide a rationale for selecting the test by considering the following:
- Intended purpose.
- Intended age ranges.
- Examiner qualifications and cost (you may use the test publisher’s Web site as a source).
- Time and ease of administration.
- Use of technology (consider availability).
- Psychometric properties (norms, reliability, and validity).
- Test bias and fairness.
Part Three: NASP Professional Standards
Cite and explain all ethical standards from the NASP Principles for Professional Ethics (linked in the Resources) that need to be followed when conducting psychoeducational assessments in schools, with focus on the standards regarding the use of technology in these assessments. Address the specific standards under the broad ethical principles listed below. Explain the steps you will take to adhere to each relevant standard:
- Principle 1.1: Autonomy and Self-Determination (Consent and Assent).
- Principle 1.2: Privacy and Confidentiality.
- Principle 1.3: Fairness and Justice.
- Principle 2.1: Competence.
- Principle 2.3: Responsible Assessment and Intervention Practices.
- Principle 2.5: Responsible Use of Materials.
- Competency 1: Demonstrate comprehension of the terminology, principles, statistical concepts, and psychometric features related to the construction and application of psychological tests.
- Evaluate the administration methods of psychoeducational and neuropsychological tests in a school setting.
- Competency 2: Analyze key psychometric properties related to tests and measurement, with an emphasis on reliability and validity.
- Evaluate the reliability and validity of psychoeducational and neuropsychological tests.
- Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.
- Identify the strengths and limitations of neuropsychological evaluations.
- Competency 4: Evaluate the legal, ethical, and professional issues related to test usage.
- Cite the relevant NASP principles related to psychoeducational assessment in school settings.
- Competency 5: Analyze the impact technology has had on the techniques and applications used in psychological testing.
- Formulate a plan to adhere to NASP principles when conducting psychoeducational assessments in school settings.
- Explain the role of technology in conducting psychoeducational assessments.
- Competency 6: Integrate fairness in testing with ethical and legal considerations and sensitivity.
- Apply NASP ethical principles related to the use of technology in psychoeducational assessment.
- Explain test bias in psychoeducational assessments.
- Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
- Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
The Assessment 3 Context document contains additional information about evaluating psychological tests covering the following topics:
- Achievement and Aptitude Testing.
- Test Bias and Fairness.
- Neuropsychological Evaluation.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
- What is the role of psychoeducational assessment in schools?
- What types of standardized and nonstandardized tests are used commonly in schools?
- For what reasons would a cognitive (intelligence) test be administered in a school?
- What are the strengths and limitations of intelligence tests?
- What do neuropsychological evaluations measure?
- For what reasons would a neuropsychological evaluation be conducted?
- What are the psychometric properties of neuropsychological tests?
- What are the potential uses of neuropsychological evaluations in schools?
- What NASP professional standards need to be considered when conducted psychoeducational assessments in schools?
Required Resources
The following resources are required to complete the assessment.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
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Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Capella Resources
The following e-books or articles from the Capella University Library are linked directly in this course:
- Domino, G., & Domino, M. L. (2006). Psychological testing: An introduction (2nd ed.). Cambridge, NJ: Cambridge University Press.
- Cleary, M. J., & Scott, A. J. (2011, January). Developments in clinical neuropsychology: Implications for school psychological services. Journal of School Health, 81(1), 1–7.
- Decker, S. L., Hale, J. B., & Flanagan, D. P. (2013, March). Professional practice issues in the assessment of cognitive functioning for educational applications. Psychology in the Schools, 50(3), 300–313.
- Schmidt, F. L., & Hunter, J. (2004, January). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86(1) 162–173.
- Wodrich, D. L., Spencer, M. L. S., & Daley, K. B. (2006, September). Combining RTI and psychoeducational assessment: What we must assume to do otherwise. Psychology in the Schools, 43(7), 797–806.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
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