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PSY3041Psychological Testing, Theories of Ability and EthicsWeek 10Educational TestingSlides prepared by Dr Fiona KirpichnikovEdited and presented by Dr Vanlal ThanzamiMONASHSCHOOL OFPSYCHOLOGICALSCIENCES
Psychological Testing andAssessment (3rdedition)Required reading:Chapter 13: p. 294-316
Understand the role of testing and assessment in educationLecture ObjectivesBe familiar with the different types of educational tests andthe purposes they serveBe familiar with other tools of assessment in education andvocationBe familiar with aspects of a psychoeducational assessmentreport
Section 1: Role of testing and assessment ineducationSection 2: Types of educational testsSection 3: Other tools of assessmentSection 4: Psychoeducational assessmentreportLecture Outline
Section 1: Role of testing and assessment ineducationSection 2: Types of educational testsSection 3: Other tools of assessmentSection 4: Psychoeducational assessmentreportLecture Outline
The role of educational testingAssessments ofhow much learninghas taken placeand towhat degreeit has been masteredAssessments of how knowledge acquired by a givenstudentcompares to that acquired by various groupsof studentsTo form part of assessment in testing whether a childis havingdifficulties learningmaterial, and if so, whyand what might be done to alleviate the difficultyTo what degree does a child have thepre-requisitesfor learning6
Types of referral questionsDoes my infant have a developmental delay?Is my child ready to begin primary school?Does my child have a learning difficulty?Has information taught in class been learned bythe student?How well will this secondary school studentperform at university in a particular degree?7
Identifying Specific Learning DifficultiesA specific learning difficulty can affect an individual’sability to perceive or process information efficiently andaccuratelyPoor achievement is often what triggers a referral forassessmentIn the DSM-5, there is one single, overall diagnosis thatincorporates deficits that impact academic achievementAfter a diagnosis, clinicians provide greater detail intothe type of deficit using specifiers
Specific Learning DisorderDSM-5 DiagnosisA.Difficulties learning and using academic skills (in one or more ofreading, spelling, or mathematics) persisting for at least 6 months,despite the provision of interventions that target those difficultiesB.Academic skills must be substantially below those expected forthe individual’s chronological age(confirmed by standardizedtests)C.Learning difficulties begin during school-age years but may notfully manifest until the demands for those affected academic skillsexceed the individual’s limited capacities (e.g. in timed tests,writing a lengthy report for a deadline)D.Difficulties must not be better explained by developmental,psycho-social adversity, neurological, sensory (vision, hearing), ormotor disorders

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Term
Spring
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Tags
Educational Psychology, Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, Educational Tests

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