Backgrounds can lead to bias in the assessment and

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backgrounds can lead to bias in the assessment and observation on the use of language and perceived intelligence of the child being examined. This may skew the assessment outcomes leading to poor adjustments in the teaching practices (Adams & Luscher, 2003). Racial differences and intelligence. Different cultures have different ways of assessing different levels of intelligence. The factors considered in the assessment of intelligence differ from one culture to another. This makes it difficult when assigning factors to be considered in the judgment of the levels of intelligence among different pupils. The difficult with to come up with universal factors in comparing the intelligence of the client with his/her peers can also raise some
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PILLARS OF ASSESSMENT AND TESTING PROCESS 7 ethical concerns among the behavioral therapists on their biases against a given racial group. Secondly, some learners may be wrongly assigned low levels of intelligence leading to their placement in a group of learners with special needs. This can further worsen their learning abilities leading to ethical concerns on such teaching practices in concerned learning institutions (Adams & Luscher, 2003). Similarly, some ethical concerns may arise in the assessment of learner with bilingual abilities. The perfection of verbal and written language mainly depend on how such language is used by an individual. Some individuals are better speaker mainly because they use a certain language as often as possible. Conversely, individuals who are not able to get the opportunity and exposure to the use of a given language may have a myriad of challenges when it comes to the assessment of verbal intelligence. Therefore, the assessment of verbal competency as a measure of intelligence can meet some ethical challenges with regard to the adoption of such criterion when assessing the learners on their intelligence levels (Adams & Luscher, 2003). Conclusion Therefore, it is imperative to note that Sattler’s pillars of assessment play a critical role in the assessment of clients on different psychotically related challenges. These challenges can impair the ability of the learners to actualize their full potential when it comes to learning and acquisition of knowledge and skills. The norm-referenced tests, informal assessment, observation as well as interviews are some of the pillars used in the assessment process. In the process of conducting the assessment, behavior therapists must be aware of some the ethical concerns that may arise.
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PILLARS OF ASSESSMENT AND TESTING PROCESS 8 References Adams, E. H., & Luscher, A. K. (2003). Ethical considerations in psychological assessment. Handbook of professional ethics for psychologists: Issues, questions, and controversies , 275-283. Johnston, A., & Claypool, T. (2010). Incorporating a Multi-Method Assessment Model in Schools That Serve First Nations, Inuit, and Métis Learners. Native Studies Review, 19 (2), 1222. Sattler, M. J., & Ryan, J. J. (2009). Assessment with the WAIS-IV. San Diego, CA: Jerome M. Sattler.
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