Description
Locate and summarize a minimum of two articles related to the technical qualities for each of three previously selected tests.
INTRODUCTION: Note: Synthesizing the evaluation of test technical quality requires specific steps that must be carried out in a certain order. Therefore, you must complete the assessments in this course in the order in which they are presented.
Professionals in the field must be able to administer and interpret tests to establish a diagnosis and determine a treatment plan. Before a test is selected, test users must be knowledgeable of the technical quality (reliability and validity) of the tests they use. Test users should only use instruments with adequate reliability and validity.
In this assessment, you will complete a deeper analysis of the technical quality of your three selected tests from Assessment 1 by focusing on reliability and validity evidence. To complete this assessment, you will draw upon your knowledge about psychometrics in general and reliability and validity in particular.
PREPARATION: Download the Assessment 2 Template: Evaluation of Technical Quality [DOCX] and use it as the basis of your assessment. The template contains instructions to guide you through each element of the assessment.
For this assessment, you will conduct a deeper analysis of the technical quality of the three tests you selected for Assessment 1.
INSTRUCTIONS: For Assessment 1, you selected three standardized tests from one category that have relevance to your specialization or a related profession. Assessment 1 focused on the purpose, contents and constructs assessed, norms, and required training of psychological tests. For this assessment, you will complete a deeper analysis of the technical quality of your three selected tests by focusing on reliability and validity evidence. To complete this assessment, you will draw upon your knowledge about psychometrics in general and reliability and validity in particular. You are encouraged to use the PSY-FP7610 – Tests and Measurements Library Guide to assist your search.
For each article:
List the APA reference for each journal article (a minimum of six).
Identify if the article addresses reliability or validity.
Discuss if the article addresses sources of error variance, reliability estimates, evidence of validity, or bias and fairness.
Identify the specific type of reliability or validity (for example, test-retest reliability, predictive validity, etc.).
Identify the overall results of the research, including any psychometric or statistical outcome.
GUIDELINES FOR SELECTING THE LITERATURE: Use the most current sources you can find. You may cite older sources if they are classics, if you want to show the chronology of something, or if you have another good reason (i.e., the test was published more than eight years ago) If you choose to use older sources, you will need to explain why. Use current, peer-reviewed journal articles for more current tests. Do not use sources without an author or a publication date. Do not use quotes; use only your own words. Evaluate whether the results support the use of your test as appropriate for your field and populations to be served.Note: The articles you need to complete this assessment should be available as part of the library collection. In future courses, you may use the Capella library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type [DOCX]. Note which tests have been designated as acceptable for searching prior test editions.Note: Be sure to use the Assessment 2 Template: Evaluation of Technical Quality [DOCX].
ADDITIONAL REQUIREMENT: Your assessment should meet the following requirements:
Template: Use the Assessment 2 Template: Evaluation of Technical Quality [DOCX] to complete the assessment.
References: A minimum of six peer-reviewed journal articles (textbooks, websites, literature reviews, and the MMY book reviews do not count for these references). Three of the articles must discuss reliability and three must discuss validity.
Length of paper: A minimum of six double-spaced pages of content, not including the title page or references (an abstract is not required).
Font and font-size: Times New Roman, 12 point.
APA format: Current APA format and style is required throughout. Refer to Academic Writer for guidance on APA style and format as you prepare all of your assessments for this course.
Unformatted Attachment Preview
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2nd line: “Adap i e Beha ior
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Adap i e Beha ior
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ABAS-2
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Adap i e Beha ior A e men
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2nd line: “Adap i e Beha ior
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Armed Ser ice
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ASVAB
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Armed Ser ice Voca ional Ap i de
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A i m Spec r m Ra ing Scale
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Ba le -III
HIGH
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Ba le Scale of Infan and Toddler
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Scale of Infan and Toddler
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Beck Depre ion
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BDI-II
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Beck Depre
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OR “Beck Depre ion In en or 2”
Beck Hopele ne
Scale – Re i ed*
BHS- R
LOW
P c INFO ea ch
Beck Hopele
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Ba ic S
“Beck Hopele
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BHS
HIGH
Ba ic S
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Beha ior A e men S em for
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A e men S em for Children
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BASC-2
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Beha ior A e men S em for
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Beha ior Ra ing
In en or of E ec i e
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BRIEF
HIGH
P
cINFO ea ch
Beha ior Ra ing In en or of
E ec i e F nc ion
Ba ic S
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“Beha ior Ra ing In en or of
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Brigance In en or of
Earl De elopmen III*
BRIGANCE
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LOW
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Brigance Earl De elopmen
Ba ic S
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Brigance “Earl De elopmen ”
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LOW
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Brigance Earl De elopmen
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Brigance “Earl De elopmen ”
TIP! There are er fe ar icle
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cINFO ea ch
California P
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Ba ic S
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Campbell In ere
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Ba ic S
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P
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Checkli for A i m Spec r m
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Childhood A i m
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CARS- 2
MEDIUM
P
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Childhood A i m Ra ing Scale
Second
Ba ic S
ea ch
“Childhood A i m Ra ing Scale
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Children’ Depre
In en or – 2
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CDI2
MEDIUM
P
cINFO ea ch
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“CDI econd” OR “CDI o” OR
“Children’ Depre ion In en or
o” OR “Children’ Depre ion
In en or econd” OR “Children’
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Comprehen i e Te of
Non erbal In elligence
– Second Edi ion*
CTONI-2
LOW
P
cINFO ea ch
Comprehen i e Te of Non erbal
In elligence econd OR
Comprehen i e Te of Non erbal
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of Non erbal In elligence econd”
Comprehen i e Te of
Non erbal In elligence*
CTONI
MEDIUM
P
cINFO ea ch
Comprehen i e Te
In elligence
Ba ic S
ea ch
“Comprehen i e Te
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Conner 3
HIGH
P
of Non erbal
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cINFO ea ch
Conner 3
Ba ic S
ea ch
“Conner 3”
Conner
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Beha ior Ra ing
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CBRS
MEDIUM
P
cINFO ea ch
Conner Comprehen i e Beha ior
Ra ing Scale
Ba ic S
ea ch
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Ne rop chological
Ba er
DWNB
LOW
P
cINFO ea ch
Dean Woodcock
Ba ic S
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7/19
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a d Mea
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-Lb a
G de a Ca e a U
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abo hi e , o o ‘ll an o keep
hi earch a broad a po ible,
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Differen ial Abili
Scale – II
DAS-II
HIGH
P
cINFO ea ch
Differen ial Abili
Differen ial Abili
Differen ial Abili
Scale econd OR
Scale ii OR
Scale 2nd
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ea ch
“Differen ial Abili Scale econd”
OR “Differen ial Abili Scale ii” OR
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F ndamen al
In erper onal Rela ion
Orien a ion – Beha ior
FIRO-B
LOW
P
cINFO ea ch
F ndamen al In erper onal
Rela ion Orien a ion Beha ior
Ba ic S
ea ch
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Gilliam A i m Ra ing
Scale – Second
Edi ion*
GARS-2
MEDIUM
P
cINFO ea ch
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OR Gilliam A i m Ra ing Scale 2nd
Ba ic S
ea ch
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P
cINFO ea ch
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Gilliam A i m Ra ing Scale 3rd
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P
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MEDIUM
P
cINFO ea ch
Hal ead Rei an Ne rop
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Ba er
Ba ic S
ea ch
“Hal ead Rei an
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Hogan Per onali
In en or
HPI
MEDIUM
P
cINFO ea ch
Hogan Per onali
In en or
Ba ic S
ea ch
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Ka fman A e men
Ba er for Children Second Edi ion
KABC-II
HIGH
P
In en or ”
cINFO ea ch
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Achie emen – Third
Edi ion*
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LOW
P
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Ka fman Te of
Ed ca ional
Achie emen – Second
Edi ion*
KTEA-2
MEDIUM
P
cINFO ea ch
Ka fman Te of Ed ca ional
Achie emen econd OR Ka fman
Te of Ed ca ional Achie emen ii
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Achie emen 2nd
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“Ka fman Te of Ed ca ional
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LNNB
LOW
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Ba er
Ba ic S
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“L ria-Nebra ka Ne rop
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cINFO ea ch
Miller Analogie Te
Ba ic S
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“Miller Analogie Te ”
Millon Adole cen
Per onali In en or
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In en or
Ba ic S
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“Millon Adole cen Per onali
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Millon Clinical
M l ia ial In en or IV*
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LOW
P
cINFO ea ch
Millon Clinical M l ia ial In en or
fo r h OR Millon Clinical M l ia ial
In en or i
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In en or ”
2nd line: “MCMI IV” OR “MCMI 4”
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Millon Clinical
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Millon Clinical M l ia ial In en or
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In en or iii OR Millon Clinical
M l ia ial In en or 3
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M l ia ial In en or hird” OR
“Millon Clinical M l ia ial In en or
3”
Minne o a M l ipha ic
Per onali In en or 2*
MMPI-2
HIGH
P
cINFO ea ch
Minne o a M l ipha ic Per onali
In en or econd OR Minne o a
M l ipha ic Per onali In en or
2nd OR Minne o a M l ipha ic
Per onali In en or 2 OR
Minne o a M l ipha ic Per onali
In en or II
Ad a ced S
ea ch
1 line: “Minne o a M l ipha ic
Per onali In en or ”
2nd line: “MMPI 2” OR “MMPI II” OR
“MMPI o” OR”MMPI econd” OR
“Minne o a M l ipha ic Per onali
In en or econd” OR “Minne o a
M l ipha ic Per onali In en or
2nd” OR “Minne o a M l ipha ic
Per onali In en or 2” OR
“Minne o a M l ipha ic Per onali
In en or II”
Minne o a M l ipha ic
Per onali In en or 2-Re r c red Form*
MMPI-2-RF
MEDIUM
P
cINFO ea ch
Minne o a M l ipha ic Per onali
In en or Re r c red
Ad a ced S
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1 line: “Minne o a M l ipha ic
Per onali In en or ”
2nd line: “MMPI 2 RF” OR “MMPI II
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M l ipha ic Per onali In en or
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Minne o a M l ipha ic
Per onali In en or Adole cen *
MMPI-A
MEDIUM
P
cINFO ea ch
Minne o a M l ipha ic Per onali
In en or Adole cen
Ba ic S
ea ch
“Minne o a M l ipha ic Per onali
In en or Adole cen ”
://ca e a
e
. b
de .c
/PSYFP7610/
-e
11/19
2/22/24, 2:23 PM
Ad ce
Minne o a M l ipha ic
Per onali In en or Adole cen
Re r c red Form*
MMPI-A-RF
S ec c Te
LOW
– PSY-FP7610: Te
P
a d Mea
e e
-Lb a
G de a Ca e a U
e
cINFO ea ch
Minne o a M l ipha ic Per onali
In en or Adole cen Re r c red
Ba ic S
ea ch
“Minne o a M l ipha ic Per onali
In en or Adole cen Re r c red”
Mo i a ion A
Scale
e
men
MAS
HIGH
P
cINFO ea ch
Mo i a ion A
e
Ba ic S
men Scale
ea ch
“Mo i a ion A
e
men Scale”
NEO Per onali
In en or – 4*
NEO-4
0
A he ime of hi
ri ing, here ere
0 ar icle on he NEO-4. ho e er
here i a Men al Mea remen
Yearbook re ie .
NEO Per onali
In en or – 3*
NEO-3
MEDIUM
P
NEPSY – Second
Edi ion
NEPSY-II
HIGH
cINFO ea ch
NEO Per onali
NEO Per onali
In en or hird OR
In en or 3
Ba ic S
ea ch
“NEO Per onali
PI-3″
In en or ” ” NEO-
P
cINFO ea ch
NEPSY Second OR NEPSY II
Ba ic S
ea ch
“NEPSY Second” OR “NEPSY II”
Ne rop chological
A e men Ba er
NAB
HIGH
P
cINFO ea ch
Ne rop
Ba er
Ba ic S
“Ne rop
Ba er ”
Performance
Diagno ic Checkli
PDC
MEDIUM
P
chological A
e
men
ea ch
chological A
e
men
cINFO ea ch
Performance Diagno ic Checkli
Ba ic S
ea ch
“Performance Diagno ic Checkli ”
**NOTE: Yo can elec ei her he
Performance Diagno ic Checkli
OR he Performance Diagno ic
://ca e a
e
. b
de .c
/PSYFP7610/
-e
12/19
2/22/24, 2:23 PM
Ad ce
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
-Lb a
G de a Ca e a U
e
Checkli – H man Ser ice . When
elec ing o r ar icle , be re he
ar icle o choo e reflec he
er ion of he e
o elec ed.
Per onali In en or
for Children – Second
Edi ion
PIC-2
LOW
P
cINFO ea ch
1 line: Per onali
Children in TM Te
In en or for
& Mea re
2nd line: Lachar Gr ber in Selec a
Field (op ional)
Ba ic S
ea ch
“Per onali In en or for Children”
Lachar Gr ber
While here are ome ar icle ha
men ion he e , mo are older han
8 ear .
Q e ion Abo
Beha ior F nc ion
Scale of Independen
Beha ior – Re i ed
QABF
LOW
SIB-R
MEDIUM
P
cINFO ea ch
Q e ion Abo
Beha ior F nc ion
Ba ic S
ea ch
“Q e ion Abo
F nc ion”
Beha ior
P
cINFO ea ch
Scale of Independen Beha ior
Re i ed
Ba ic S
ea ch
“Scale of Independen Beha ior
Re i ed”
S anford-Bine
In elligence Scale Fif h Edi ion
SB5
HIGH
P
cINFO ea ch
S anford-Bine In elligence Scale
fif h OR S anford-Bine In elligence
Scale 5 h OR S anford-Bine
In elligence Scale 5 OR S anfordBine In elligence Scale
Ad a ced S
ea ch
1 line: “S anford-Bine In elligence
Scale ”
2nd line: “SB5” OR “SB 5” OR “SB
V” OR “SB fif h” OR “SB fi e” OR
“”S anford-Bine In elligence Scale
fif h”
S rong In ere
In en or
://ca e a
e
. b
SII
de .c
/PSYFP7610/
MEDIUM
-e
P
cINFO ea ch
13/19
2/22/24, 2:23 PM
Ad ce
In en or
S ec c Te
– PSY-FP7610: Te
a d Mea
S rong In ere
In en or
Ba ic S
“S rong In ere
Te of Non erbal
In elligence – Fo r h
Edi ion
TONI-4
MEDIUM
P
e e
-Lb a
G de a Ca e a U
e
ea ch
In en or ”
cINFO ea ch
Te of Non erbal In elligence
fo r h OR Te of Non erbal
In elligence 4 h OR Te of
Non erbal In elligence 4
Ba ic S
ea ch
“Te of Non erbal In elligence
fo r h” OR “Te of Non erbal
In elligence 4 h” OR “Te of
Non erbal In elligence 4”
Thoma -Kilmann
Conflic Mode
In r men
TKI
MEDIUM
P
cINFO ea ch
Thoma -Kilmann Conflic Mode
In r men
Ba ic S
ea ch
“Thoma -Kilmann Conflic Mode
In r men ”
Uni er al Non erbal
In elligence Te Second Edi ion*
UNIT2
MEDIUM
Since o can e ar icle abo
ei her edi ion of he e , earch j
he e name i ho he edi ion o
find all po ible ar icle .
Uni er al Non erbal
In elligence Te
UNIT
MEDIUM
P
cINFO ea ch
Uni er al Non erbal In elligence
Te
Ba ic S
ea ch
“Uni er al Non erbal In elligence
Te ”
Verbal Beha ior
Mile one A e men
and placemen
Program
VBMAPP
MEDIUM
P
cINFO ea ch
Verbal Beha ior Mile one
A e men and placemen
Program
Ba ic S
ea ch
“Verbal Beha ior Mile one
A e men and placemen
Program”
Vineland Adap i e
Beha ior Scale – 3*
://ca e a
e
. b
de .c
VABS-3
LOW
P
cINFO ea ch
Vineland Adap i e Beha ior Scale
/PSYFP7610/
-e
14/19
2/22/24, 2:23 PM
Ad ce
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
-Lb a
G de a Ca e a U
e
hird OR Vineland Adap i e Beha ior
Scale 3rd
Ad a ced S
ea ch
1 line: “Vineland Adap i e Beha ior
Scale ”
2nd line: “VABS 3” OR “VABS hree”
OR “VABS III” OR “VABS hird” OR
“Vineland Adap i e Beha ior Scale
hird”
Vineland Adap i e
Beha ior Scale – 2*
VABS-2
HIGH
P
cINFO ea ch
Vineland Adap i e Beha ior Scale
econd OR Vineland Adap i e
Beha ior Scale 2nd OR Vineland
Adap i e Beha ior Scale ii
Ad a ced S
ea ch
1 line: “Vineland Adap i e Beha ior
Scale ”
2nd line: “VABS 2” OR “VABS o”
OR “VABS II” OR “VABS econd”
OR “Vineland Adap i e Beha ior
Scale econd”
Wech ler Ad l
In elligence Scale Fo r h Edi ion
WAIS-IV
HIGH
P
cINFO ea ch
Wech ler Ad l In elligence Scale
fo r h OR Wech ler Ad l
In elligence Scale 4 h OR Wech ler
Ad l In elligence Scale i OR
Wech ler Ad l In elligence Scale 4
Ad a ced S
ea ch
1 line: “Wech ler Ad l In elligence
Scale”
2nd line: “WAIS IV” OR “WAIS fo r”
OR “WAIS 4” OR “WAIS fo r h” OR
“Wech ler Ad l In elligence Scale
fo r h”
Wech ler Indi id al
Achie emen Te Third Edi ion
WIAT-III
MEDIUM
P
cINFO ea ch
Wech ler Indi id al Achie emen
Te hird OR Wech ler Indi id al
Achie emen Te 3rd OR Wech ler
Indi id al Achie emen Te iii
Ad a ced S
ea ch
1 line: “Wech ler Indi id al
Achie emen Te ”
2nd line: “WIAT III” OR “WIAT 3” OR
“WIAT hree” OR “WIAT hird” OR
://ca e a
e
. b
de .c
/PSYFP7610/
-e
15/19
2/22/24, 2:23 PM
Ad ce
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
-Lb a
G de a Ca e a U
e
“Wech ler Indi id al Achie emen
Te hird”
Wech ler In elligence
Scale for Children Fif h Edi ion*
WISC-V
HIGH
P
cINFO ea ch
Wech ler In elligence Scale for
Children fif h OR Wech ler
In elligence Scale for Children 5 h
OR Wech ler In elligence Scale for
Children
Ad a ced S
ea ch
1 line: “Wech ler In elligence
Scale for Children”
2nd line: “WISC V” OR “WISC 5” OR
“WISC fi e” OR “WISC fif h” OR
“Wech ler In elligence Scale for
Children fif h”
Wech ler In elligence
Scale for Children Fo r h Edi ion*
WISC-IV
HIGH
P
cINFO ea ch
Wech ler In elligence Scale for
Children fo r h OR Wech ler
In elligence Scale for Children 4 h
OR Wech ler In elligence Scale for
Children 4 OR Wech ler In elligence
Scale for Children i
Ad a ced S
ea ch
1 line: “Wech ler In elligence
Scale for Children”
2nd line: “WISC IV” OR “WISC 4”
OR “WISC fo r” OR “WISC fo r h”
OR “Wech ler In elligence Scale for
Children fo r h”
Wech ler Pre chool
and Primar Scale of
In elligence – Fo r h
Edi ion
WPPSI-IV
MEDIUM
P
cINFO ea ch
Wech ler Pre chool and Primar
Scale of In elligence i OR Wech ler
Pre chool and Primar Scale of
In elligence fo r h
Ad a ced S
ea ch
1 line: “Wech ler Pre chool and
Primar Scale of In elligence”
2nd line: “WPPSI IV” OR “WPPSI 4”
OR “WPPSI fo r” OR “WPPSI
fo r h” OR “Wech ler Pre chool and
Primar Scale of In elligence fo r h”
Wide Range
Achie emen Te
Fo r h Edi ion
://ca e a
e
. b
WRAT4
HIGH
de .c
/PSYFP7610/
-e
P
cINFO ea ch
Wide Range Achie emen Te
fo r h OR Wide Range Achie emen
16/19
2/22/24, 2:23 PM
Ad ce
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
-Lb a
G de a Ca e a U
e
fo r h OR Wide Range Achie emen
Te 4
Ba ic S
ea ch
“Wide Range Achie emen Te
fo r h” OR “Wide Range
Achie emen Te 4”
Wonderlic Per onnel
Te – Re i ed*
WPT- R
LOW
Since o can e ar icle abo
ei her edi ion of he e , earch j
he e name i ho he edi ion o
find all po ible ar icle .
Wonderlic Per onnel
Te *
WPT
HIGH
P
cINFO ea ch
Wonderlic
Ba ic S
ea ch
Wonderlic
Woodcock-John on
Te
of Achie emen
Fo r h Edi ion*
WJIV:ACH
LOW
P
cINFO ea ch
Woodcock-John on Te
of
Achie emen i OR WoodcockJohn on Te
of Achie emen
Fo r h
Ad a ced S
ea ch
1 line: “Woodcock-John on Te
of Achie emen ”
2nd line: “Woodcock-John on Te
of Achie emen Fo r h” OR “WJIV”
OR “WJ IV” OR “WJ4” OR “WJ 4”
OR “WJ fo r” OR “WJ fo r h” OR
“Woodcock John on fo r”
Woodcock-John on
Te
of Achie emen
Third Edi ion*
WJIII
HIGH
P
cINFO ea ch
Woodcock-John on Te
of
Achie emen iii OR WoodcockJohn on Te
of Achie emen hird
Ad a ced S
ea ch
1 line: “Woodcock-John on Te
of Achie emen ”
2nd line: “WJIII” OR “WJ III” OR
“WJ3” OR “WJ 3” OR “WJ hree” OR
“WJ hird” OR “Woodcock John on
hree” OR “Woodcock-John on
Te
of Achie emen iii” OR
“Woodcock-John on Te
of
Achie emen hird”
Woodcock-John on
Te
of Cogni i e
://ca e a
e
. b
de .c
WJIV:COG
/PSYFP7610/
-e
LOW
P
cINFO ea ch
17/19
2/22/24, 2:23 PM
Ad ce
g
Abili ie – Fo r h
Edi ion*
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
Woodcock-John on Te
Cogni i e Abili ie i
of
Ad a ced S
-Lb a
G de a Ca e a U
e
ea ch
1 line: “Woodcock-John on Te
of Cogni i e Abili ie ”
2nd line: “WJIV” OR “WJ IV” OR
“WJ4” OR “WJ 4” OR “WJ fo r” OR
“WJ fo r h” OR “Woodcock John on
fo r”
Woodcock-John on
Te
of Cogni i e
Abili ie – Third
Edi ion*
WJIII
MEDIUM
P
cINFO ea ch
Woodcock-John on Te
of
Cogni i e Abili ie Third OR
Woodcock-John on Te
of
Cogni i e Abili ie iii OR WoodcockJohn on Te
of Cogni i e Abili ie
3rd
Ad a ced S
ea ch
1 line: “Woodcock-John on Te
of Cogni i e Abili ie ”
2nd line: “WJIII” OR “WJ III” OR
“WJ3” OR “WJ 3” OR “WJ hree” OR
“WJ hird” OR “Woodcock John on
hree” OR “Woodcock-John on
Te
of Cogni i e Abili ie iii” OR
“Woodcock-John on Te
of
Cogni i e Abili ie hird” OR
“Woodcock-John on Te
of
Cogni i e Abili ie 3rd”
Woodcock Reading
Ma er Te
– Third
Edi ion
WRMT-III
MEDIUM
P
cINFO ea ch
“Woodcock Reading Ma er Te
III” OR “Woodcock Reading Ma er
Te
hird” OR “Woodcock Reading
Ma er Te
hree”
Ba ic S
ea ch
“Woodcock Reading Ma er Te
III” OR “Woodcock Reading Ma er
Te
hird” OR “Woodcock Reading
Ma er Te
hree”
://ca e a
e
. b
de .c
/PSYFP7610/
-e
18/19
2/22/24, 2:23 PM
Ad ce
S ec c Te
– PSY-FP7610: Te
a d Mea
e e
-Lb a
G de a Ca e a U
e
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[Template for Assessment 2. Delete all instructions before submitting. Instructions are always
included in brackets []. Headings are provided for your convenience.]
Title
Author
Affiliation
Introduction
•
•
•
Identify the category and three standardized tests you selected for Assessment 1.
Identify the anticipated population you chose in Assessment 1 for which your tests will
be used.
Briefly identify a population or psychological condition that is within the standardization
of the tests (cite your sources). Your course project will be related to using one of the
tests with the chosen population.
Technical Review Article Summaries
•
•
•
•
•
•
•
•
•
Two articles for each test (total of six) are to be related to each test and one aspect of
their technical quality (validity or reliability). List the APA reference for each journal
article (a minimum of six).
For each article, write no more than one paragraph.
Put the APA reference for each of the six journal articles at the top of the paragraph (a
minimum of seven).
Describe the study.
Identify if the article addresses reliability or validity.
Explain how the article addresses reliability estimates and/or evidence of validity.
Identify the specific type of reliability or validity (for example, test-retest reliability,
predictive validity, et cetera).
Identify the overall results of the research including any psychometric or statistical
outcome (i.e., interpret the reliability or validity coefficients).
This means if your articles don’t address any of the above, find ones that do.
Conclusion
•
•
•
Synthesize the information about each test’s reliability from all the articles you reviewed.
Synthesize the information about each test’s validity from all the articles you reviewed.
Evaluate if each test is currently deemed appropriate for the use in your specialization or
a related profession based on the reliability and validity evidence.
References
Using proper APA format, provide the reference for each source you cited.
PSY7610
Tests by Type
Intelligence /
Cognitive
Abilities
Achievement
/ Aptitude
Test or Instrument
Combined
Review Allowed?
Publisher
Comprehensive Test of Nonverbal
Intelligence – Second Edition (CTONI-2)*
Yes, with CTONI
WPS
Differential Ability Scales – II (DAS-II)
NO
Pearson
Kaufman Assessment Battery for Children
– Second Edition (KABC-II)
NO
Pearson
Stanford-Binet Intelligence Scales – Fifth
Edition (SB5)
NO
PRO-ED
Test of Nonverbal Intelligence – Fourth
Edition (TONI-4)
NO
PRO-ED
Universal Nonverbal Intelligence Test Second Edition (UNIT2)*
Yes, with UNIT
PROED
Wechsler Adult Intelligence Scale – Fourth
Edition (WAIS-IV)
NO
Pearson
Wechsler Intelligence Scale for Children Fifth Edition (WISC-V)
Yes, with WISC-IV
Pearson
Wechsler Preschool and Primary Scale of
Intelligence – Fourth Edition (WPPSI-IV)
NO
Pearson
Woodcock-Johnson Tests of Cognitive
Abilities – Fourth Edition (WJIV:COG)*
Yes, with WJIII
Houghton
Mifflin
Harcourt
Graduate Record Examinations (GRE)
NO
ETS
Kaufman Test of Educational Achievement
– Third Edition (KTEA-3)*
Yes, with KTEA-2
Pearson
Miller Analogies Test (MAT)
NO
Pearson
Wechsler Individual Achievement Test Third Edition (WIAT-III)
NO
Pearson
Wide Range Achievement Test – Fourth
Edition (WRAT4)
NO
Pearson
Woodcock Reading Mastery Tests – Third
Edition (WRMT-III)
NO
Pearson
1
PSY7610
Personality
Behavior
Test or Instrument
Combined
Review Allowed?
Publisher
Woodcock-Johnson Tests of Achievement
– Fourth Edition (WJIV:ACH)*
Yes, with WJIII
Houghton
Mifflin
Harcourt
16PF – Fifth Edition (16PF 5)
NO
IPAT
Millon Adolescent Personality Inventory
(MAPI)
NO
Pearson
Millon Clinical Multiaxial Inventory – IV
(MCMI-IV)*
Yes, MCMI-III
Pearson
Minnesota Multiphasic Personality
Inventory – 2 (MMPI-2)*
Yes, MMPI-2-RF
Pearson
Minnesota Multiphasic Personality
Inventory – Adolescent (MMPI-A)*
Yes, MMPI-A-RF
Pearson
NEO Personality Inventory – 4 (NEO-4)*
Yes, NEO-3
PAR
Personality Inventory for Children – Second
Edition (PIC-2)
NO
WPS
Achenbach System of Empirically Based
Assessment (ASEBA) – any forms or age
range
NO
ASEBA
Behavior Assessment System for Children
– 3 (BASC-3)*
Yes, BASC-2
Pearson
Behavior Rating Inventory of Executive
Function (BRIEF)
NO
PAR
Conners 3
NO
MultiHealth
Systems
Conners Comprehensive Behavior Rating
Scales (CBRS)
NO
MultiHealth
Systems
Adaptive Behavior Assessment System – 3
(ABAS-3)
Yes, ABAS-2
WPS
Scales of Independent Behavior – Revised
(SIB-R)
NO
Houghton
Mifflin
Harcourt
– any forms or age range
Adaptive
Behavior
2
PSY7610
Neuropsych
ological
Careers/Busi
ness/Organiz
ations
Autism
Test or Instrument
Combined
Review Allowed?
Publisher
Vineland Adaptive Behavior Scales – 3
(VABS-3)*
Yes, VABS-II
Pearson
Dean Woodcock Neuropsychological
Battery (DWNB)
NO
Houghton
Mifflin
Harcourt
Halstead Reitan Neuropsychological
Battery (HRNB)
NO
Neuropsy
chology
Center
Luria-Nebraska Neuropsychological
Battery II (LNNB-2)*
Yes, LNNB
WPS
NEPSY – Second Edition (NEPSY-II)
NO
Pearson
Neuropsychological Assessment Battery
(NAB)
NO
PAR
Armed Services Vocational Aptitude
Battery (ASVAB)
NO
USMEPC
OM
California Psychological Inventory – (CPI)
NO
CPP
Campbell Interest and Skill Survey (CISS)
NO
Pearson
Fundamental Interpersonal Relations
Orientation – Behavior (FIRO-B)
NO
MyersBriggs Co.
Hogan Personality Inventory (HPI)
NO
Hogan
Assessme
nts
Strong Interest Inventory (SII)
NO
CPP
Thomas-Kilmann Conflict Mode Instrument
(TKI)
NO
CPP
Wonderlic Personnel Test – Revised (WPTR)
Yes, WPT
Wonderlic
Autism Spectrum Rating Scales (ASRS)
NO
MultiHealth
Systems
Checklist for Autism Spectrum Disorder
(CASD)
NO
Stoelting
Childhood Autism Rating Scale – Second
Edition (CARS- 2)
NO
WPS
3
PSY7610
Depression
Preschool
Behavior
Analytic
Assessments
Test or Instrument
Combined
Review Allowed?
Publisher
Gilliam Autism Rating Scale – Third Edition
(GARS-3)
Yes, GARS-2
PROED
Beck Depression Inventory – II (BDI-II)
NO
Pearson
Beck Hopelessness Scale – Revised (BHSR)*
Yes, BHS
Pearson
Children’s Depression Inventory – 2 (CDI2)
NO
MultiHealth
Systems
Bayley Scales of Infant and Toddler
Development – III (Bayley-III)
NO
Pearson
Brigance Inventory of Early Development III (BRIGANCE IED-III)*
Yes, BRIGANCE
IED-2
Curriculum
Associates
Wechsler Preschool and Primary Scale of
Intelligence – Fourth Edition (WPPSI-IV)
NO
Pearson
AVB Press
Verbal Behavior Milestone Assessment and
placement Program (VBMAPP)
NO
Different
Roads to
Learning
Assessment of Basic Language and
Learning Skills, Revised (ABLLS-R)
NO
Matson &
Vollmer, 1995
Questions About Behavior Function (QABF)
NO
Motivation Assessment Scale (MAS)
Performance Diagnostic Checklist – select
either the PDC or the PDC-HS.
NO
Monaco &
Associates,
Inc.
NO
Austin, 2000
4
PSY7610
Promoting the Emergence of Advanced
Knowledge (PEAK)
NO
Dixon, 2014
* Tests may be frequently revised. In those
cases, and depending on when you are
researching a particular test, it may be
difficult to locate sufficient articles on the
latest version of your test. If needed, you
may complete your review of the test by
combining research on the current version
with the previous one. See the second
column for those tests and their allowed
previous version for your research.
5
2/22/24, 2:23 PM
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