assesssment techniques
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Assessment techniquesused in Guidance
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Introduction To Psychological
Assessment
A psychological assessment is the attempt of a
skilled professional, usually a psychologist, touse the techniques and tools of psychology tolearn either general or specific facts about
another person, either to inform others of how
they function now, or to predict their behaviorand functioning in the future.
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STANDARDIZEDPSYCHOLOGICALTEST
Standardized tests are used in psychology, as well
as in everyday life, to measure intelligence,
aptitude, achievement, personality, attitudes and
interests.
Standardized tests are used to produce norms-or
statistical standards-that provide a basis for
comparisons among individual members of the
group of subjects.
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Standardized norm-referenced tests may at times
need to be supplemented with more informal
assessment procedures, as such as projective tests
or even career-testing or teacher-made tests.
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INFORMAL ASSESSMENT
TECHNIQUES
Methods for informal assessment can be divided
into two main types: unstructured (e.g., student
work samples, journals) and structured (e.g.,
checklists, observations).
Another important aspect of informal assessments
is that they actively involve the students in the
evaluation process-they are not just paper-and-pencil tests.
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UNSTRUCTUREDASSESSMENTTECHNIQUES
Unstructured techniques for assessing students can
run the gamut from writing stories to playing gamesand include both written and oral activities. The
range of possible activities is limited only by the
creativity of the teacher and students.
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TYPESOFUNSTRUCTUREDASSESSMENT
TECHNIQUES
Writing Samples
Homework
Logs or journals Games
Debates
Brainstorming
Story retelling
Anecdotal
Naturalistic
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STRUCTUREDASSESSMENTTECHNIQUES
Structured assessments are planned by the teacher
much more specifically than are unstructured
assessments.
Structured assessment measures are more varied
than unstructured ones.
In each case, definitely "right" and "wrong,"
"completed" or "not completed" determinations can
be made.
Consequently, the scoring of structured assessment
activities is relatively easier compared to the
scoring of unstructured assessment activities.
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TYPESOFSTRUCTUREDINFORMAL
ASSESSMENTS
Checklists- Checklists specify student behaviors
or products expected during progression through
the curriculum.
Cloze Tests- Cloze tests are composed of text
from which words have been deleted randomly. The
procedure is intended to provide a measure of
reading comprehension.
Criterion-referenced Tests- This type of test is
tied directly to instructional objectives, measuresprogress through the curriculum and can be used
for specific instructional planning.
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Rating Scales- This is an assessment technique
often associated with observation of student work
or behaviors.
Questionnaires- A questionnaire is a self-report
assessment device on which students can provide
information about areas of interest to the teacher.
Miscue Analysis- An informal assessment of
strategies used by students when reading aloud or
retelling a story.
Structured Interviews- Structured interviews are
essentially oral interview questionnaires.
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Observation
Naturalistic Observation is a techniquethat involves observing subjects in
their natural environment.
This type of research is often utilized
in situations where conducting lab
research is unrealistic, cost prohibitiveor would unduly affect the subject's
behavior.
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Observations of the person being referred in theirnatural setting especially if its a child can
provide additional valuable assessment
information. In the case of a child, how do they
behave in school settings, at home, and in theneighborhood? Does the teacher treat them
differently than other children? How do their friends
react to them?
The answers to these and similar questions cangive a better picture of a child and the settings in
which they function. It can also help the
professional conducting the assessment better
formulate treatment recommendations.
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Questionnaires and interviews
Questionnairesare a type of self report methodwhich consist of a set of questions usually in a
highly structured written form.
Questionnaires can contain both openquestionsand closed questionsand participantsrecord their own answers.
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Interviewsare a type of spoken questionnairewhere the interviewer records the responses.Interviews can be structured whereby there is a
predetermined set of questions or unstructuredwhereby no questions are decided in advance.
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Open and closed questions.
Questionnaires and interviews can use open orclosed questions or both.
Closed questions are questions which providea limited choice
Open questions are those questions which
invite the respondent to provide their ownanswers and provide qualitative data.
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Rating Scales
One of the most common rating scales isthe Likert scale. A statement is used and the
participant decides how strongly they agree ordisagree with the statements.
A strength of Likert type scales is that they cangive us an idea about how strongly aparticipant feels about something. Thistherefore gives more detail than a simple yesno answer.
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Psychometrics
Psychometric tests are instruments which havebeen developed for measuring mental
characteristics. Psychological tests have beendeveloped to measure a wide range of things,including creativity, job attitudes and skills,brain damage and, of course, 'intelligence'.
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Sampling
One of the most important issues about anytype of method is how representative of the
population the results are.
Opportunity Sampling
Opportunity sampling is the sampling
technique most used by psychology students. Itconsists of taking the sample from people whoare available at the time the study is carried outand fit the criteria your are looking for.
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Self selected sampling
` Self selected sampling (or volunteer sampling)consists of participants becoming part of a
study because they volunteer when asked or inresponse to an advert.
Random Sampling
This is a sampling technique which is definedas a sample in which every member of thepopulation has an equal chance of beingchosen.
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Stratified Sampling
Stratified sampling involves classifying the populationinto categories and then choosing a sample whichconsists of participants from each category in the same
proportions as they are in the population.Snowball Sampling
Snowball sampling can be used if your population isnot easy to contact. For example if you were interestedin studying students who take illegal drugs you mayask a participant who fits your target population to telltheir friends about the study and ask them to get intouch with the researcher and so on.
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Assessment through observation of groupsrequires competency in observingcommunication processes and knowledge of
group dynamics.
Examples:
leadership styles
decision-making models
phases of group development
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Examine the dynamics and major approaches togroup counseling with emphases on starting acounseling group, leading groups effectively, andevaluating results. Understanding of group processes,leadership, and membership is stressed. Special
populations including minorities, intellectually orphysically challenged, women, perpetrators or abusevictims, as well as those with chronic or lifethreatening diseases are considered. Support andself-help groups are covered along with the ethical
issues unique to group settings. Program planning anddevelopment in agencies, schools, higher education,and private practice are covered. Students will beexpected to arrange and facilitate outside of class aseries of group counseling sessions during the term.