Questions and Topics We Can Help You To Answer:
Paper Instructions:

1. Do international mindedness and cultural immersion function as components of global entrepreneurship? If so, how do international mindedness and cultural immersion influence cognitive and experiential teaching and learning? Explain. If not, why not? Support your view.
   
   2. Does innovation lead to improved student outcomes? Justify your position in relationship to relevant theories, including empirical support from the research.
   
   References: 
   
   1. Beutel, D., & Tangen, D. (2018). The impact of intercultural experiences on preservice teachers’ preparedness to engage with diverse learners. Australian Journal of Teacher Education, 43(3), 168-179.
   
   2. McLoughlin, C. E., & Lubna Alam, S. (2014). A case study of Instructor scaffolding using Web 2.0 tools to teach social informatics. Journal of Information Systems Education, 25(2), 125-146.
   
   3. Hunter, P., & Botchwey, N. (2017). Partnerships in learning: A collaborative project between higher education students and elementary school students. Innovative Higher Education, 42(1), 77–90.
   
   
   4. Torres-Valdes, M, Santa-Soriano, A., & Lorenzo-Alvarez, C. (2018). Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees. Journal of New Approaches in Educational Research, 7(1), 70-78.
   
   5. Sklad, M., Friedman, J., Park, E., & Oomen, B. (2016). "Going glocal": A qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college. Higher Education, 72(3), 323–340.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Do international mindedness and cultural immersion function as components of global entrepreneurship? If so, how do international mindedness and cultural immersion influence cognitive and experiential teaching and learning? Explain. If not, why not?

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Reflect on how you prepare your lesson plans and how successful they are. Use these questions to write a journal entry.

• Do you prepare lesson plans with all of the features mentioned in this lesson?
-- Beginning/ Warm up
-- Middle (introduce the topic, present & modal activities, transitions, guidance moves)
-- Close (HW assignment, summarise lesson's key elements, reflect on learning-- happy or sad)

• Which area of lesson planning would you like to improve? Why?

• Based on the techniques suggested in the lesson, what changes would you like to make in the way you plan lessons? Include specific examples.
To take into account:
--Mixed-ability students
--Temporarily unsupervised students
A checklist can help teachers determine if a lesson plan meets students' needs, beginning with the objectives.The checklist should also include:
• estimates of how long activities will take
• a description of the interactional modes used
• back-up activities
• space for class events such as a birthday or a school assembly

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Why is it important for psychologists to know how the brain functions?

Questions and Topics We Can Help You To Answer:
Paper Instructions:

This paper is to discuss the development of the brain.  You will discuss the development of the brain in the early stages of life (before birth and beyond).  

This will include breaking down the brain into sections and offering explanation of the different functions of these sections of the brain.  You will also offer explanations of other important elements of the brain that make it function as a whole.

You will include elements of challenges that can occur in neurodevelopment.  This includes connecting the brain development to other aspects of our body.



The paper should be broken into the following components:

structures of the brain
functions of the brain
other elements of the brain (neurons / lobes etc.)
how the brains functions are related to there aspects of the body (physical, thinking, seeing etc.)
issues that can arise during development
This video is a nice guide to assist you with this paper.  However use  your book to support your paper.

This paper is worth 25 points and should be about 4+ pages in length.  To get the full points you must follow the rubric outlined. 

-double spaced

-all work is cited

-proper paragraphs

-rubric is followed

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Overview
Examine a selected test for materials and procedures according to Elements 6, 7, and 8 of the Code, using the template provided.

Note: Synthesizing the evaluation of test materials and procedures 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.


The Code was designed to guide professionals in evaluating and administering fair standardized tests for all test takers. It is incumbent upon all professionals to ensure fairness in testing.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.
Evaluate a test's sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.
Competency 4: Evaluate the legal, ethical, and professional issues related to test usage.
Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.
Competency 5: Analyze the impact technology has had on the techniques and applications used in psychological testing.
Analyze how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage.
Competency 6: Integrate fairness in testing with ethical and legal considerations and sensitivity.
Analyze a test's procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.
Analyze a test's use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.

Context
In your first assessment, you completed an analysis of three standardized tests and selected one that had potential for use in your professional setting. To complete this task, you focused on Elements 1–4 of the Code.

In your second assessment, you completed a technical review that was conducted on the same test you recommended at the end of the first assessment. Specifically, you analyzed research on the evidence for reliability and validity of your test and provided a final recommendation and rationale.

The Code has four remaining elements for test users. These include: (6) evaluating "representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test;" (7) evaluating "procedures and materials used by test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided;" (8) selecting "tests with appropriately modified forms or administration procedures for test takers with disabilities who need special accommodations;" and (9) evaluating "the available evidence on the performance of test takers of diverse subgroups," determining "which performance differences may have been caused by factors unrelated to the skills being assessed." This assessment focuses on the three of these four elements.

Reference
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

Toggle Drawer
Resources
APA Style and Format
Because this is a psychology course, you must format this assessment according to current APA guidelines. Additional resources about APA can be found in the Supplemental Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available in the courseroom via the VitalSource Bookshelf link.
Required Resources
The following resources are required to complete the assessment.

Template
Use the following template to complete your assessment:

Assessment 3 Template: Evaluation of Test Materials and Procedures Research [DOCX].(Attatched) 
Elements of the Code of Fair Testing Practices in Education
The assessment requires analysis of a selected test against the Elements 6, 7, and 8 of the Code. Review the following selections about this part of the Code.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: AERA. This text will be utilized in all 4 Assessments.
These chapters provide information relevant to test/instrument items and test/instrument documentation (Element 6).
Chapter 4, "Test Design and Development," pages 75–93.
Chapter 5, "Scores, Scales, Norms, Score Linking, and Cut Scores," pages 95–109.
Chapter 7, "Supporting Documentation for Tests," pages 123–129.
Chapter 9, "The Rights and Responsibilities of Test Users," pages 131–137.
These chapters provide information relevant to test/instrument procedures (Element 7).
Chapter 4, "Test Design and Development," pages 75–93.
Chapter 6, "Test Administration, Scoring, Reporting, and Interpretation," pages 111–121.
Chapter 9, "The Rights and Responsibilities of Test Users," pages 131–137.
These chapters provide information relevant to modified tests/instruments (Element 8).
Chapter 3, "Fairness in Testing," pages 49–74.
Chapter 9, "The Rights and Responsibilities of Test Users," pages 131–137.

Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. 

Code of Fair Testing Practices in Education
The following resource provides brief coverage of the elements of the Code that are part of the assessments in this course. These are the elements directed toward test users, which begin on page 6 of the document. Elements 6–8 are covered in this assessment.

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education [PDF]. Available from https://www.apa.org/
Reviews of Tests/Instruments
Use the following resource to find reviews of your chosen test/instrument. Find information about the details of test materials (sample items, practice tests, et cetera), appropriateness of the materials and procedures presented by the test developers, modification of test materials to meet the needs of some learners, and the use of technology for modification of the test/instrument. Use this information to evaluate the test/instrument against Elements 6, 7, and 8 of the Code.



Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. 
Chapter 2, "Historical, Cultural, and Legal/Ethical Considerations," pages 36–74.
This chapter includes information relevant to legal and ethical issues in testing/assessment.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Use Sections 2 and 9 for information on ethical issues and assessment.
National Association of School Psychologists. (2010). Principles for professional ethics [PDF]. Available from http://www.nasponline.org/
Ethical issues in this resource may overlap with issues relating to test user responsibilities.?
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
The section "Ethical Issues in Testing" includes information that may be helpful.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
Chapter 7 includes information relevant to ethical assessment.
Example
The following article is an example of a study evaluating a modified instrument. Search the Capella library or Google Scholar for articles relevant to your chosen test/instrument.

Warschausky, S., Van Tubbergen, M., Asbell, S., Kaufman, J., Ayyangar, R., & Donders, J. (2011). Modified test administration using assistive technology: Preliminary psychometric findings. Assessment, 19(4), 472–479.
Additional Resources for Further Exploration
You may use the following optional resources to further explore topics related to competencies.

These optional resources provide background information that can add to your knowledge of tests/instruments in the areas of statistics, terminology, technical information, and measurement scales. Also included are resources that may assist with additional research.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
Chapters not mentioned elsewhere, including Chapter 3, "Statistics Refresher," can help with terminology used to evaluate tests/instruments.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
This text can provide information about statistics that can help with making decisions about tests/instruments.
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
This text can provide technical information about testing that can help you make decisions about tests/instruments.

Assessment Instructions
Preparation
Gathering information about and evaluating the remaining elements of the Code will require additional resources (including MMY), as well as other resources (such as test publisher websites). A search for relevant articles may include a keyword search within each review or research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer-assisted. Subsequently, this particular assessment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.

If you are struggling with locating sufficient information about a particular test in regard to an element in this assessment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test, as it lacks sufficient documentation in the literature for this code or standard.

Important: You are required to submit a copy of your test to complete this assessment.

Instructions
So far, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assessment, you will apply those concepts to your selected test for the Code's sixth, seventh, and eighth elements. The Code (2004) states that test users, "(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations."

For this assessment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test's construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.

Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.

For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the "Combined Review Allowed" column is marked "Yes," you can supplement your review with articles addressing the designated prior version of the test.



Note: Use the Assessment 3 Template: Evaluation of Test Materials and Procedures​ Research, linked in the Required Resources, to complete this assessment. The template specifies the content that must be included to complete this assessment.

Introduction
Identify the test selected in Assessment 2 and its stated purpose.

Test Items and Format
Identify the format of the items, the test, and types of score. Evaluate aspects of the test and summarize the quality and appropriateness of the test.
Evaluate a test's sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.​
Fair and Appropriate Materials
Complete the following:

Identify or cite positive and negative aspects of test materials that minimize potentially offensive content or language.
Analyze a test's use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.​
Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.
Use of Technology
Analyze how advances in technology have been used to address issues of test items, procedures, and appropriate and fair usage.
Synthesis of Findings
Identify strengths and weaknesses of test items and materials.
References
Provide an APA style reference section.
Additional Requirements
Your assessment should meet the following requirements:

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.
Length: The summary on Elements 6, 7, and 8 must be at least five double-spaced pages in length. These pages do not include the title page or References.
Font and font size: Times New Roman, 12 point.
Reference
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf


Scoring Guide:
Evaluates a test's sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.

Analyzes a test's procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.

Analyzes a test's use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument; addresses all facets of this element identified on the research worksheet.

Analyzes how advances in technology have been employed to address issues of test items, procedures, and appropriate and fair usage; integrates this analysis in all three elements identified on the worksheet.

Evaluates more than one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.

Communicates in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Complete a template depicting the correlations of reliability and validity of one test against Element 5 of the Code, and write a 3–4-page executive summary, supported by peer-reviewed academic references.

Note: Synthesizing the evaluation of test materials and procedures 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.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Apply terminology, principles, statistical concepts, and psychometric features related to the construction and application of psychological tests.
Identify the test and briefly describe the publisher's stated purpose for its use.

Competency 2: Analyze key psychometric properties related to tests and measurement, with an emphasis on reliability and validity.

Analyze the technical review conducted for the selected test's reliability.

Analyze the technical review conducted for the selected test's validity.

Evaluate the current state of the test's technical quality and its status as an appropriate quality tool in the field.

Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.

Support conclusions about a test's appropriateness for use in the field and with the population to be served with peer-reviewed research.

Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.

Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics and APA format and style.



Read the Assessment 2 Context [PDF] document. (Attached)


How do specific types of reliability and their measurements impact the selection process of an appropriate test?
How do the two approaches of validity—trinitarian and unitary—impact the selection process for an appropriate test in your field?
What are the advantages and disadvantages of each model?

Resources
APA Style and Format
Because this is a psychology course, you must format this assessment according to current APA guidelines. 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. 

Required Resources
The following resources are required to complete the assessment.

Template
Use the following template to complete your assessment:

Assessment 2 Template: Evaluation of Technical Quality [DOCX]. (Attatched0

Elements of the Code of Fair Testing Practices in Education
The assessment analyzes a selected test against the fifth element of the Code. Review the following selections about this part of the Code.

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: AERA. This text will be utilized in all 4 Assessments.
Chapter 1, "Foundations," pages 1–32.
Chapter 1 provides information relevant to validity.
Chapter 2, "Reliability/Precision and Errors of Measurement," pages 33–47.
This chapter provides information relevant to reliability.
Chapter 3, "Fairness in Testing," pages 49–74.
This chapter provides information relevant to ethical testing or measurement.

Suggested Resources
The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid.

Use this resource to help support the writing of Assessment 2:

The Annotated Bibliography.
Code of Fair Testing Practices in Education
The following resource provides brief coverage of the elements of the Code that are part of the assessments in this course. These are the elements directed toward test users, which begin on page 6 of the document. Element 5 is covered in this assessment.

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education [PDF]. Available from https://www.apa.org/
Test/Instrument Purpose and Population (Elements 1 and 2)
You may review the following:

Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). Hoboken, NJ: John Wiley & Sons.
Chapter 1, "Introduction," pages xiv–lii.
This chapter provides information relevant to test populations.
Appendix A, "Test Publishers/Distributers," pages 1–4.
Appendix A provides websites for some publishers. Information from test developers may be found on these websites.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
Chapter 1, "Introduction to Psychological Tests and Their Uses," pages 1–35.
This resource provides information relevant to test populations.
Appendix B, "Testing Organizations," page 327.
Appendix B provides websites for some publishers. Information from test developers may be found on these websites.
Test/Instrument Reliability (Element 5)
You may review the following:

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 5, "Reliability," pages 141–174.
This chapter includes information relevant to reliability.
Capella University Library Database: Mental Measurements Yearbook.
Reviews from this database provide information about the reliability of your chosen test/instrument. Use the Database Guide: Mental Measurements Yearbook for more information about the MMY.
Nitko, A. J. (n.d.). Using a Mental Measurements Yearbook review to evaluate a test. Retrieved from http://buros.org/using-mental-measurements-yearbook-review-evaluate-test
This resource tells you how to use the MMY.
Buros Center for Testing. (n.d.). How to cite Mental Measurements Yearbooks and test reviews [PDF]. Retrieved from http://buros.org/pdfs/How-to-Cite-Buros-publications.pdf
Use this resource if needed to cite reviews from the MMY.
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). Hoboken, NJ: John Wiley & Sons.
This text may provide reliability information about some specific tests or instruments.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
Chapter 4, "Essentials of Reliability," pages 127–164.
This chapter includes information relevant to reliability.
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
The section "Concepts and Issues in Measurement" includes information relevant to reliability.

You may review the following:

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill..
Chapter 6, "Validity," pages 175–199.
This chapter includes information relevant to validity.

Nitko, A. J. (n.d.). Using a Mental Measurements Yearbook review to evaluate a test. Retrieved from http://buros.org/using-mental-measurements-yearbook-review-evaluate-test
This resource also provides information about how to use the MMY.
Buros Center for Testing. (n.d.). How to cite Mental Measurements Yearbooks and test reviews [PDF]. Retrieved from http://buros.org/pdfs/How-to-Cite-Buros-publications.pdf
Use this resource if needed to cite reviews from the MMY.
Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). Hoboken, NJ: John Wiley & Sons.
This text may provide validity information about some specific tests or instruments.


Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
Chapter 2, "Historical, Cultural, and Legal/Ethical Considerations," pages 36–74.
This chapter includes information relevant to legal and ethical issues in testing or assessment.
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
Use Sections 2 and 9 for information on ethical issues and assessment.
National Association of School Psychologists. (2010). Principles for professional ethics [PDF]. Available from http://www.nasponline.org/
Ethical issues in this resource may overlap with issues relating to test user responsibilities.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
Chapter 7, "Essentials of ethical test use," pages 318–322.
This chapter includes information relevant to ethical assessment.
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
The section "Ethical Issues in Testing" includes information that may be helpful.
Additional Resources for Further Exploration
You may use the following optional resources to further explore topics related to competencies.

These optional resources provide background information that can add to your knowledge of tests or instruments in the areas of statistics, terminology, technical information, and measurement scales. Also included are resources that may assist with additional research.

Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
Chapters not mentioned elsewhere, including Chapter 3, "Statistics Refresher," can help with terminology used to evaluate tests or instruments.
Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
This text can provide information about statistics that can help with making decisions about tests or instruments.
Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
This text can provide technical information about testing that can help you make decisions about tests or instruments.

Assessment Instructions
Preparation
For this assessment, you will conduct a deeper analysis of the technical quality of the selected test against Element 5 of the Code, which states that the test user will "evaluate evidence of the technical quality of the test provided by the test developer and any independent reviews."

Instructions
For Assessment 1, you selected one standardized test that has relevancy to your academic and professional goals. Assessment 1 focused on the first four elements of the code for selecting a test. For Assessment 2, you will complete a deeper analysis of the technical quality of your selected test by focusing on the fifth element of the code, which states that the test user will "evaluate evidence of the technical quality of the test provided by the test developer and any independent reviews." To complete this assignment, you will draw upon the knowledge you have gained so far about psychometrics in general and reliability and validity in particular. For Assessment 2, use the test you selected for Assessment 1. Locate and summarize a minimum of four articles related to the technical qualities of the selected test. 

For each article:

List the APA reference for each journal article (a minimum of seven).
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, et cetera).
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. Do not use sources older than 8 years. (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. If you choose to use older sources, you will need to explain why.) Use current, peer-reviewed journal articles. 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: . In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document, linked in the resources for Assessment 1. Note which tests have been designated as acceptable for searching prior test editions.



Note: Use the Assessment 2 Template: Evaluation of Technical Quality provided in the Required Resources to complete this assessment.
Introduction
Use the Introduction section of the template to complete this section.

Identify the test and briefly describe the publisher's stated purpose for its use.
Identify briefly a population or psychological condition that is within the standardization of the test.
Technical Review Article Summaries
Use the Technical Review Article Summaries on the template to complete this part of the executive summary.

Each article is to be directly related to your chosen test and one aspect of its technical quality. Note: Use an annotated bibliography for evaluative information format. (See the Suggested Resources for information available at Capella about annotated bibliographies.)
List the APA reference for each journal article (a minimum of four).
Identify if the article addresses reliability or validity.
Explain how 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, et cetera).
Identify the overall results of the research, including any psychometric or statistical outcome.
Conclusion
Use the Conclusion section of the template to complete the following:

Evaluate the current state of the test's technical quality and its status as an appropriate quality tool in the field.
Support conclusions about a test's appropriateness for use in the field and with the population to be served with peer-reviewed research.
Synthesize the information from all the articles you reviewed about validity.
Evaluate if your test continues to be deemed as appropriate for your planned use in the field and with the population to be served, as suggested by the director in your setting.
Provide your references that you used for the technical review and summary to your director.
Additional Requirements
Your assessment should meet the following requirements:

Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.
References: A minimum of six peer-reviewed journal articles (textbooks, web pages, literature reviews, and the MMY book reviews do not count for these references). Three of the articles must focus on reliability and three must focus on validity.
APA format: Follow current APA format and style throughout the assessment. Be sure to use correct format and style for each respective type of reference, for example, website versus journal).
Length: 3–4 double-spaced pages, including the technical review. Do not count the title page or references.
Font and font size: Times New Roman, 12 point.
Reference
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf


Scoring guide:
Identifies the test and briefly describes the publisher's stated purpose for its use, including the population or psychological condition the test purports to address.

Analyzes the technical review conducted for the selected test, with the inclusion of reported values and their interpretation for at least two of the articles.

Analyzes the technical review conducted for a selected test's validity, with the inclusion of reported values and their interpretation for at least two of the articles.

Evaluates the current state of the test's technical quality and its status as an appropriate quality tool in the field; synthesizes information from the articles related to types of reliability and validity by citing their reported values and qualitative interpretation as supporting evidence; and evaluates the test’s technical quality in the context of psychometrics.

Supports conclusions about a test's appropriateness for use in the field, and with the population to be served, with properly cited peer-reviewed research; cites at least three peer-reviewed journal articles in the concluding section to the supervisor in the scenario.

Communicates in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

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Paper Instructions:

To get us thinking about a key concept that we'll be encountering in our videos and readings please develop some initial thoughts and ideas on "What is 'Civilization'?"  Provide a definition and an explanation of the term civilization in your own words and point to specific examples to illustrate your definition.  Some light research using Google and/or online HCC Library resources is sufficient for this activity. 

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Paper Instructions:

A review of the scholarly literature will uncover a prevalence of risky sexual behaviors and a high rate of sexually transmitted infections in individuals over 60 years of age. For this assignment, it is your responsibility to investigate the phenomenon of increased sexually transmitted infections, and you must provide at least 3 well-researched reasons why the elderly are at an increased risk of contracting an STI than their younger counterparts. And finally, provide at least 2 possible solutions to quell this problem.

use 3 scholarly citations

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Paper Instructions:

For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case.

Review these two videos:

The Case of Julio:
http://media.capella.edu/CourseMedia/COUN5107/caseofjulio/coun5107_julio.asp
Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test-taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio’s family. While Julio’s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work.

The Case of Kimi:
http://media.capella.edu/CourseMedia/COUN5107/caseofkimi/coun5107_kimi.asp
Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi’s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert’s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship.
For a third case, choose one of these videos:

The Case of Reese:
http://media.capella.edu/CourseMedia/COUN5107/caseofreese/coun5107_reese.asp
-Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned and structured major decision her entire life. Reese is fiercely loyal to her extended family and frequently travels to help her parents care for her aunts, uncles, and cousins whenever they experience hardships. Her efforts are not always appreciated, because she offers very specific guidance and is easily frustrated by their lack of followthrough.

The Case of Daneer:
http://media.capella.edu/CourseMedia/COUN5107/caseofdaneer/coun5107_daneer.asp
Daneer is a 50-year-old male. He emigrated to the United States from Serbia with his parents and older brother when he was four years old. Daneer and his brother were harshly disciplined by their parents when they failed to follow family rules or did not live up to their standards. It was not unusual for his parents to refuse to speak to the boys for days when their grades were low. Daneer’s parents are practicing Muslims, but Daneer rejected their faith when he reached adulthood. His relationships with his parents and brother are strained by his tendency to alternate between being a doting son and lashing out when they rebuke his lifestyle. They disapprove of his life choices that are inconsistent with their religious beliefs. Daneer was briefly married in his 20s, but his wife left him after six months and filed an order of protection. He was briefly hospitalized after a serious suicide attempt shortly after his marriage ended. He has worked several jobs as a waiter and often quits before he is fired due to conflicts with other staff.
Download the Unit 9 Assignment Template. Use it to complete your assignment.

Instructions
For each case, you will complete a diagnostic analysis you select from the list of assessment tools provided late in this assignment. Each case requires the following information to be addressed:

Describe presenting concerns and relevant history.
Explain what information has been provided in each case that helps to determine which disorders are appropriate for consideration (differential diagnoses) for a final diagnosis. Evaluate how at least one assessment tool, which is listed in the List of Assessment Tools resource, will aid in obtaining further information to back up your final diagnosis. The Differential Diagnosis Decision Tree may be helpful to guide this process.
Present DSM-5 and ICD-10 codes including relevant Z codes. Assume that the client has presented for treatment with their partner or parents.
Provide a descriptive rationale for the DSM diagnosis that best fits the information provided, including relevant ICD codes. This should be written in a narrative form using complete sentences. Support your rationale with scholarly sources. Optional readings found in the course syllabus may be particularly relevant.
Describe indications or contraindications that help determine whether a medication consultation is appropriate, and provide rationale with support from scholarly sources.
List of Assessments and Supporting Resources
Derogatis, L. R. (1977). Symptom Checklist-90–Revised. Psyctests, doi:10.1037/t01210-000
Grande, T. L., Newmeyer, M. D., Underwood, L. A., & Williams, C. R. (2014). Path analysis of the SCL-90-R: Exploring use in outpatient assessment. Measurement and Evaluation in Counseling and Development, 47(4), 271–290.
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Personality Styles and Disorder Inventory—Short form. Psyctests, doi:10.1037/t58367-000
Hain, S., Schermelleh-Engel, K., Freitag, C., Louwen, F., & Oddo, S. (2016). Development of a short form of the Personality Styles and Disorder Inventory (PSDI-6): Initial validation in a sample of pregnant women. European Journal of Psychological Assessment, 32(4), 283–290.
Review this source to be able to interpret the Personality Styles and Disorder Inventory—Short form.
​Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorders symptoms severity scale. Psyctests. doi:10.1037/t10209-00
Henderson, K. A., Buchholz, A., Perkins, J., Norwood, S., Obeid, N., Spettigue, W., & Feder, S. (2010). Eating disorder symptom severity scale: A new clinician-rated measure. Eating Disorders, 18(4), 333–346.
Review this source to be able to interpret the Eating Disorder Symptom Severity Scale.
Kessler, R. C., Adler, L., Ames, M., Demler, O., Faraone, S., Hiripi, E., & Walters, E. E. (2005). Adult ADHD Self-Report Scale Symptom Checklist. Psyctests. doi:10.1037/t03454-000
Leithead, L., & Freeborn, D. (2013). A practical guide for diagnosing adult attention deficit hyperactivity disorder. The Journal for Nurse Practitioners, 9(10), 688–694.
Review this source to be able to interpret the ADHD Self-Report Scale Symptom Checklist.
Submission Requirements
Written communication: Written communication must be grammatically correct and free of errors that detract from the overall message. Writing should be consistent with graduate-level scholarship.
APA formatting: Title page, main body, and references should be formatted according to the current APA style and formatting.
The number of resources: Minimum of six scholarly resources. Distinguished submissions typically exceed this minimum.
Length of paper: 8–12 typed double-spaced pages. Abstract and Table of Content pages are not necessary.
Font: Times New Roman, 12 points

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Paper Instructions:

Group Counseling Research Paper
address the following
1. Determining need for groups: How can a counselor best determine which small groups are needed at
their school or mental health agency?
2. Determining topics for groups: What are topics that are appropriate vs. inappropriate for group
counseling?
3. Identifying clients/students for groups: What criteria should a counselor use to place students in a
small group counseling intervention? When might individual counseling be more appropriate?
Generated: 1/16/2020 Page 6 of 20
4. Obstacles: What are obstacles to setting up small groups in a school setting or a mental health
agency? How can counselors overcome these obstacles?
5. Ethics of group counseling with children/adolescents:
1. School Counselors: Is it ethically and legally required for school counselors to obtain parental permission for students to participate in groups? What are “best practices” for setting up small group counseling in terms of parental consent?
2. Mental Health Counselors: What are some of the ethical challenges of conducting group counseling
with minors within a mental health agency? What are “best practices” for setting up small group counseling in terms of parental consent?

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Paper Instructions:

Assess the author's gerontological voice. (30 points)

In this section you will critically analyze the author’s gerontological voice. To do this, consider the author’s portrayal of older adults, the language they use, any stereotypes you see being perpetuated by the article, and what they are saying (any stats/concepts) in comparison to what you’ve been learning in the course. Do they have a strong or poor gerontological voice? Do you believe the article was written by someone with a background in aging? Why or why not?  This section will require you to show deep and mature thinking of material learned from the course and how it holds up in the “outside world.” Be sure to support your claims with properly cited evidence from your textb