Psychological Testing and Assessment of Adolescents
Psychological Testing and Assessment of Adolescents
An assessment involves administering and interpreting psychological tests and integrating this with current and past symptoms, observations, information about developmental, biological, social, educational, and life experiences (Kirst-Ashman & Hull, 2006). Educational assessments of adolescents are based on obtaining a profile of the child’s learning weaknesses as well as his or her strengths. When an educational assessment is performed on the adolescent, a counselor can determine academic potential, collect observational interview data, and can better understand the strengths and weaknesses of the adolescents.
In tests, there are two main classes such as the achievement tests or aptitude tests. The achievement tests are used to determine a student 's academic strengths and weaknesses. When compared to intelligence test scores, achievement scores tell whether or not a child has the severe difference in ability and performance that indicates a learning disability diagnosis (Logsdon, A. 2010). These scores also provide important information to help develop the child 's individual education program (Logsdon, A. 2010). When discussing an aptitude test, it is the standardized test that is designed to measure the ability of a person to develop skills or acquire knowledge. The two roles of testing are formative assessment and summative modes of assessment. Summative assessment purpose in education and training are to evaluate learning at the end of the course for purposes of accreditation or evaluation of the teaching process, selection decisions fro admitting students into highly sought after courses and diagnosing learning difficulties, students with special needs or giftedness (Shum, D., O’Gorman, J., & Myors, B. 2008). Formative assessment is a self-reflective process that intends to promote student attainment.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered
An assessment involves administering and interpreting psychological tests and integrating this with current and past symptoms, observations, information about developmental, biological, social, educational, and life experiences (Kirst-Ashman & Hull, 2006). Educational assessments of adolescents are based on obtaining a profile of the child’s learning weaknesses as well as his or her strengths. When an educational assessment is performed on the adolescent, a counselor can determine academic potential, collect observational interview data, and can better understand the strengths and weaknesses of the adolescents.
In tests, there are two main classes such as the achievement tests or aptitude tests. The achievement tests are used to determine a student 's academic strengths and weaknesses. When compared to intelligence test scores, achievement scores tell whether or not a child has the severe difference in ability and performance that indicates a learning disability diagnosis (Logsdon, A. 2010). These scores also provide important information to help develop the child 's individual education program (Logsdon, A. 2010). When discussing an aptitude test, it is the standardized test that is designed to measure the ability of a person to develop skills or acquire knowledge. The two roles of testing are formative assessment and summative modes of assessment. Summative assessment purpose in education and training are to evaluate learning at the end of the course for purposes of accreditation or evaluation of the teaching process, selection decisions fro admitting students into highly sought after courses and diagnosing learning difficulties, students with special needs or giftedness (Shum, D., O’Gorman, J., & Myors, B. 2008). Formative assessment is a self-reflective process that intends to promote student attainment.
The Wechsler Intelligence Scale for Children (WISC) is an individually administered
References: Fahmy, A. (2009). Wechsler Intelligence Scale for Children. Retrieved on August 11, 2010, from http://www.minddisorders.com/Py-Z?Wechsler-Intelligence –Scale_For-Children.html. Knobloch, H., & Pasamanick, B. (1974). Gesell and Amatruda 's developmental diagnosis: the evaluation and management of normal and abnormal neuropsychologic development in infancy and early childhood (3rd ed). New York: Harper and Row Logsdon, A. (2010). Achievement Testing-Testing Achievement in Learning Disability Diagnosis. Retrieved on August 11, 2010, from http://learningdisabilities.about.com/od/glossar1/p/achievementtest.htm. Shum, D., O’Gorman, J., & Myors, B. (2008). Psycholgoical Testing and Assessment. Oxford University Press.