RIPA-G:2 Diagnostic Test Evaluation

Topics: Psychometrics, Percentile rank, Standard score Pages: 6 (1614 words) Published: December 3, 2013

Ross Information Processing Assessment – Geriatric: Second Edition (RIPA G:2) Diagnostic Test Critique

General Information
Ross-Swain, D., & Fogle, P.T., (2012). Ross Information Processing Assessment-Geriatric. (2nd ed.). Austin, TX: Pro-Ed. No reference was given as to what revisions/changes occurred in the production of the RIPA-G:2 from its previous edition. Purpose of Test

The purpose of the Ross Information Processing Assessment-Geriatric: Second Edition (RIPA-G:2) is to provide a comprehensive and norm-referenced cognitive-linguistic assessment instrument that is designed to identify, describe, and quantify cognitive-linguistic deficits in individuals ages 55 years and older. Test Composition

The RIPA-G:2 is composed of examiner record booklets and the manual. The booklets are organized into seven subtests (immediate memory, temporal orientation, spatial orientation, general information, situational knowledge, categorical vocabulary, and listening comprehension) that evaluate the different aspects of geriatric cognitive-linguistic skills/functioning.

The manual is straightforward and easy to follow. Split into six chapters, the first three cover general information about the test, administration and interpretation. Whereas, chapters four through six focus on the normative sample, the test’s reliability and the test’s validity. Appendixes A-C are used to convert the subtest raw scores to scaled scores, the subtest raw scores to percentile ranks, and to convert the sums of the scaled scores to indexes and percentile ranks, respectively. Appendix D consists of an example of a scored RIPA-G:2 subtest that is helpful to the examiner’s understanding of the test.

Administration of Test
The RIPA-G:2 is an easy to administer test where the only material required during the assessment is the Examiner Record Booklet (a recording device is recommended in the case of an examinee who produces rapid responses). The test itself only takes 25-35 minutes to administer, however if the examinee appears fatigued or to lose interest at any point, it is suggested that the test be extended into another session at a later date. It is also suggested that the examiner be thoroughly familiar with the manual and procedures, as well as having a good rapport with the examinee.

The examiner would first fill out Section 1 of the Examiner Record Booklet with the examinee’s identifying information then begin the assessment with Subtest 1: Immediate Memory which requires the examinee to repeat numbers, words, and sentences of increasing length and complexity after the examiner. Subtest 2: Temporal Orientation requires the examinee to answer questions relating to the concept of time. Subtest 3: Spatial Orientation requires the examinee to answer questions relating to the concept of locations or places. Subtest 4: General Information assesses the examinee’s ability to recall general information that is perceived as common knowledge. Subtest 5: Situational Knowledge requires the examinee to answer questions that involve problem-solving and reasoning. Subtext 6: Categorical Vocabulary assesses the examinees ability to list items in several categories as well as providing a name of a category per list of items. Subtest 7: Listening Comprehension requires the examinee to listen to the examiner read a short narrative paragraph and answer the questions that follow it. For each subtest the examiner would write each of the examinee’s responses in the space provided, record their score, and circle the corresponding diacritical response(s).

The diacritical notations are used to record the examinee’s behavior and are as follows (complete definitions can be found in chapter two of the manual):
e- error response
p- perseveration
r – repetition of stimulus for completion of the task
d- denial or refusal
dl- delayed response
c – confabulation
pc- partially correct or incomplete...
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