Improving the professional and ethical use of assessment procedures Assessment practitioners have an ethical responsibility insofar as it is practicable to ensure that the individual is not treated unfairly or affected negatively by the assessment or assessment procedure. This responsibility may in practice, however, be constrained by the control that the assessment practitioner has over the user of the assessment and emphasises the importance of the individual granting of informed consent. Those professions whose members are involved in assessment for the workplace should contribute to improved standards of ethical assessment by committing themselves to the following actions. It is understood that the profession of psychology has a special obligation in this regard: 1. Ensuring that information about assessment methods is distributed to all users as it becomes available.
Clients may be referred for a neuropsychological assessment for many reasons. For an example, a client with brain trauma may be referred by his physician to have an evaluation for determining the extent of psychological improvement or deterioration over time. A client may also be referred for forensic reasons to try to figure out if the symptoms are the result of an injury or accident. There are also performs different types of psychological tests to determine the level of a clients’ functioning on various levels. The specific type of test, such as intelligence or personality tests depends on various levels.
Psychological testing is the act of administering, scoring, and interpreting results of a test that measures any of a number of psychological functions such as cognitive ability, memory, or personal traits; it is a straight forward process (Goldfinger & Pomerantz, 2013). Psychological assessment is not, psychological assessment involve the integration of information from multi sources, such as tests of normal and abnormal personality, tests of ability or intelligence, tests of interest or attitudes, as well as information from personal interviews (Ter Laak, Gokhale, & Desai,
There has been much work on defining what assessment is. Many researchers such as Black and William, Bachman, Huhta or Berry have proposed the definitions of assessment. Black and William (1998) hold the view that “teachers should see assessment as a tool to promote greater student achievement in the classroom context”. In this sense, assessment is a part of the teaching and learning process and is taken to support learning. Similarly, Bachman (2004) defined assessment as “a process of collecting information about something that we are interested in, according to procedures that are systematic and substantially grounded” (pp.
Introduction Psychological tests are immensely useful tools that are employed not only by social scientists, but also by a variety of other professionals for, among other things, the purposes of collecting data regarding specific populations in order to select target audiences, note changes, and plan development strategies (Lowenthal, 2001). This is not to say that these tests are without fault; aside from the limitations that are specific to each test, problems often arise due to the mismanagement of data as well as by insufficient knowledge regarding how best to present obtained results (Groth-Marnat, 2003). Nevertheless, psychological assessment, when done correctly, is a valuable source of quantitative information and over the years a
Introduction External Quality Assurance (EQA) refers to the actions of an external body which is independent from the institution, which assesses its operation or programmes to determine whether they meet the set standards. ( It is about determining that quality guidelines and requirements are achieved by education providers. There are basic approaches of EQA these are audit, assessment and accreditation. Although these terms are used interchangeably, they play distinctive roles in determining smooth and fair processes by EQA agencies. EQA agencies have particular roles and responsibilities to ensure that quality is maintained at all times.
The examination, a study of the client’s biologic life stage and genetic predisposition, laboratory tests, and diagnostic tests such as magnetic resonance imaging and electroencephalography. The psychological evaluation surveys childhood experiences, personality, and current objective and subjective symptoms of psychiatric illness. This information I will gather by interviewing my client and family, by administering specific psychological tests and rating scales. I will also assess the cognitive functioning of my client by utilizing a standard measure such as the mini – Mental state
Therefore equitable assessment means that students using methods and procedures most appropriate to them. These may vary from one student to the next, depending on the student's prior knowledge, cultural experience, and cognitive style. Regarding to this aim there are steps we can take to make our assessment methods as fair as possible. 2.15.1 Seven Steps to Fair Assessment 1. Have clearly stated learning outcomes and share them with students and help them understand what your most important goals are.
Objective assessments referring to Psychological Testing Associates (2008), “are psychological tests that measure an individual's characteristics in a way that is independent of rater bias or the individual's own beliefs.” While projective assessments “are designed to allow a person to respond to ambiguous stimuli, presumably revealing hidden emotions and internal conflicts.” (Psychological Testing Associates, 2008). Identify the limitations of the
The methods of assessment need to impartial. Sometimes, teachers focus on drilling concepts and the children learn by rote, unfortunately learning is then distilled to nothing more than recall of facts. Assessment should be holistic causing a change and transforming one`s outlook. Some learners associate assessment with failure as one can either pass or fail as it does not spur one to improve in a particular area as it