Winter 2006 cpse 647

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Psychometrics and Intellectual Assessment

Winter 2006 CPSE 647

Tuesday 12:15 -2:50

Room: 359 MCKB

Instructors: Melissa Heath, Ph.D. Rachel E. Crook Lyon, PhD

Office: 340-K MCKB 340-Q MCKB

Office Hours: By appointment By appointment

Office Phone: 422-1235 or 422-3857 422-4375

Home Phone: 491-8386 407-6414


Groth-Marnat, G. (2003). Handbook of Psychological Assessment- 4th Edition. New York: John Wiley & Sons.

ISBN # 0471052205
Flanagan, D.P. (2004). Essentials of WISC-IV Assessment. New York: John Wiley & Sons.

  • Assessment of Children (Author: Jerome M. Sattler) ISBN # 0961820926

  • School Psychology Review, Volume 26, No. 2, 1997: Issues in the Use and Interpretation of Intelligence Tests in the Schools.

  • APA Ethical Standards

  • APA standards for testing language minority and culturally different children

  • NASP Website for testing guidelines

  • American Educational Research Association, APA, & NCME (1999). Standards for educational and psychological testing. Washington, DC:Author. [ethics guidelines for assessments & test comparison report]



100 Written Assessment Reports (25 points per report-- 4 reports due during semester.

The first two reports due are “mock reports.” Instructors provide the outline for your report.
120 Protocols (12 graded protocols --10 points per protocol)

2 WAIS-III, 2 WJ COG, 1 KAIT, 1 UNIT, 4 WISC-IV, 1 Stanford-Binet 5th ed, 1 WPPSI-III

Note: All protocols must be peer-reviewed

110 Quizzes (10 points per quiz--- 12 quizzes: drop 2 lowest and “double score” the highest score)

50 Critical Test Review
200 Videotaped Test Administrations

(50 points per test administration-- 4 taped test administrations)


Note: All videotaped testing requires a self-review.
70 Midterm (Study Guide will be provided.)
175 Final Exam
175 Final Test Administration-WISC-IV

Turn in the video of the test administration, protocol, and written report

Turn in self and peer-review of the video, protocol, and report.


1000 Total points
4.0 A 940 - 1000 points (94 - 100%)

3.7 A- 900 - 939 points (90 - 93%)

3.4 B+ 870 - 899 points (87 - 89%)

3.0 B 830 - 869 points (83 - 86%)

2.7 B- 800 - 829 points (80 - 82%)
During the first 10 – 15 minutes of each class, a short quiz will be administered on the assigned readings or test manuals. In special situations (illness or family/personal emergency), arrangements will be made to accommodate the student’s needs.
Evaluation of knowledge, skills, and disposition:

Student performance, specifically in the areas of knowledge, skills, and professional disposition, will be assessed during the course. This information will be reviewed during the semester faculty evaluations of student progress. The student will be apprised of their standing midway through the course and after all course assignments are graded. If a student’s performance is unsatisfactory in any of these three major areas (knowledge, skills, and disposition), the professor will set up an interview with the student to discuss a possible remediation plan.

(1) Knowledge base: Students earning a semester total of less than 83% on their summed quiz scores or below 86% on their final exam score will be considered unsatisfactory in their knowledge base. Marginal performance will be designated to students earning 83-86% on their semester’s total quiz scores or 86-89% on their final exam.

(2) In order to assess skills, students will be provided with both peer and professor’s feedback to videotaped test administration, protocols, and report writing. Students will also be self-evaluating their own work, making plans for improvement, and setting goals for improvement.

NOTE: During practicum and intern, students’ assessment/intervention skills will continue to be evaluated.

(3) Professional disposition will be assessed in terms of promptness to class; quality of preparation for class (completing readings and contributing to class discussion); sensitivity and responsiveness to ethical and legal matters; sensitivity to multicultural considerations and individual diversity; consistency of attention and interpersonal involvement in class; openness/responsiveness to feedback; cooperation and collaboration in group learning activities; and peer-feedback regarding professional disposition.
Note: Attending class and arriving on time reflects your professional disposition. Those who miss class (2 or more classes) and are consistently late/consistently leaving early (late is defined as arriving 6 or more minutes late – and consistently is defined as 3 or more times during the semester) will receive a negative review during semester student evaluations. Behaviors considered to be unprofessional include responding to or making cell phone calls –except for emergency calls, reading the newspaper, sleeping, and completing other tasks not related to CPSE 647. If you must miss class or a substantial portion of class, you will turn in a 2-page minimum reflection paper on the readings for that day at or before the next class period. If you miss class, it is your responsibility to obtain class lecture notes and assignments from classmates.
Each student is required to keep track of their class attendance and tardies on the class point sheet (attached to the syllabus). For each absence, the student is required to complete a five page (single spaced) review of the lecture topic (must include a review of the lecture notes and assigned readings). The student is responsible for getting lecture notes from a classmate and is responsible for reading the assigned readings.
A set of criteria for professional disposition will be reviewed in class (Performance Appraisal System, PAS).
Feedback to students:

Students will be apprised of their progress throughout the semester (grades on quizzes, feedback on videotaped assessments, feedback on peer-reviewed work, etc.) and will receive formal written feedback from the professor midway through the course and upon completing course assignments/requirements. Regarding their performance in CPSE 647, students will receive a written summary of information to be shared in faculty meeting at the end of the semester.

POLICY: Late work turned in after the due date will receive a maximum of 70% of the possible points for the assignment. However, in situations involving a personal emergency, circumstances will be considered and appropriate accommodations made.
NOTE: Because of the critical importance of the knowledge and skills associated with intellectual assessment and the responsibility associated with outcomes based on data-based decision making, students earning a grade below a “B” (829 points and below) will be required to retake the course.
Summary of Information Regarding Student Semester Evaluations:

Students earning a grade below 83% on the final and/or midterm or for the entire course (total points) will receive an “unsatisfactory” rating for the semester student evaluation of “knowledge.” Students receiving a grade of 83% to 86% on the final, midterm, or course grade (total points) will receive a “marginal” rating in the area of “knowledge.”

Students arriving late to class (6 or more minutes late for three or more class periods) will receive a marginal rating on their faculty evaluation in the area of disposition.

Students earning a score below 83% on the test administrations will receive an “unsatisfactory” rating for the semester student evaluation in the area of “skills.” Students earning a grade of 83% to 86% on the test administrations will receive a “marginal” rating in the area of “skills

Prerequisite Courses and Remediation Plans:

A class in undergraduate statistics is a prerequisite for this course. Students with a limited background in statistics may be required to take an undergraduate statistics course prior to enrolling in this course.

Poorly written reports, graded at or below 86%, will need to be re-written using the feedback from the professor. Students demonstrating limited proficiency in writing skills will be required to successfully complete a remedial writing class prior to internship. This recommendation will be reviewed by at least two core faculty members, including the program coordinator.
Respecting individual and group differences is not only a professional issue it is a basic tenet of Brigham Young University’s honor code. Disrespect or discrimination will not be tolerated.

Preventing Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity receiving federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.

Students With Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability, which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5859, D-282 ASB.


CPSE 647 Winter 2006


Assignments & Quiz Topics (Schedule is subject to change)

Quizzes are administered during the first 10-15 minutes of class. The class lecture starts promptly at 12:15.

The QUIZ will consist of multiple choice, true/false, or short essays covering the assigned reading topic (listed in the syllabus) or may review previous lectures/reading assignments.

You will videotape and peer review your own work. Your testing partner (partners are rotated throughout the semester) will peer-review your protocols and reports. For the final videotaping, you will self-review all of your work and your testing partner will peer-review all of your work (this includes videotape, report, and protocol).


In addition to the assigned text book reading, all students are responsible for reading the testing manuals.


January 10

History of Intelligence Testing: Key Names and Dates

Overview of Course Syllabus

Pre-Test: vocabulary term and concepts


January 17

Critical Review of WISC-IV:_______________________

WISC-IV Scoring and administration of subtests

Essentials of WISC-IV Assessment, Chapters 1-2

Handbook of Psychological Assessment, pgs 37-68; 682-689

TOPIC: ETHICS and Issues related to assessment: APA & NASP guidelines

Prior to January 24, Practice WISC-IV testing (full battery) with testing partner

Each person should take turns being the examiner and the examinee.

January 24

Theoretical Underpinnings of Intellectual Assessment

Essentials of WISC-IV Assessment, Chapters 3-4

Handbook of Psychological Assessment- 4th Edition. Read pgs 129-195

Report writing Handbook of Psychological Assessment- 4th edition. Read pgs. 621-671.

Mock Report writing in class (#1 REPORT will be completed in class)

#1 PROTOCOL DUE: WISC-IV PROTOCOL due (Score ahead of time and review in class. Peer review in class.)


January 31

Assessing adults with learning disabilities in an university setting: Guest lecturer: Dr. Ed Martinelli

Review information in Handbook of Psychological Assessment- 4th Edition, 129-195.

Assessment Interview, Handbook of Psychological Assessment- 4th Edition, 69-101.


#1 VIDEO: WISC-IV (self review of video and protocol, peer review of protocol)


February 7

Essentials of WISC-IV Assessment, Chapters 5-6

In class: case study and mock report writing (#2 REPORT will be completed in class)


Handbook of Psychological Assessment- 4th edition. Read pgs. 197- 212.

Critical Review of WMS-III:_______________________

Critical Review of WPPSI-III:______________________


February 14


Critical Review of WJ-COG: ______________________

Critical Review of WJ-ACH:_______________________

Class Discussion: Differing definitions of “Learning Disability” review handouts on identification of learning disability, and specific interventions. Discuss the comparison of IQ standard scores with achievement standard scores.

TOPIC: The Functional Utility of Intelligence Tests with Special Education Populations

#4 PROTOCOL DUE: WISC-IV PROTOCOL and #3 REPORT (self-review of video, peer-review of protocol & report)



Check out WJ-COG and WJ-ACH kits and protocols during week (share a kit with a partner). Bring kits to class on Feb 28. Read and review test manuals and protocols prior to class.
February 28

Guest Lecturer: Michael Herbert



March 7

Guest Lecturer: Michael Herbert

Essentials of WJ-III ACH, Chapters 5-7

DUE: # 5 PROTOCOL-WJ-COG ( 7 core subtests only)


March 14

DUE: # 6 PROTOCOL WJ-COG-(all subtests)

VIDEO #3 WJ-COG (self-review of video- all subtests)

Stanford-Binet-5 Critical Review of Stanford-Binet, 5th ed:________________________

WIAT Critical Review of WIAT: ________________________________________

WAIS-III Critical Review of WAIS-III: ______________________________________

March 21

DUE: Mid-term Examination

DUE: # 7 PROTOCOL Stanford-Binet-5 all subtests (peer-reviewed)

TOPIC: Assessing older students and adults: WAIS-III

REVIEW WAIS kits in class- begin to administer to partner in class and complete protocol by next week.


March 28



LEITER-R : Critical Review of LEITER-R: ________________________
UNIT Critical Review of UNIT: ________________________

TOPIC: Special considerations in assessment issues, nonverbal tests and testing students of diverse background. VIDEO: Portraits of the children: Culturally competent assessment (NASP, 2003)


Chapter 26, Contemporary Intellectual Assessment, pgs 517-531. (chapter will be provided)

(2) SPECIAL TESTING CONSIDERATIONS: COGNITIVE ASSESSMENT OF LIMITED ENGLISH PROFICIENT AND BILINGUAL CHILDREN Chapter 25 -Contemporary Intellectual Assessment, pgs. 503-513. (chapter will be provided).

April 4

DUE: #9 PROTOCOL: UNIT & #4 REPORT (peer reviewed)

KAIT Critical Review of KAIT: ________________________

KABC Critical Review of K-ABC:_______________________


CLASS ACTIVITY: Review KAIT MANUAL and conduct in-class administration of KAIT


April 11

TOPIC: Current Topics in Intellectual Assessment: Research in the past 5 years related to cognitive assessment

DUE: #10 PROTOCOL: KAIT ---from the assessment conducted in class last week



Discussion and review of important points.

Review study guide for final.

FINAL EXAM MONDAY April 24 11:00 a.m. – 2:00 pm

Due on or before 2:00 April 24: FINAL WISC-IV VIDEO (self & peer-review), PROTOCOL

(peer-review), and REPORT (peer-review):



Each student will choose 1 test to review. The due date is listed in the syllabus.





__________________________________________LEITER-most recent edition

__________________________________________STANFORD-BINET-5th EDITION








DIRECTIONS: Prepare a brief 2-page summary of the test. Please use the following outline to organize your information. Your summary will be due on the day we discuss that particular test in class. Make copies for all class members. You will be the class expert. Please prepare a 10-20 minute presentation.

(1) History of Test Development

(underlying theory of test, key people in development of test, need for/use of test, previous editions of the test)

(2) Test Construction-

( a) format of test:

Types of questions/activities?

How were the test questions/activities selected?

( b) norming (identify norming sample: -# and age of subjects in norming sample, ethnicity, location of sites used to norm the test),

( c) reliability and validity (this part of the critique should show evidence of your knowledge of the different types of reliability and validity)

Does this test measure what it purports to measure?

How stable are the test results?

How do the test results compare with other iq tests?

(3) Current Use of Test

What are the lower and upper age limits of those individuals who can be tested with this instrument? Who uses this test? What are the test results typically used for? Would the results of this test stand up in a court case?

What do current practitioners/professionals think of this test? (Ask a few school psychologists, a few clinical psychologists, and a college professor-who teaches an assessment course).

Look in the current critical reviews for critiques of this test (in assessment journals, test review articles, and letters to editors)

(4) Pros and Cons

(a) ease and length of time to administer test

( b) $$$$: cost of test and protocol

( c) time: time to score test --also, is the test fairly easy to score?

( d) training/qualifications to administer test (who can administer this test?)

( e) does the test have a unique use with a specific group that is difficult to test with other assessment instruments ?

( f) overall, how does this test stand up against other similar tests in use?

( g) how current are the test norms?

( h) how has this test withstood the test of time?

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