Psychology Assignment Academic Essay

Written Assignments
Final Paper

The final paper should demonstrate understanding of the reading assignments as well as the implications of new knowledge. The paper should be eight- to ten- pages. You may include explanation and examples from previous experiences as well as implications for future application.
Choose the following measurement types:
• Assessment of Personality
Using current research (at least six scholarly journal articles within the past 10 years), evaluate how the type of measurements selected are currently being used in the field of psychology. Provide at least 2-4 examples or case studies, describing the tests used and the rationale, purpose, and consequences of their usage. How are particular ethical, reliability, and validity issues being addressed? In what types of research areas or fields are these tests being applied? How are ethnic, linguistic, cultural, and other demographic issues being addressed in these studies? What are some of the statistical problems with measurement in these particular cases? How do these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals? What is predicted to be the future of this measurement type?

The Final Paper must:
• Be eight to ten pages, double-spaced, and formatted according to APA style.
• Include a cover page that includes:
o The title of the paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Include an introductory paragraph with a succinct thesis statement.
• Address the topic of the paper with critical thought.
• Conclude with a restatement of the thesis and a conclusion paragraph.
• Use APA style to document all sources.
• Include, on the final page, a Reference List that is completed according to APA style.
• ORG5100/PSY5610.CLOWk6.05.2011
• Description: Week 6 final (summative assignment) for ORG 5100/PSY 5610.
•
• Total Possible Score: 30.00
• Using current research (at least six scholarly journal articles within the past 10 years), evaluate how the type of measurements selected are currently being used in the field of psychology.
• Total: 4.00
• Provides an extensive and comprehensive evaluation of how the selected type of measurement is currently being used in the field of psychology.
• Provides a very clear and detailed evaluation of how the selected type of measurement is currently being used in the field of psychology.
• Provides a clear and adequate evaluation of how of how the selected type of measurement is currently being used in the field of psychology.
• Provides a minimal evaluation of how the selected type of measurement is currently being used in the field of psychology.
• Provides an unclear and/or limited evaluation of how the selected type of measurement is currently being used in the field of psychology.
•
• Provide at least 2-4 examples or case studies describing the tests used and the rationale, purpose, and consequences of their usage.
• Total: 4.00
• Provides a very clear and thorough description of the tests, their rationale, purpose, and consequences of usage.
• Provides a clear description of the tests used and the rationale, purpose, and consequences of usage.
• Provides a description of the tests used and the rationale, purpose, and consequences of usage.
• Includes a minimal description of the tests used, the rationale, purpose, and consequences of their usage.
• Lacks a description of the tests used and the rationale, purpose, and consequences of their usage.
•
• Explains how particular ethical, reliability, and validity issues are being addressed.
• Total: 3.00
• Includes an exceptional explanation of how particular ethical, reliability, and validity issues are being addressed.
• Includes a thorough explanation of how particular ethical, reliability, and validity issues are being addressed.
• Includes a sufficient explanation of how particular ethical, reliability, and validity issues are being addressed.
• Attempts to provide an assessment of the strengths and weaknesses of the test created, but does not sufficiently cover both question content and type.
• Does not provide an assessment of the strengths and weaknesses of the test created, ignoring the importance of question content and type.
•
• Describes the types of research areas or fields in which these tests are being applied.
• Total: 2.00
• Provides a clear and in-depth description of the types of research areas or fields in which these tests are being applied.
• Provides a thorough description of the types of research areas or fields in which these tests are being applied.
• Describes the types of research areas or fields in which these tests are being applied.
• Provides a minimal description of the types of research areas or fields in which these tests are being applied.
• Lacks a description of the types of research areas or fields in which these tests are being applied.
•
• Explains how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
• Total: 3.00
• Contains an extremely thorough explanation of how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
• Contains a thorough explanation of how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
• Adequately explains how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
• Contains a minimal explanation of how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
• Fails to explain how ethnic, linguistic, cultural, and other demographic issues are being addressed in these studies.
•
• Cites statistical problems with measurement; explains how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals.
• Total: 3.00
• Cites all possible statistical measurement problems. Clearly, thoroughly, and logically explains how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals.
• Cites most statistical measurement problems. Clearly and logically explains how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals.
• Cites statistical measurement problems. Explains how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals.
• Cites a few statistical measurement problems. Minimally explains how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, and/or form recommendations regarding individuals.
• Fails to cite statistical measurement problems and explain how these measurements provide us with information needed to answer questions, make observations, address issues or concerns, or form recommendations regarding individuals.
•
• Explains predictions for the future of this measurement type.
• Total: 1.00
• Contains an exceptional explanation of the predictions for the future of this measurement type.
• Contains a thorough explanation of predictions for the future of this measurement type.
• Explains the predictions for the future of this measurement type.
• Contains a minimal explanation of predictions for the future of this measurement type.
• Fails to include an explanation of predictions for the future of this measurement type.
•
• Writing & Organization
• Total: 3.00
• This is an outstanding example of clear writing skills, including central theme, clear, logical, easy to follow structure, appropriate tone, good mechanics, and attention to APA style.
• This is an above average example of clear writing skills, including central theme, clear, logical, easy to follow structure, appropriate tone, good mechanics, and attention to APA style.
• This paper demonstrates expected writing skills, including central theme, clear, logical, easy to follow structure, appropriate tone, good mechanics, and attention to APA style.
• This paper needs some work with regards to writing skills, including central theme, clear, logical, easy to follow structure, appropriate tone, good mechanics, and attention to APA style.
• This paper needs additional work to improve the writing, including central theme, clear, logical, easy to follow structure, appropriate tone, good mechanics, and attention to APA style.
•
• Research
• Total: 4.00
• This paper is an outstanding example of summarization and analysis of the research materials relevant to this assignment.
• This paper is above average in its summarization and analysis of the research materials relevant to this assignment.
• This paper presents a clear summary and analysis of the research materials relevant to the assignment.
• This paper needs work to improve the summary and analysis of this research material relevant to this assignment.
• This paper needs significant work to improve the summary and analysis of this research material relevant to this assignment.
•
• Style
• Total: 3.00
• This paper follows all APA style guidelines.
• This paper clearly follows most APA style guidelines.
• This paper adequately meets APA style guidelines.
• This paper does not adequately meet APA style guidelines.
• There are multiple APA style changes needed in this paper.

Readings
1. Textbook:
Reynolds, C. R., & Livingston, R. B. (2013). Mastering modern psychological testing: Theory & methods. Pearson Higher Ed.
Chapter 12: Employment and Vocational Testing
Chapter 13: Neuropsychological Testing
Chapter 14: Forensic Applications of Psychological Assessment
Chapter 17: Best Practices: Legal and Ethical Issues

Recommended Readings

Goldberg, L. R. (n.d.). International personality item pool: A scientific collaborator for the development of advanced measures of personality and other individual
differences. Retrieved from http://ipip.ori.org/ This site contains information on the development of this item pool, test issues and scoring, reports, etc.
Johnson, J. A. (n.d.). The IPIP-NEO (International personality item pool representation of the NEO PI-R). Retrieved from http://www.personal.psu.edu/~j5j/IPIP/ This
site contains links to online assessment of the IPIP-NEO, which is based on Lewis R. Goldberg’s research and the five-factor model of personality.
Keirsey.com (n.d.). Welcome to the Keirsey Temperament Sorter (KTS-II). Retrieved from http://www.keirsey.com/sorter/instruments2.aspx?partid=0 This site provides an online version of the Keirsey Temperament Sorter (KTS-II).
Myers and Briggs Foundation (n.d.). The Myers & Briggs Foundation. Retrieved from http://www.myersbriggs.org/index.asp This site provides information on the MBTI, personality types, and information on the use of test results.
PAR, Inc. (2005). Personality-Counseling. Retrieved from http://www4.parinc.com/products/ProductListByCategory.aspx?Category=PERSONALITY/MOOD
This site describes tests related to personality and counseling from one of the leading publishers of psychological tests and assessments.
Pearson Education, Inc. (2009). Personality. Retrieved from
http://www.pearsonassessments.com/services/solr/search/.api?segmentName=talentassessment&categoryId=45384&requestFrom=categoryLanding&siteContext=ped.ani.us.ta&request From=leftnav Overview of personality tests available from this publisher, one of the widest distributors in the industry.
Pearson Education (2010). The psychological report. Retrieved from http://wps.ablongman.com/ab_aiken_psychtest_12/38/9788/2505939.cw/index.html This site
provides an overview of how to format a psychological report on an assessment.
Personality Test Center (2008). Personality test center. Retrieved from http://www.personalitytest.net/ This site provides an overview of the NEO PI-R, as well as a
description of Carl Jung’s personality types.
Plous, S. (2010). Personality assessment. Retrieved from Social Psychology Network’s website: http://www.socialpsychology.org/person.htm#assessment This site
contains links to various websites discussing personality measurement and testing, or containing online personality tests.
Yalof, J., Abraham, P., Domingos, B., & Socket, B. (2001). Re-examining the Rorschach test in school psychology practice. The School Psychologist Newsletter, 55
(4), 97, 100-102, 110-112. doi: 537302009-001
Course Materials
Required Readings
Reynolds, C. R., & Livingston, R. B. (2013). Mastering modern psychological testing: Theory & methods. Pearson Higher Ed. ISBN-10: 020548350X • ISBN-13: 9780205483501 • eText ISBN-13: 9780205057245.
Recommended Resources

Acton, G. S. (2006). Great ideas in personality. Retrieved from http://www.personalityresearch.org/. This site provides useful information on personality theories and research programs.
Aiken, L. R., & Groth-Marnat, G. (2006). Appendix C: Major suppliers of psychological and educational assessment materials. In Psychology testing and Assessment (12th ed.). Boston, MA: Allyn & Bacon. This chapter in the course text describes how to contact a wide range of supplies and publishers of psychological and educational tests.
American Board of Assessment Psychology Corp. (n.d.). American Board of Assessment Psychology. Retrieved from http://www.assessmentpsychologyboard.org/. This site describes an organization dedicated to assessment standards for psychologists.
American Educational Research Association (1999). Standards for educational and psychological testing (2nd ed.). ISBN: 0935302255. This book is the premier document on the standards for those who are involved in educational and psychological testing.
American Psychological Association (2002). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx. This site provides the code of conduct and ethical principles established by the APA, which should be followed by everyone in the psychology field, including those
involved intesting and assessment.
American Psychological Association (2010). FAQ/Finding information about psychological tests. Retrieved from
http://www.apa.org/ethics/code/index.aspx. This site provides an overview of how to go about finding psychological tests.
American Psychological Association (2010). Testing issues. Retrieved from http://www.apa.org/topics/testing/index.aspx.This site provides links to various news,
magazine, and journal articles, and books related to psychological testing issues.
Anonymous (2009). Personality pedagogy. Retrieved from http://personalitypedagogy.arcadia.edu/pmwiki/pmwiki.php?n=Main.HomePage. This site provides numerous
resources on teaching of personality psychology, including links to online tests, measures, and scales.
ASVAB Career Exploration Program (n.d.). The ASVAB test. Retrieved from http://www.asvabprogram.com/index.cfm?fuseaction=overview.test. This site provides an overview of the ASVAB test, a common test battery used for career exploration.
Benet, W. E. (2009). Assessment psychology online: Psychological assessment, testing and practice resources for psychologists. Retrieved from http://www.asvabprogram.com/index.cfm?fuseaction=overview.test This site provides information for students and practitioners on different types of tests, practice resources, and links to varioussources of information on testing.
Benson, E. (2003). Intelligent intelligence testing. Monitor on Psychology, 34 (2), 48. Retrieved from http://www.apa.org/monitor/feb03/intelligent.aspx. This article provides an overview of intelligence testing and how the concept of testing it has changed in recent years.
Boeree, C. G. (2006). Personality theories. Retrieved from http://webspace.ship.edu/cgboer/perscontents.html. This site provides information on a wide range of personality theories.
Buros Institute of Mental Measurements (n.d.). Instructional resources. Retrieved from http://www.unl.edu/buros/bimm/html/subarts.html. This site provides a range of lessons, links, articles, and tools related to finding and using psychological tests.
Clearinghouse on Assessment and Evaluation (2005). ERIC/AE test locator. Retrieved from http://ericae.net/testcol.htm. This site provides resources on free tests and instruments, as well as a good place to start in searching for a particular test or types of tests.
Garson, D. (2010). Reliability analysis. Statsnotes: Topics in multivariate analysis. Retrieved from http://faculty.chass.ncsu.edu/garson/PA765/reliab.htm. This site provides an overview of various reliability concepts and how to calculate reliability using SPSS.
Garson, D. (2010). Validity. Statsnotes: Topics in multivariate analysis. Retrieved from http://faculty.chass.ncsu.edu/garson/PA765/validity.htm. This site provides an overview of various validity concepts.
Geisinger, K. F., Spies, R. A., Carlson, J. F., & Plake, B. S. (Eds.) (2007). The seventeenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. ISBN: 97-80910-67460-7. This book is the ultimate source of reviews on mental measurements and tests available.
Goldberg, L. R. (n.d.). International personality item pool: A scientific collaborator for the development of advanced measures of personality and other individual differences. Retrieved from http://ipip.ori.org/. This site contains information on the development of this item pool, test issues and scoring, reports, etc.
Goldberg, L. R. (2010). Lewis R. Goldberg: Personality research online full-text archive (Version 2.11.10). Retrieved fromhttp://www.ori.org/lrg/. This site contains a list offull-text pdf versions of personality research articles, many focusing on measurement and assessment.
Ihme, J. M., Lemke, F., Lieder, K., Martin, F., Müller, J. C., & Schmidt, S. (2009). Comparison of ability tests administered online and in the laboratory. Behavior Research Methods, 41 (4), 1183-1189. doi: 10.3758/BRM.41.4.1183
Johnson, J. A. (n.d.). The IPIP-NEO (International personality item pool representation of the NEO PI-R). Retrieved from http://www.personal.psu.edu/~j5j/IPIP/. This site contains links to online assessment of the IPIP-NEO, which is based on Lewis R. Goldberg’s research and the five-factor model of personality.
Jones, W. P., Harbach, R. L., Coker, J. K., & Staples, P. A. (2002). Web-assisted vocational test interpretation. Journal of Employment Counseling, 39 (3), 127-137. doi: 167284581 This article provides a study evaluating online career counseling that includes vocational test interpretation.
Keirsey.com (n.d.). Welcome to the Keirsey Temperament Sorter (KTS-II). Retrieved from http://www.keirsey.com/sorter/instruments2.aspx?partid=0. This site provides an online version of the Kiersey Temperament Sorter (KTS-II).
Lane, D. M. (2007). Chapter 5: Normal distributions. HyperStat online statistics textbook. Retrieved from http://davidmlane.com/hyperstat/normal_distribution.html. This site provides an overview of normal distributions and how to calculate z scores.
Myers and Briggs Foundation (n.d.). The Myers & Briggs Foundation. Retrieved from http://www.myersbriggs.org/index.asp. This site provides information on the MBTI, personality types, and information on the use of test results.
O*NET Info. (n.d.). O*NET Interest Profiler. Retrieved from http://www.onetcenter.org/IP.html. The O*NET Interest Profiler (IP) was developed as a means of helping individuals discover their vocational interests and links them to online information on occupations collected by O*NET.
PAR, Inc. (2005). Achievement-Development-Learning. Retrieved from http://www4.parinc.com/products/ProductListByCategory.aspx?Category=ACHIEVEMENT/DEVELOPMENT. This site describes tests related to achievement, development, and learning from one of the leading publishers of psychological tests and assessments.
PAR, Inc. (2005). Career development and business. Retrieved from http://www4.parinc.com/products/ProductListByCategory.aspx?Category=VOCATIONAL. Developmentand Business [P2] This site describes tests related to career development and business issues from one of the leading publishers of psychological tests and assessments.
PAR, Inc. (2005). Intellectual-Ability-Cognitive. Retrieved from http://www4.parinc.com/products/ProductListByCategory.aspx?Category=INTELLIGENCE/COGNITIVE&SubCategory=INTELLIGENCE. This site describes tests related to intelligence, ability, and cognition from one of the leading publishers of psychological tests and assessments.
PAR, Inc. (2005). PAR. Retrieved from http://www4.parinc.com/. This is the site for one of the leading publishers of psychological tests and assessments.
PAR, Inc. (2005). Personality-Counseling. Retrieved from http://www4.parinc.com/products/ProductListByCategory.aspx?Category=PERSONALITY/MOOD. This site describes tests related to
personality and counseling from one of the leading publishers of psychological tests and assessments.
PAR, Inc. (2009). SDS: Self-directed search. Retrieved from http://www.self-directed-search.com/. This is the official site for purchasing and taking this test online.
Pearson Education, Inc. (2009). Ability. Retrieved from http://www.pearsonassessments.com/services/solr/search/.api?segmentName=learningassessments&categoryId=40807&requestFrom=categoryLanding&siteContext=ped.ani.us.la&requestFrom=leftnav Overview of ability tests available from this publisher, the widest distributor in the industry.
Pearson Education, Inc. (2009). Achievement. Retrieved fromhttp://www.pearsonassessments.com/services/solr/search/.apisegmentName=learningassessments&categoryId=40806&requestFrom=categoryLanding&siteContext=ped.ani.us.la.Overview of achievement tests availablefromthispublisher, the widest distributor in the industry.
Pearson Education, Inc. (2009). Diagnostic/Placement. Retrieved from http://www.pearsonassessments.com/services/solr/search/.apisegmentName=learningassessments&categoryId=40809&requestFrom=categoryLanding&siteContext=ped.ani.us.la. Overview of tests available from this publisher, one of thewidest distributors in the industry, measuring higher level cognitive functions, multi-tasking, cognition, and difficulties and impairments.
Pearson Education, Inc. (2009). Personality. Retrieved from
http://www.pearsonassessments.com/services/solr/search/.api?segmentName=talentassessment&categoryId=45384&requestFrom=categoryLanding&siteContext=ped.ani.us.ta&request From=leftnav.Overview of personality tests available from this publisher,one of the widest distributors in the industry.
Pearson Education, Inc. (2009). Vocational. Retrieved from
http://www.pearsonassessments.com/services/solr/search/.api?segmentName=talentassessment&categoryId=45385&requestFrom=categoryLanding&siteContext=ped.ani.us.ta&requestFrom=leftnav.Overview of vocational tests available from this publisher,one of the widest distributors in the industry.
Pearson Education (2010). The psychological report. Retrieved fromhttp://wps.ablongman.com/ab_aiken_psychtest_12/38/9788/2505939.cw/index.html.This site provides an overview of how to format a psychological report on an assessment.
Personality Test Center (2008). Personality test center. Retrieved fromhttp://www.personalitytest.net/. This site provides an overview of the NEO PI-R, as well as a description of Carl Jung’s personality types.
Plous, S. (2010). Intelligence. Retrieved from Social Psychology Network’s website:http://www.socialpsychology.org/person.htm#intelligence. This site contains links to various websites discussing intelligence testing, the “Bell Curve” controversy, and emotional intelligence.
Plous, S. (2010). Personality assessment. Retrieved from Social Psychology Network’s website: http://www.socialpsychology.org/person.htm#assessment. This site contains links to various websites discussing personality measurement and testing, or containing online personality tests.
Plunker, J. A. (Ed.) (2007). Human intelligence: Historical influences, current controversies, teaching resources. Retrieved from http://www.indiana.edu/~intell/. This site provides an overview of biological profiles of those who have influenced the field of intelligence testing, as well as hot topics and resources for those wanting to know more about this area.
Poon Teng Fatt, J. (2002). The problem of ethics in psychological testing. Management Research News, 25 (4), 12-18. ProQuest doi: 283825471
Scroggins, W. A., Thomas, S. L., & Morris, J. A. (2009). Psychological testing in personnel selection, Part I: A century of psychological testing. Public Personnel Management, 37 (1), 99-109. doi: 1468752741. Part of a three part series of articles on the use of psychological testing to make personnel decisions, focusing primarily on personality tests.
Scroggins, W. A., Thomas, S. L., & Morris, J. A. (2009). Psychological testing in personnel selection, Part II: The refinement of methods and standards in employee selection. Public Personnel Management, 37 (2), 185-198. doi: 1500727011. Part of a three part series of articles on the use of psychological testing to make personnel decisions, focusing primarily on personality tests.
Scroggins, W. A., Thomas, S. L., & Morris, J. A. (2009). Psychological testing in personnel selection, Part III: The resurgence of personality testing. Public Personnel Management, 38 (1), 67-77. doi: 1686963971. Part of a three part series of articles on the use of psychological testing to make personnel decisions, focusing primarily on personality tests.
Society for Industrial and Organizational Psychology, Inc. (2003). Principles for the validation and use of personnel selection procedures (4th ed.). Retrieved from
http://www.siop.org/_Principles/principles.pdf. This document describes standards, ethics, and legal issues for using testing in the workplace to make personnel decisions.
Society for Industrial & Organizational Psychology, Inc. (2003). Types of employment tests. Retrieved from
http://www.siop.org/_Principles/principles.pdf This site provides an overview of the types, uses, and advantages/disadvantages of using tests in making employment decisions.
StatSoft (n.d.). Reliability and item analysis. In StatSoft, Electronic statistics textbook. Retrieved from http://www.statsoft.com/textbook/reliability-and-item-analysis/ This site provides an overview of reliability and item analysis concepts applicable to tests and assessments.
Trochim, W. M. K. (2006). Likert scaling. In Research methods knowledge base (2nd ed.). Retrieved from Web Center for Social Research Methods Web site: http://www.socialresearchmethods.net/kb/scallik.php. This site provides an overview of the focus and usage of Likert scale items.
Trochim, W. M. K. (2006). Measurement. In Research methods knowledge base (2nd ed.). Retrieved from Web Center for Social Research Methods Web site: http://www.socialresearchmethods.net/kb/sampling.php This site provides an overview of measurement, including a discussion of construct validity and reliability.
Trochim, W. M. K. (2006). Research methods tutorials. Retrieved from http://www.socialresearchmethods.net/tutorial/tutorial.htm. Site includes a wide range of tutorials, including a focus on different validity topics.
Yalof, J., Abraham, P., Domingos, B., & Socket, B. (2001). Re-examining the Rorschach test in school psychology practice. The School Psychologist Newsletter, 55 (4), 97, 100-102, 110-112. doi: 537302009-001

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