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Measuring special abilities can be limited in its application due to unstructured settings like unstructured interviews eliciting thematic life narratives. These kinds of interviews although useful in examining and measuring abilities, can be confining due to the range of topics "considered and abiguities inherent when interpreting this information; (b) structured interviews and self-report instruments elicit details concerning patients' conscious understanding of themselves and overtly experienced sypmtomatology" (Shum, O'Gorman & Myors, 2006, p. 149). Interviews like these help the psychiatrist/psychologist hone in on any unique or special abilities, even vocational abilities. Personality inventories or self report inventories, along with work and personal values measures like, the importance of family, help determine what kind of interests/abilities the person may be good in or be passionate about. As it concerns possible issues in regards to vocational ability or interest testing, certain things may be lacking such as suitable range of options to explore as well as interests pursued. People are as a whole, diverse, and present with a unique collection of interests and hobbies. A test can only cover so much and some things may be left out. Additionally, these forms of measure...
This is because single tests provide more depth of measure in regards to certain skills. Testing for mutiple abilities at once can be good for initial assessment and then to get a better measure of specific abilities, the single tests can then be brought in. For the most part however, in order to get the best evaluation and information of a person's abilities, the single tests offer possibility for more information for further analysis. Interest is in essence, what a person is passionate about or believes in, their values can be incoorperated into interests. Abilities are skills a person is naturally born with or learns through experience.
It would be silly to assume simply because a person is highly interested in something, that they are also skilled in that interest. Skill takes hard work even if someone has a natural inclination, to learn and master. Same thing applies to vice versa. Just because someone is good at something does not mean they have a passion for it. They could have just learned a…
References
Larsen, M., Berglund, E., Joseph, R., & Pratt, H. (2011). Psychological Assessment and Testing. Springer, 29 -- 52.
Shum, D., O'Gorman, J., & Myors, B. (2006). Psychological testing and assessment (1st ed.). South Melbourne, Australia: Oxford University Press.
Career Assessment Testing Self-awareness Managing emotion Self-motivation Relating Well Emotional Mentoring Intuitive ability The assessment that has the most bearing on my career and the future direction of it pertains to emotional intelligence. Emotional intelligence is a valuable part of interacting with individuals both within and outside of an organization because it represents one's ability to deal with intangible factors that can significantly influence the productivity and overall cohesion of an organization. The findings of my emotional
The questions seen on the test prove to be inventive and good quality (Brown YEAR). Although the goal of the test is not to reflect an entire curriculum, it aims at "focus[ing] deliberately on skills and conceptual strategies of knowing rather than upon the content of the knowledge," (Brown YEAR). Thus, the Bristol Tests aim to gauge a student's capabilities of knowledge and methodologies of storing and retaining that
Testing of the Wrong Kind: Too Little of the Right Kind...," author Paul E. Barton looks at the "testing enterprise" which has assumed greater prominence in K-12 education during the last 20 years. However, Barton believes that the bulk of this testing is of "the wrong kind," meaning tests are seen as a means of reform. When students seem to be failing in basic areas such as mathematics, spelling
Testing Ethical and Legal Issues Considering the responsibilities and rights of test takers and test users, discuss why it is important to have ethical and legal standards for testing. What knowledge, skills, and abilities are necessary for competent test use? What are the standards regarding confidentiality and privacy of test taker information, test scores, and test interpretation? What do you feel is the most important responsibility of a test user and why?
Level 2: Beginning: Children can make use of simple phrases. Level 3: Developing: Children exhibit hesitant use of written and spoken academic and social English. Level 4: Expanding: Children show comfort with social English, while have difficulty with academic English. Level 5: Bridging: Children are capable of understanding both academic and social English with competency, although with some difficulty (Law & Eckes 2007, p.47). The question of whether an incoming
Additionally, administrators need to be trained to recognize appropriate and inappropriate test preparation strategies. Teachers also need to be trained on developing authentic assessments with the same rigor as the state assessments. Popham (2001) suggests the use of multiple measures including writing, open-ended response questions, and performance-based tasks. The use of these types of assessment may provide a more accurate picture of student learning. Additionally, the public must become