PSY 346

	PSY 525: Psychological Assessment I Class Lectures/Topics Please note: The library takes the readings off-line when the course is not being offered. Thus the hyperlinks will not work unless it is the spring session.	Reading
1	SECTION I: An overview: The four pillars of assessment	Sattler pp. 3-21
	Organizing Question 1: Given the complexities, low reliability, and difficulty in conveying meaningful findings from testing, should we be administering such tests? Under what circumstances should we test?
2	Assessing clinical judgments.	Dawes et al (1989)
3	Test usage patterns across settings.	Lubin et al (1985)
4	The role of assessment in therapy: A functional approach.	Sattler pp. 2-3
5	A psychometric refresher on the normal curve, probability, and the meaning of variability.	Sattler pp 86-102
**	Begin reviewing WAIS-III and WMS-III: Schedule lab time to rehearse the administration	Sattler pp 205-211,375-414
6	Reliability and the standard error of measure (Revisiting the chad).	Sattler pp. 102-114
7	Understanding validity	Sattler pp. 115-123
8	Standardized test administration, scoring, and the use of proper norms.	Dahlstrom (1993)
9	Understanding underlying factor structures and construct validity (EFA and CFA)	Comrey (1988)
	Organizing Question 2: To what extent should those who administer tests be familiar with the concepts covered in this section? What is the utility of this information? How would it be used in practice?
	SECTION II: Intellectual and achievement assessment
	Organizing Question 3: What is intelligence and do modern IQ tests measure it? Can it be reified, quantified, changed? How do you know if you or someone else is intelligent?
10	The history of intellectual assessment.	Sattler pp. 128-149
11	Contradicting views on IQ: Gould and the anti-assessment movement.	Gould (1974)
12	Understanding the WAIS-III subscales, Index scores, and IQ scores (interpretation of test scores)	Sattler Ch. 13
13	Common WAIS administration errors	Moon et al (1991)
14	Achievement testing in educational settings	Sattler Ch. 17
15	An introduction to the WIAT-II
16	Tests of creativity
	Organizing Question 4: In practice, can we separate intelligence from achievement? What are the implications of not being able to differentiate these constructs?
**	Exam 1 on material covered to date.
	SECTION III: Neuropsychological screening.
	Organizing Question 5: Should neuropsychological functioning be considered independent of intellectual and psychiatric functioning? In what way is the neuropsychological testing of children different from the testing of adults?
17	The Weschler Memory Scale and an overview of the Halstead-Reitan.	Errico et al (1990)
18	A brief neuropsychological evaluation.	Lecci & Holler (1997)
	SECTION IV: Report writing
	Organizing Question 6: The importance of standardized assessment and scoring has been discussed for several individual tests. Should this issue be applied to the entire test battery? If so, how should this be done?
19	The test report: Wrapping the package around the referral question.	Sattler Ch. 21
	SECTION V: Ethics and the use of test data.
	Organizing Question 7: What can be made of racism, sexism, ageism, etc. in the context of assessment? Can assessments be conducted fairly?
20	Considering culture in assessment.	Sattler Ch 19 & 20
21	Adjusted scores by group membership: Using data wisely.	Sackett & Wilk (1994)
22	Test user qualifications: What, why, and how to enforce.	Moreland et al (1995)
23	Providing clients with test feedback.	Pope (1992)
24	Humpty Dumpty: Bringing research and practice together.	Cohen & Cohen (1984)
**	Final Exam and WAIS-III competency test