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A Practical Guide to Building Professional Competencies in School PsychologyAssessing Student Skills Using Process-Oriented Approaches

A Practical Guide to Building Professional Competencies in School Psychology: Assessing Student... [The idea of systematically measuring human abilities is not a new concept, as it dates back to the work of Sir Francis Galton during the late 1800s, noted as the father of the “testing movement,” and the development of the first “intelligence” test by Alfred Binet in 1905 (Hale & Fiorello, 2004). Since their inception, the debate over the use and objectivity of intelligence tests has continued in the field of psychology and measurement, with the history showing examples of “IQ” tests being both mandated and banned from public education (i.e., P.A.R.C. v. Penn, 1971; Larry, P. v. Riles, 1972). Amidst the controversy of the use of intelligence tests, is the question of utility. Because of the historically strong link to placement decisions for children, many have questioned the continued value of such tests. However, recently a number of researchers have been highlighting some of the benefits of linking cognitive assessment to interventions, and the benefit of moving away from an overall IQ score to a more idiographic approach (Hale, Fiorello, Kavanagh, Holdnack, & Aloe, 2007). Like a number of topics in psychology and education, there have been differing views and opinions, not only on the structure of intelligence, but also on the idea of being able to derive useful and appropriate interventions from the assessment of cognitive abilities.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Practical Guide to Building Professional Competencies in School PsychologyAssessing Student Skills Using Process-Oriented Approaches

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Publisher
Springer US
Copyright
© Springer Science+Business Media, LLC 2011
ISBN
978-1-4419-6255-3
Pages
101 –119
DOI
10.1007/978-1-4419-6257-7_7
Publisher site
See Chapter on Publisher Site

Abstract

[The idea of systematically measuring human abilities is not a new concept, as it dates back to the work of Sir Francis Galton during the late 1800s, noted as the father of the “testing movement,” and the development of the first “intelligence” test by Alfred Binet in 1905 (Hale & Fiorello, 2004). Since their inception, the debate over the use and objectivity of intelligence tests has continued in the field of psychology and measurement, with the history showing examples of “IQ” tests being both mandated and banned from public education (i.e., P.A.R.C. v. Penn, 1971; Larry, P. v. Riles, 1972). Amidst the controversy of the use of intelligence tests, is the question of utility. Because of the historically strong link to placement decisions for children, many have questioned the continued value of such tests. However, recently a number of researchers have been highlighting some of the benefits of linking cognitive assessment to interventions, and the benefit of moving away from an overall IQ score to a more idiographic approach (Hale, Fiorello, Kavanagh, Holdnack, & Aloe, 2007). Like a number of topics in psychology and education, there have been differing views and opinions, not only on the structure of intelligence, but also on the idea of being able to derive useful and appropriate interventions from the assessment of cognitive abilities.]

Published: Oct 23, 2010

Keywords: Word Pair; Full Scale Intelligence Quotient; Phonemic Awareness; English Language Learner; Specific Learning Disability

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