Appendix II Responsibilities of Users of Standardized Tests (RUST 3rd ed.). Appendix I Standards for Multicultural Asessment Fourth Revision, 2012. Joint Committee on Testing Practices Code of Fair Testing Practices in Education. American Psychological Association Ethical Principles of Psychologists and Code of Conduct. AERA, APA, and NCME Standards for Educational and Psychological Testing. Professional Standards and Codes of Ethics. Communicating Assessment Results to the Public. Chapter 16 Communicating Assessment Results. Assessment of Children with Disabilities. Assessment of Individuals with Intellectual Disability. Assessment of Individuals with Hearing Impairment. Assessment of Individuals with Visual Impairment. Assessment of Individuals with Disabilities. Assessment of Linguistically Diverse Individuals. Multicultural Perspectives in Assessment.
Chapter 15 Assessment Issues with Diverse Populations. Competencies in Assessment and Evaluation for School Counselors. Assessing Specific Learning Disabilities. Assessment Activities of School Counselors. Instruments Used in School Assessment Programs. Personality Inventories with a Positive Focus. Approaches to Personality Inventory Development. National Assessment of Educational Progress. Criterion-Referenced Tests and Minimum-Level Skills Tests. Catt ell–Horn–Carroll Hierarchical Three-Stratum Model. Carroll’s Three-Stratum Model of Human Abilities. Sternberg’s Triarchic Theory of Successful Intelligence. Piaget’s Theory of Cognitive Development. Standards for Scoring Assessment Instruments. Evaluate and Select an Assessment Instrument or Strategy. Determine the Methods for Obtaining Information. Selecting Assessment Instruments and Strategies. Evidence Based on Consequences of Testing. Methods of Estimating Reliability/Precision. Norm-Referenced, Criterion-Referenced, or Both?. Formal and Informal Assessment Instruments and Strategies.
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