Accessing Themental Measurements Yearbookthrough The University Of Pho
Accessing the Mental Measurements Yearbook Through the University of Phoenix Library June 23, . Click the Library tab at the top of your screen. It will take you to the page shown: 2. Click on University Library (circled above) It should take you to the following page: 3. Click on Test Guides and Preparation (circled above) . It should take you to the following page: 4. Click on Mental Measurements Yearbook (circled above) It should take you to the following page: 5. This is the search page for the Mental Measurements Yearbook (MMY). Enter a search term in the search box at the top, plus any search options you wish. and click on Search. If you’re looking for information on a specific test, search on the test name. If you’re after a certain kind of test, search on a relevant keyword. The remainder of this guide shows how to locate a list of all intelligence tests in the MMY, and then focus in on a single test. If you already know which test you’re after, you can simply type its name in the search box. 6. In the example above, I’ve filled in intelligence in the search box at the top of the screen, and also selected Intelligence and General Aptitude as the Test Category . Clicking on Search gives the next screen: 7. The screen above shows the first four tests out of the 181 that were found. To see the full review of the first test, click on HTML Full Text , and the following screen appears: 8. This is the HTML Full Text view of the information on the Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition . As I’ve highlighted with the green rectangle, the information begins with a review of the test by Professors Christopher Sink and Christie Eppler. If you click on Detailed Record (highlighted with the red oval), you get a summary of important test information (great for filling in part of the assignment) followed by the review(s) of the test. 9. This is the Detailed Record for the test. Much of the information you need for your assignment (or for real-life situations) can be found on this first screen (see the ‘s). You can use the arrows above the test name (see the red oval above) to scroll through all the tests found by your search. Be sure to explore some of the other features of the MMY, such as the Tools links down the right side of the screen. Some good ones are: * Add to folder , by which you can save the review to a separate folder for easy re-access in the future * Cite , which gives you the correct way to list this test in your Reference list * Print , E-mail , and Save , which are three ways you can get your own copy of the review to read outside the library. If you have trouble accessing the MMY or searching the MMY, ask your friendly professor. 4 WEEK 5 INDIVIDUAL ASSIGNMENT v4
DUE DATE This assignment is due on Monday, Day 7 of Week 5. OVERVIEW This is an assignment to give you experience finding and interpreting information about the psychological tests listed in the online Mental Measurements Yearbook RESOURCES See the document in Course Materials titled [Week 5]
Accessing the Mental Measurements Yearbook v3.pdf . ASSIGNMENT Visit the University of Phoenix Library online and access the Mental Measurements Yearbook (the MMY). Experiment with the MMY for a bit, and then work through the following exercises: 1. Find the reviews of the Shipley-2 and answer the following questions: 1a. Who are the authors of the Shipley-2? 1b. Who reviewed the Shipley-2 for the MMY? 1c. What is given as the purpose of the Shipley-2? 1d. For the Shipley-2, what is Composite A ? 1e. How many children were used when developing norms for the Shipley-2? 1f. What is the stability estimate (= the test-retest reliability) of Composite A for teenagers aged 13-19? 1g. What was the correlation between the Shipley’s Composite B score and the WAIS-III full scale IQ? 1h. What does “WAIS†stand for? 1i. Why would the developers of the Shipley-2 want to demonstrate that the Shipley-2 has a good correlation with the WAIS-III? 2. Find the reviews of the Comprehensive Test of Nonverbal Intelligence (CTONI) and answer the following questions: 2a. How much time does it usually take to administer the CTONI? 2b. What aspect of nonverbal intellectual ability is measured by the CTONI Pictorial Analogies subtest? 2c. According to the reviewer from the University of Hong Kong, what are two types of test takers for whom the CTONI might be inappropriate ? 2d. According to that same reviewer, how did the developers of the CTONI provide evidence of criterion-related validity? 2e. Unlike many intelligence tests, the CTONI does not measure vocabulary. Why is vocabulary omitted? 3. Find the reviews of the Wide Range Achievement Test–Expanded Edition (WRAT-Expanded) and answer the following questions: 3a. For what age groups is this test appropriate? 3b. What is given as the purpose of the WRAT-Expanded? 3c. If an 8th-grade student took the WRAT-Expanded Form G, how many test items would they be given? 3d. How much time would be required for the 8th-grader to take Form G? 3e. What is the difference between Form G and Form I? 3f. According to the TECHNICAL section of the review by Zhang & Walker, the WRAT mathematics test was based on the principles and standards developed by what organization ? 4. Two scenarios are described below in which a child must be assessed. For each scenario, state which of the following tests would be most appropriate for assessing the child: the Shipley-2, the WRAT-Expanded, or the CTONI. After stating your choice, explain why that test would be best. When choosing your test, be sure to consider the age and other relevant characteristics of the test taker and the purpose of the testing. 4a. An elementary school must decide the proper grade in which to place a new student. The student is 10 years old and has always been home-schooled until now. The student appears to speak English well, to be of normal intelligence, and to have no impairments. Which test would be most helpful for determining which grade the student should be in? 4b. A school psychologist has been asked to assess the intelligence of a 8-year old child who has recently emigrated
from Belarus. The child understands only a few basic words of English. Which test would be most helpful for assessing the intelligence of this child? 5. Locate the MMY reviews of the Culture Fair Intelligence Test from Yearbook 6. It should include two reviews, one by Milholland and one by Tannenbaum. Based on information from that review, plus any other sources you choose to use, answer the following questions. 5a. What does it mean to say a test is “culture fairâ€? 5b. Two of the subtests from Scale 1 of the Culture Fair Intelligence Test are listed below. Explain why each of them measures something that is not influenced by the test taker’s culture. Symbol copying : Mazes : 5c. In what ways (if any) is the Culture Fair Intelligence Test successful at being culture fair? In what ways (if any) do you think it fails at being culture fair? 5d. [Extra Credit] In Tannenbaum’s review he states that, “Diversity in cultural interests and opportunities produces more individual differences in gc than in gf.†Give an explanation of Tannenbaum’s statement in words a 10th-grader could understand. Include an explanation of what “gc†and “gf†are, and then explain why Tannenbaum’s statement is true. Include references in your answer. HOW TO MAXIMIZE YOUR GRADE * Notice that a lot of summary information about the tests is given at the beginning of the review. Don’t spend time digging for information that is right in front of you. * When you’re looking for specific information in a review, remember that your browser has a “Find†function (usually Ctrl-F on Windows computers) to help you look for specific words. * Note that Ebsco interface allows you to Print or Save the reviews or Email them to yourself. * Note that the last question is extra credit; it is worth up to 10% on this assignment, which translates to a maximum of 1 point on your final average. RUBRIC TASK WEIGHT I. Shipley-a. Authors 3.7% 1b. Reviewer 3.7% 1c. Purpose 3.7% 1d. Composite A 3.7% 1e. Children in normative sample 3.7% 1f. Stability estimate (teens) 3.7% 1g. Correlation with WAIS-III 3.7% 1h. What is WAIS? 3.7% 1i. Why correlate with WAIS? 3.7% 2. Comprehensive Test of Nonverbal Intelligence (CTONI) 2a. Time to administer CTONI 3.7% 2b. What does Pictorial Analogies measure? 3.7% 2c. For whom is CTONI NOT appropriate? 3.7% 2d. How show criterion-related validity? 3.7% 2e. Why not measure vocabulary? 3.7% 3. Wide-Range Achievement Test - Expanded Edition (WRAT-Expanded) 3a. Age groups for WRAT-Expanded 3.7% 3b. Purpose of WRAT-Expanded 3.7% 3c. Number of items for 8th-grader 3.7% 3d. Time to take Form G 3.7% 3e. Difference between Forms G and I 3.7% 3f. Basis for math portion 3.7% 4. Compare and Contrast Tests 4a. Home-schooled child 6.0% 4b. Child from Belarus 6.0% 5. Culture Fair Intelligence Test 5a. Definition of culture fair 5.0% 5b. Features that are culture fair 5.0% 5c. Success/failure re being culture fair 4.0% 5d. [Extra Credit] gc and gf 10.0%