Psychological Testing In Schools: A Psychological Analysis

Introduction Psychological tests are immensely useful tools that are employed not only by social scientists, but also by a variety of other professionals for, among other things, the purposes of collecting data regarding specific populations in order to select target audiences, note changes, and plan development strategies (Lowenthal, 2001). This is not to say that these tests are without fault; aside from the limitations that are specific to each test, problems often arise due to the mismanagement of data as well as by insufficient knowledge regarding how best to present obtained results (Groth-Marnat, 2003). Nevertheless, psychological assessment, when done correctly, is a valuable source of quantitative information and over the years a

Therefore, while mental health, cognitive status, achievement, school readiness, pain intensity, and quality of life are all measures estimated for children, it is intelligence, ability and achievement that are most frequently observed being paid attention to (Foa et al., 2010; Janus & Offord, 2007; Ravens-Sieberer et al., 2007; Saigal et al., 2003; Stinson, Kavanagh, Yamada, Gill, & Stevens, 2006).
The purpose of this paper is to provide an overview of the most widely accepted psychological measurements used at school age with a focus on tests pertaining to these latter topics. The following sections will provide you with knowledge regarding some categories of measurement used at school age and why they are of significance. For each category mentioned, the most commonly used tests will also be

These are known as achievement tests and are important because inferences made from data procured from them allows for improvements to be made in instruction with the goal of improving learning (Gronlund & Norman, 1998). Two standard tests for achievement are the Wide Range Achievement Test, and the Woodcock-Johnson III Tests of Achievement. Instruments used. The Wide Range Achievement Test was first published for use in 1946. It has since been revised several times. However, all editions are similar in that they provide measures of reading (which includes sentence comprehension and word reading), spelling and mathematics. It is meant for individual aged 5-95 and takes only 15-45 minutes for administration. Its ease of use is one of the reasons for its widespread adoption (Robertson, 2010). The Woodcock-Johnson III Tests of Achievement serves a similar purpose. It too is an individually administered test, meant for ages 5-95, which measures academic achievement. It gauges oral language ability as well as achievement in other skills. It is different from the Wide Range Achievement Test in that in addition to achievement it also measures achievement ability (Dean,