Psychological Testing and Assessment of Adolescents

801 WordsAug 20, 20114 Pages
Psychological Testing and Assessment of Adolescents An assessment involves administering and interpreting psychological tests and integrating this with current and past symptoms, observations, information about developmental, biological, social, educational, and life experiences (Kirst-Ashman & Hull, 2006). Educational assessments of adolescents are based on obtaining a profile of the child’s learning weaknesses as well as his or her strengths. When an educational assessment is performed on the adolescent, a counselor can determine academic potential, collect observational interview data, and can better understand the strengths and weaknesses of the adolescents. In tests, there are two main classes such as the achievement tests or…show more content…
The WISC is designed to measure human intelligence that is in both verbal and nonverbal performance abilities. The author of the test, David Wechsler, strongly believed that the intelligence has a global quality that reflects the variety measurable skills (Fahmy, A. 2009). WISC can be use as diagnostic purposes and can evaluate children with ADHD and other behavior disorders. Raven’s Progressive matrices are tests that are used as an intelligence test and are often used as a marker for fluid intelligence. There are three forms of progressive matrices such as Coloured Progressive Matrices for children, a standard set for children and a advanced set for higher ability populations such as university students and professional. An example of Raven’s Progressive Matrices is the Non-verbal test - Gesell Developmental Schedules for very young children ( Knobloch & Pasamanick, 1974). Before preschool, the assessment tools for infants measure somewhat different components of intellectual ability. An example of an oft-used test is the Gesell Developmental Schedules. This test was first introduced in 1925 and has been revised periodically ( Knobloch & Pasamanick, 1974). . The schedules are designed to measure developmental progress of babies and children from 4 weeks to 5 years. These schedules provide a standardized procedure for observing and evaluating the developmental attainment of children in five areas ( Knobloch & Pasamanick, 1974): • Gross motor skills: cruises

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