Unit 2 Discussion 1

docx

School

Capella University *

*We aren’t endorsed by this school

Course

PSY7610

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by SuperFieldFalcon19

Unit 2 Discussion 1 Scales of Measurement Nominal Scale: “Disability” is an example of health status in educational psychology circles. This is due to the instructor requiring medical documentation to provide accommodation in college courses. Disability documentation provides a method of identification in the higher education setting, with no intrinsic order (Barnard-Brak et al., 2010). Ordinal Scale: The type of disability is an example of severity in the educational psychology setting which suits this construct of tests and measurements. This is due to the disability office services identifying the stated needs of the individual from a medical professional for the classroom. Depending upon the severity of the disability, the student may require lesser or greater accommodation in the college course (Barnard-Brak et al., 2010). Interval Scale: When concerning the various types of disabilities, one potential construct is a range on the continuum, with no possibility of zero, might be a level of movement for those who are physical disabled and a level of depression for those who are mentally disabled. For example, there is no true zero for movement, and no true zero for depression, only levels with certain gaps in-between them (Bourdon et al., 2020). Ratio Scale: In the college setting, there is a good example of ratio when concerning age. There are students with disabilities that range in age from high school to middle age in the course rooms. Many universities use age when a survey is given to have meaningful insight from students from a younger or older population. This is also true when pertaining to disabilities, for an individual who is younger or older may have different outlooks based upon their studies (Bourdon et al., 2020). Educational Psychology Methods My specialization is educational psychology at the college level, so there are various possibilities of constructs to be used. However, if I chose one construct, I would select a measurement of skills learned in lab since I am in the science department for a criteria reference test of measurement, and a norm reference would be a unit examination (Cohen, 2021). For my profession, it would be difficult to choose just one of these tests of measurements, due to the different types of students I work with daily. True, since I am a deaf professor, I do have more disabled students than I do non-disabled, so therefore, I must try my best to chose accordingly for the whole class. However, those who have accommodations in place may better from a norm or a criterion, based upon the disability (Becker et al., 2002). There are several different types of norms for test of measurements. Any of these would be appliable at the college level. An age norm would consider the entire class, with the span of varying ages. An example that could be viewed here is the age of the student and the given examination (Cohen, 2021). If an individual has a mental disability which makes examinations difficult, one might view betterment with an individual who does not have such issues (Becker et al., 2002). The typical grade norm is a scale of letters which ranges from passing to failing, or a simple satisfactory or unsatisfactory at the college level. This measures the student’s performance compared to the others in the classroom. However, there are limitations to this type of norm, just like with the others, since it does not view the content which was answered incorrectly (Cohen et al., 2021). National norms consider the entire population at the time of the testing. A popular method is a standardized testing for public schools, but unfortunately, this type

of testing compares to the previous testing scores from the same area, but different individuals at the time (Cohen, 2021). Local norms are a denser sample population instead of national, since the area is constricted. Yet, this may lead to a skewed result since some populations may have poorer backgrounds, unexperienced teachers, or the opposite, since the area could be influenced by the low, middle, or rich income class (Cohen, 2021). Subgroup norms are those within the entire population which may be viewed as those who will benefit or not from an implemented treatment. Yet, this type of testing may, unfortunately, have false positives or false negatives based upon the group flourishing or diminishing (Coehn, 2021). Lastly, percentile norms look at the high or low scores of students than the individuals in the entire sample, but are not interval scores, therefore may not be added, subtracted, or compared to one another since there is no equality (Cohen, 2021). References Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities . The Qualitative Report , 15 (2), 411–429. 10.46743/2160- 3715/2010.1158 B ecker, M., Martin, L., Wajeeh, E., Ward, J., & Shern, D. (2002). Students with mental illnesses in a university setting: Faculty and student attitudes, beliefs, knowledge, and experiences. Psychiatric Rehabilitation Journal , 25 (4), 359–368. https://doi.org/10.1037/h0095001 Bourdon, J. L., Moore, A. A., Long, E. C., Kendler, K. S., & Dick, D. M. (2020). The relationship between on-campus service utilization and common mental health concerns in undergraduate college students. Psychological Services , 17 (1), 118–126. https://doi.org/10.1037/ser0000296.supp Cohen, R. J. (2021). Psychological Testing and Assessment (10th ed.). McGraw-Hill Higher Education (US). https://capella.vitalsource.com/books/9781264169207

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Related Documents

PSY 328 Module Two Journal Template.docx.pdf

Unit 5 Assignment 1.docx

Unit 6 Discussion 1.docx

PSY 328 Module Four Journal .docx.pdf

Unit 2 Assignment 1.docx

PSY 328 Module Three Journal.docx.pdf

Unit 1 Discussion 1.docx

PSY 328 Project Two Milestone .docx.pdf

PSY 328 Module Five Activity.docx.pdf

Discussions for RE-348-OC1 - Psychology & Religion.pdf

PSY 328 Module Six Journal.docx.pdf

EDUC610 LEARNING THEORIES (1).docx

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning