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PYC4807 Examination Portfolio
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1Micaela Lombard
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PYC4807 – Examination Portfolio (158463)
Developmental assessment of a 5.5 year old, Xhosa-speaking child
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Contents Page
Section 1: Psychological assessment in real-life contexts.................................................Page 3 – 5
Section 2: Case Study........................................................................................................Page 6 – 13
Introduction..................................................................................................................................Page 6
Reason/rationale for testing in a developmental context........................................................Page 6 - 7
Context of the Assessment...........................................................................................................Page 7
Compiling a test battery........................................................................................................Page 7 - 11
Administration, interpretation of results, and feedback.....................................................Page 11 - 13
Conclusion.................................................................................................................................Page 13
Section 3: Questions on theoretical and applied knowledge........................................Page 14 - 20
Question 1: Reliability........................................................................................................Page 14 - 15
Question 2: Validity............................................................................................................Page 15 - 17
Question 3: Factors influencing the compilation of a test battery......................................Page 17 - 18
Question 4: Psychometrists versus Psychologists..............................................................Page 18 - 19
Question 5: Considerations for Becky’s test selection.......................................................Page 19 - 20
Section 4: Referencing and plagiarism...........................................................................Page 21 - 22
Reference List............................................................................................................................Page 21
Plagiarism Declaration...............................................................................................................Page 22
, 3
SECTION 1: PSYCHOLOGICAL ASSESSMENT IN REAL-LIFE CONTEXTS (18 marks)
Question 1: I chose the developmental context for the reason that I have had the most exposure to
psychological testing from this perspective through my work for an educational psychologist. I
gathered information by drawing on the knowledge I have accumulated throughout my work and I
also consulted with the educational psychologist and borrowed the original JSAIS manual from her.
I got consent from the educational psychologist to report on the information she had made me privy
to. Confidentiality was ensured as I omitted her details from this paper. No COVID-19 protocols
were in effect at the time of data collection, although hand sanitising was still adhered to.
Additionally, I consulted Google Scholar, the Unisa online library, the prescribed book as well as
lecturer notes and prescribed articles to gain access to other sources.
Question 2: Infant and preschool developmental assessments have the purpose of assessing the
child’s physical, cognitive, social and emotional development. Developmental measures can include
screening or diagnostic measures. Motor, verbal and non-verbal, performance, numerical, memory
and personal-social development may be analysed to form a comprehensive picture of the child’s
development progress. Individuals involved typically include the licensed psychology professional
who will function as the assessment practitioner, the child being assessed and the parents or legal
guardians of the child. In some cases like Becky’s, an interpreter may be used. The school may also
be involved, depending on the purpose of the assessment.
Question 3: Early childhood is a critical developmental period. Early identification of
developmental difficulties or delays leads to early intervention and early assistance. Assessments
are also conducted to identify the child’s competencies and weaknesses to identify the resources and
support needed for the child to reach their full potential (Foxcroft & Roodt, 2018). Early
intervention can induce benefits in various areas of development, such as cognitive and verbal
(Tanner, Candland & Odden, 2015). In this case, specifically, Becky was assessed due to a verbal
delay detected by the paediatrician. Her level of school-readiness also needs to be determined and
there are concerns about frequent tantrums and a reluctance to communicate.
Question 4: Infants and pre-school children, thus children between the age of newborn and
approximately 6 years old, are assessed in a developmental context (Foxcroft & Roodt, 2018).
Some assessment measures do fall outside of these boundaries – the JSAIS is administered to
children up to 7 years and 11 months. In general, the focus is on early childhood.
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