PYC4807 Assignment 03 Unique Assignment number:
Student:
Student Number:
Due Date:
Contents
Section 1....................................................................3
Question 1..................................................................3
Question 2..................................................................?Insert page number?
Question 3..................................................................?Insert page number?
Question 4..................................................................?Insert page number?
Question 5..................................................................?Insert page number?
Question 6..................................................................?Insert page number?
Question 7..................................................................?Insert page number?
Question 8..................................................................?Insert page number?
Section 2........................................................?Insert page number?
Section 3........................................................?Insert page number?
Question 1..................................................................?Insert page number?
Question 2..................................................................?Insert page number?
Question 3..................................................................?Insert page number?
Question 4a................................................................?Insert page number?
Question 5a................................................................?Insert page number?
Section 4....................................................?Insert page number?
References...............................................?Insert page number?
TURNITIN summary page.........................?Insert page number?
Plagiarism declaration.......................?Insert page number?
Section 1
1) Which context did you select (developmental, educational, or organisational) and why
did you select this context? Provide a brief explanation of how you gathered information for
answering the questions in this section.
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,Developmental context of psychological testing: infants and pre-school children's develop-
ment are assessed here.
STATE PERSONAL REASONS WHY YOU WOULD SELECT DEVELOPMENTAL CON-
TEXT (IN A PARAGRAPH).
2) Describe the context (e.g. typical activities done in this environment, the people involved
in the environment, etcetera).
Changes in the chosen context of infancy to young child are what is known as the develop-
mental changes (Foxcroft & Roodt, 2013) (CHANGE ALL SENTENCE STRUCTURES
HERE). Young children are influenceable and learn a lot from their surroundings and the
people whom they see most often. For instance, when a child learns to show emotion, they
will reflect the emotion most often displayed by their caretakers. Children are infamously
known for wanting to play and imagine most of the time and they also grow their cognitive,
physical and emotional abilities in doing so.
EXPAND THIS PARAGRAPH WITH PEOPLE INVOLVED IN THE ENVIRONMENT AND
CHANGE ALL SENTENCE STRUCTURES AS THERE IS A RISK OF PLAGIARISM.
3) What are the reasons for testing in this context? (Refer to Chapter 15 in the textbook if
you are unsure of what is required here.)
Early childhood development and occurrences have a great impact on later development
(Luiz, 1997). The sooner a (CHANGE ALL SENTENCE STRUCTURES HERE) develop-
mental problem is identified, the sooner a solution can be actioned to be able to address
and assist said problem (Foxcroft & Roodt, 2013). Intervention in older children's lives
could prove difficult, as they are already set in their ways. Greenspan & Meisels (1996)
say that developmental assessment is a process which is created to give understanding of
a child's competencies and to see the resources of the learning environment which is likely
to help a child make full use of his potential in development.
EXPAND THIS PARAGRAPH WITH WHY YOU PERSONALLY FEEL IT IS NECESSARY
TO ASSESS YOUNG CHILDREN REMEMBER TO CHANGE ALL SENTENCE STRUC-
TURES AND WORDS TO AVOID BEING CALLED OUT ON PLAGIARISM
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,4) Who is tested in this context? For example, groups or individuals, children, young peo-
ple, or adults.
In this chosen context, children from birth are assessed up to the age of 6 or 7 years old.
They can be assessed in groups or individually. A screening test would screen a child for
any developmental delays or 'red flags' and would take a short amount of time. A diagnos-
tic measure is an in-depth assessment and would take longer sessions of time, assessing
the measure of a child's developmental issues and areas of delay.
ADD IN HERE INFORMATION ON WHO AND IN WHICH CONTEXT THEY ARE AS-
SESSED FROM CHAPTER 15
REMEMBER TO CHANGE ALL SENTENCE STRUCTURES AND WORDS TO AVOID
BEING CALLED OUT ON PLAGIARISM
5) How and where are the test-materials stored?
Foxcroft & Roodt (2013) state that any and all data has to be stored securely - this is so
that no one has access who is not allowed to. Data has to be stored on secure central
drives if it is computerised data, and backed up as well. Filing cabinets are an out of date
way of storing data.
REMEMBER TO CHANGE ALL SENTENCE STRUCTURES AND WORDS TO AVOID
BEING CALLED OUT ON PLAGIARISM
Paraphrase the following paragraph which is exactly from the textbook. Do not plagiarise.
Cite it where necessary as Foxcroft & Roodt 2013:
The data generated from an Internet-delivered test are stored on a central server, which
allows for greater levels of security compared to data stored in filing cabinets by the vari-
ous assessment practitioners. The centralised storage of data makes it easier to manage
the data and to make it available for research and development purposes. The test-taker
should agree to all arrangements related to where the data will be stored and who will
have access to it before the test session commences
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, 6) Who administers the tests and interprets the results? Are they qualified to administer
and interpret psychological tests? How are test results communicated to the testees (writ-
ten reports, verbal discussions, or both)? Who has access to the reports?
Tests are administered by psychologists, psychometrists and registered counsellors.
They have to be qualified and trained. Members of the public may not have access to
measures as this could disqualify reliability.
Results have to be interpreted and reported to the client along with recommendations. If
assessing a child or infant, results will be reported to caregivers or parents. This would be
in the form of a verbal discussion and a written report has to be available to give to them
too.
REMEMBER TO CHANGE ALL SENTENCE STRUCTURES AND WORDS TO AVOID
BEING CALLED OUT ON PLAGIARISM
Paraphrase the following paragraphs which is exactly from the textbook. Do not plagiarise,
Unisa will fail you!!! Use synonyms, change ALL sentences around and make sure it is in
your own words. Cite it where necessary as Foxcroft & Roodt 2013:
Probably the most important point is that communicating assessment results should al-
ways occur in a context that includes consideration of all relevant information about the in-
dividual who takes the measure. Contextual information provides a framework that makes
any test result more meaningful. Children are referred by parents or the school. It is, there-
fore, important to involve children in understanding the reasons for being assessed and in
conveying assessment results. Children may misinterpret the reasons for assessment. For
example, a 14-year-old girl living in a children’s home was referred for psychological as-
sessment to assist with guidance and future planning. The girl was very resistant to as-
sessment because she thought it meant she was going to be sent to an industrial school.
Explaining the purpose of assessment and how it would serve her best interests ensured
her cooperation and enhanced her performance. Similarly, involving her in the feedback of
assessment results made the process more meaningful and helped her feel part of the de-
cisions being made about her life. When children are to be assessed, the assessment
practitioner has the obligation to explain to parents the nature of the measures to be used,
the conclusions that can be reached, and the limitations of the assessment data. Parents
are often mystified by psychological measures and subsequent intervention is made more
meaningful by involving them in the process. The reason for assessing the child deter-
mines the information that is conveyed to parents. The psychologist needs to be honest
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