Inventions, Innovations, and ImportsResources Attributes and Evaluation of Discussion Contributions. Professional Communications and Writing Guide. PSY7610 Library Research Guide. The Second Century of Ability Testing.
Use the readings from your Psychological Testing and Assessment text, Embretson’s 2004 article, “The Second Century of Ability Testing: Some Predictions and Speculations,” and additional research to complete this discussion.Research the historical connections and trends in the field of psychology of the following dyads: (1) Sir Francis Galton to James McKeen Cattell, and (2) Alfred Binet to Lewis Terman. Compare and contrast the relationship between both sets of key figures and the milestones they facilitated in the history of tests and measurements. What were the similarities and differences within each dyad? What were the similarities and differences across the two sets of dyads?Choose one of these four individuals based on the criteria below and do additional research on that person using the Capella library. Share your findings about key contributions of that selected individual in your discussion post, citing at least two published articles, not including the Psychological Testing and Assessment text or the Embretson article (include these as references). Identify your choice of the key historical figure in your subject line of the post you submit.In your post:Identify a couple of important similarities and differences within each dyad.Identify a couple of important similarities and differences across both sets of dyads.Identify the individual who, in your opinion, had the greatest impact on your particular interest or specialty within the field of psychology. (Include the name of the individual in your subject line of the discussion thread when you submit your initial post.)Describe how the one historical figure you selected expanded the base of knowledge in the field, including information from the journal articles.Explain how that individual provided a foundation to a trend that continues in psychology today.

ReadingsComplete the following:Read the Learner Expectations for important information about your success in this course.Read the Professional Communications and Writing Guide. You are expected to adhere to these guidelines when writing a discussion post, peer response, or paper, as well as when using citations and references.Use your Psychological Testing and Assessment: An Introduction to Tests and Measurement text to complete the following:Read Chapter 1, “Psychological Testing and Assessment,” pages 1–37.Read Chapter 2, “Historical, Cultural, and Legal/Ethical Considerations,” pages 38–76.Read pages 118–124 of Chapter 4, “Of Tests and Testing.”Use your Standards for Educational and Psychological Testing text to read Chapter 10, “Psychological Testing and Assessment,” pages 151–168.Use the Capella University Library to read pages 6–14 of Embretson’s 2004 article, “The Second Century of Ability Testing: Some Predictions and Speculations,” from  Measurement: Interdisciplinary Research and Perspectives, volume 2, issue 1. (See “The First Century of Ability Testing: A Brief Review.”)Use the Internet to read “Joint Committee on Testing Practices. (2004). Code of fair testing practices in education.” from Joint Committee on Testing Practices.Article SearchIn preparation for the second discussion in this unit, locate and review two journal articles on one of the following four historic figures in tests and measurements:Sir Francis Galton.James McKeen Cattell.Alfred Binet.Lewis Terman.See instructions for the second discussion.MediaClick Interview With a Psychometrist to listen to the presentation.Interview With a PsychometristBegin

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
• As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.