Cognitive Assessment 1

Pre-requisites: Psychometrics, Developmental psychology, Psychology of intelligence

Course objectives: Introducing students to the basic principles and best practices of cognitive assessment, familiarizing them with the most commonly used nonverbal intelligence tests, and building competencies (practical skills) related to the administration, scoring and interpretation of several nonverbal intelligence tests for children.

Course description: A. Basic postulates and principles (psychological, psychometric and ethical) in the field of cognitive assessment B. Theoretical rationale, metric characteristics and practical use (administration, scoring, and interpretation of results) of a. the Raven’s Progressive Matrices B. the Goodenough-Harris Draw-a-Person Test c. the Bender-Gestalt Test (GTPO II) d. the Kohs-Goldstein Block Design Test C. Specific issues in cognitive assessment: a. Assessment using nonverbal intelligence tests b. Dynamic assessment c. Multiculturalism in cognitive assessment and assessment of cognitive abilities in special populations d. Early cognitive assessment

Learning Outcomes: Understanding the theoretical foundations and practical implications of the basic principles and recommendations for best practices in the field of cognitive assessment; familiarity with the the most commonly used nonverbal intelligence tests; mastery of the practical use of selected nonverbal tests for the assessment of cognitive abilities in children; basic level competencies in diagnosing intellectual ability level and qualitative analysis of test results.

Cognitive Assessment 1

Pre-requisites: Psychometrics, Developmental psychology, Psychology of intelligence

Course objectives: Introducing students to the basic principles and best practices of cognitive assessment, familiarizing them with the most commonly used nonverbal intelligence tests, and building competencies (practical skills) related to the administration, scoring and interpretation of several nonverbal intelligence tests for children.

Course description: A. Basic postulates and principles (psychological, psychometric and ethical) in the field of cognitive assessment B. Theoretical rationale, metric characteristics and practical use (administration, scoring, and interpretation of results) of a. the Raven’s Progressive Matrices B. the Goodenough-Harris Draw-a-Person Test c. the Bender-Gestalt Test (GTPO II) d. the Kohs-Goldstein Block Design Test C. Specific issues in cognitive assessment: a. Assessment using nonverbal intelligence tests b. Dynamic assessment c. Multiculturalism in cognitive assessment and assessment of cognitive abilities in special populations d. Early cognitive assessment

Learning Outcomes: Understanding the theoretical foundations and practical implications of the basic principles and recommendations for best practices in the field of cognitive assessment; familiarity with the the most commonly used nonverbal intelligence tests; mastery of the practical use of selected nonverbal tests for the assessment of cognitive abilities in children; basic level competencies in diagnosing intellectual ability level and qualitative analysis of test results.

Literature/Reading:

• Alfonso, V. Č. & Prat, S. J. (2000). Sporna pitanja i predlozi za obučavanje profesionalaca u procenjivanju inteligencije. Psihologija u svetu 5(1), str.33-46
• APA (1997). Etički principi psihologa i kodeks ponašanja (prevedeno poglavlje iz: P.D. Flanagan, J. L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment. New York:The Guilford Press
• Bracken, B. & Walker, K. C. (1997). The Utility of Intelligence Tests for Preschool Children. U: P.D. Flanagan, J. L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment
• Flanagan, P.D., Genshaft, J. L. & Harrison, P.L. (ur.). Contemporary Intellectual Assessment, str. 563-567. New York: The Guilford Press
• Helms, J. E. (1997). The Triple Quandary of Race, Culture, and Social Class in Standardized Cognitive Ability Testing. U:P.D. Flanagan, J.L. Genshaft & P.L. Harrison (ur.).Contemporary Int. Assessment
• Ittenbach, R. F., Esters, I. G. & Wainer, H. (1997). The History of Test Development. U: P.D. Flanagan, J. L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment
• Kamphaus, R. W., Petoskey, M. D. & Walters Morgan, A. (1997). A History of Intelligence Test Interpretation. U: P.D. Flanagan, J.L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment
• Lidz, K. S. (1997). Pristupi dinamičkog procenjivanja. (prevedeno poglavlje iz: P.D. Flanagan, J. L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment
• Thorndike, R. M. (1997). The Early History of Intelligence Testing. U: P.D. Flanagan, J. L. Genshaft & P.L. Harrison (ur.). Contemporary Intellectual Assessment