Cognitive Assessment 2

Pre-requisites: Psychometrics, Developmental Psychology, Psychology of Intelligence, Cognitive Assessment 1

Course objectives: Introducing students to the most commonly used verbal and composite cognitive ability tests, and building competencies related to the administration, scoring, and interpretation of such instruments.

Course description: A. Verbal and composite intelligence tests B. Theoretical bases, metric properties, and practical use (administration, scoring, and interpretation of results) of a. the Second Belgrade Revision of the Binet-Simon Intelligence Scale (NBS) b. the Serbian adaptation of the Wechsler Intelligence Scale for Children-Revised (REVISK) c. the Test for Examining First-Graders (TIP-1) C. Alternative forms of cognitive abilities assessment and the assessment of creativity.

Learning Outcomes: Knowledge of the theoretical framework, metric properties, and technical aspects (contents, administration, and scoring) of selected ability tests; advanced level competencies in diagnosing intellectual ability level and qualitatively interpreting test results.

Cognitive Assessment 2

Pre-requisites: Psychometrics, Developmental Psychology, Psychology of Intelligence, Cognitive Assessment 1

Course objectives: Introducing students to the most commonly used verbal and composite cognitive ability tests, and building competencies related to the administration, scoring, and interpretation of such instruments.

Course description: A. Verbal and composite intelligence tests B. Theoretical bases, metric properties, and practical use (administration, scoring, and interpretation of results) of a. the Second Belgrade Revision of the Binet-Simon Intelligence Scale (NBS) b. the Serbian adaptation of the Wechsler Intelligence Scale for Children-Revised (REVISK) c. the Test for Examining First-Graders (TIP-1) C. Alternative forms of cognitive abilities assessment and the assessment of creativity.

Learning Outcomes: Knowledge of the theoretical framework, metric properties, and technical aspects (contents, administration, and scoring) of selected ability tests; advanced level competencies in diagnosing intellectual ability level and qualitatively interpreting test results.

Literature/Reading:

• Čen, Đ. & Gardner, H. (1998). Alternativno procenjivanje sa stanovišta teorije o viševrsnim inteligencijama. Psihologija u svetu, 4, str. 191-206
• Harrison, P. L., Flanagan, D. P. & Genschaft, J. L. (1997). An Integration and Synthesis of Contemporary Theories, Tests, and Issues in the Field of Intellectual Assessment.
• Ivić i saradnici (1976). Razvoj i merenje inteligencije, tom I, str. 11-30, 44-47, 74-77, 87-120. Beograd: Zavod za udžbenike i nastavna sredstva
• Ivić i saradnici (1976). Razvoj i merenje inteligencije, tom II. Beograd: Zavod za udžbenike i nastavna sredstva
• Priručnik za REVISK
• Priručnik za TIP-1