Education: examinations and assessment Books

Book SynopsisThe past decade has seen more and more clinicians involved in the assessment and treatment of abused and traumatized children. They have contributed to an impressively large body of literature on the impact of abuse and trauma at all ages, the focus of which has been the short and long-term sequelae apparent in the child's behavior, emotional experience, and social interaction. But there have been few efforts to investigate the ways in which abuse and trauma damage the intrapsychic systems and structures that often guide, direct, and inform the child's manifest adjustment and functioning. The need to redress the balance was the major impetus for this book. Kelly offers a clinical paradigm for the personality assessment of abused or traumatized children via projective instruments--the TAT and Rorschach--and shows how various projective measures and indices can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. But further, integrating the tenets of trauma theory and those of psychoanalytic theory, he sets this clinical paradigm in a meaningful theoretical context, and draws on both theory and clinical experience to develop a comprehensive psychological composite of the child who has been maltreated. Part I provides an overview of theoretical models relevant to the assessment and diagnosis of the maltreated child. Contemporary psychoanalytic theory serves as one frame and is discussed first, with particular emphasis on object relations and ego functions. Equal attention is devoted to developmental psychology as another frame. Part II reviews relevant research. The Mutality of Autonomy Scale (MOA) and the Social Cognition and Object Relations Scale (SCORS) are introduced as examples of reliable and valid instruments readily employed to assess the impact of abuse or trauma on a child's object relations functioning. Additional Rorschach indices--boundary disturbance measures, thought disorder indices, trauma markers, and defensive functions measures--are discussed as measures of the impact on different facets of ego functioning. These various projective measures can be utilized as sensitive barometers of changes in self, object, and ego functioning following therapeutic interventions and other corrective experiences. Part III includes a variety of extended clinical illustrations. Seven cases of boys and girls subjected to varying degrees of abuse and trauma are presented to demonstrate the clinical utility of projective material for assessment, diagnosis, and treatment planning. For the clinician who takes the idiographical-phenomenological approach, appropriate given the uniqueness of each situation of abuse or trauma and the frequent brevity and barrenness of the protocol, such material can open a window onto a rich vista of the child's psychological terrain. The resulting map can point the way to wise decisions about type, timing, and level of therapeutic intervention, the resolution of such process issues as transference and countertransference, plus additional questions. Two cases of adult women who were abused as children and find themselves continuing to struggle with enduring unresolved issues vis a vis their own children are also presented. These cases underscore the value of TAT and Rorschach material, and object relations measures, in assessing and understanding the abusive and potentially abusive parent.Trade Review"Essential reading for clinicians and researchers working in this area, the book will be of interest to any professional involved with abused and traumatized children."—Readings: A Journal of Reviews and Commentary in Mental Health"This volume is based on solid research and very recommendable to child mental health workers."—Journal of Psychology in Africa"This is an invaluable, beautifully written work on a number of levels. As a window into the psychological sequelae of chronic and acute child abuse and neglect, it is comprehensive and first-rate. As a conceptual frame highlighting the heuristic value of an object representational model in child clinical practice, it is splendid. And last, as a handbook for the seamless integration of clinical and scholarly research on the projective assessment of children, it is superb. This book will last and thrive as a called-upon reference in the fields of forensic psychology, psychological testing, and object relations theory."—Steven B. Tuber, PhD, ABPPCity University of New York at City College"This superbly written book provides a much needed integration of theory and research regarding the psychological condition of abused children. Complete with rich clinical material, it will be especially useful for the clinician or researcher who wishes to understand the abused child's internal world. The explication and clinical illustrations of the two most useful assessment measures of object representations--the Mutuality of Autonomy scale and the Social Cognition Object Representation scale--are especially helpful. The book should be read by all professionals who work with, or are concerned about, abused and traumatized children."—Phebe Cramer, Ph.D.Williams CollegeTable of ContentsContents: Preface. Introduction. Part I: Young Children and the Experience of Trauma and Abuse. The Representational World of the Young Child: The Role of the Four Psychologies. Object Relations Development in Abused and Traumatized Children: Theoretical and Clinical Considerations. Part II: The Psychological Representation of Abuse and Trauma. Object Representation Assessment of Children: TAT and Rorschach Research in Relation to the Abused and Traumatized Child. Object Representation Scales. Old Wine in New Bottles--The Borderline Child Revisited: Contemporary Perspectives on Diagnosis and Assessment. Three Faces of Abuse and Trauma: The Sequelae of Physical, Sexual, and Complex, Chronic Experiences of Maltreatment. The Abused and Traumatized Child: Changes in Object Relations and Ego Functions--The Influence and Impact of Therapeutic and Mutative Experiences. Object Representations of Abusive and Maltreating Parents: A Tale of Two Women. Concluding Remarks.

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Book SynopsisPacked with useful tools, this practitioner guide and course text helps educators assess and teach essential literacy skills and strategies at all grade levels (PreK-12). All six literacy modalities are addressed--listening, speaking, reading, writing, viewing, and visually representing. Chapters on specific literacy processes integrate foundational knowledge, assessments, and strategies for students who need support in literacy, including English language learners. Presented are dozens of authentic assessments along with differentiation ideas. In a large-size format for easy photocopying, the book features more than 70 reproducible assessment forms and resources. Purchasers get access to a webpage where they can download and print the reproducible materials.Trade Review"A true teacher’s guide for literacy assessment and metacognitive strategies. McAndrews provides the teacher educator, literacy specialist, coach, interventionist, or classroom teacher with practical strategies that enhance student learning and can be readily implemented into classroom practice and clinical settings. The book is full of great, research-based ideas that I intend to use in my graduate courses and summer reading practicum/clinic."--Debra Gurvitz, EdD, Adjunct Faculty, Reading and Language Department, National Louis University, Chicago "This book is a wonderful resource for classroom teachers at all grade levels, and will be particularly useful for literacy specialists working with students with varying abilities. I found it much more user friendly than other assessment books. The purpose of every assessment and instructional strategy is clearly explained, and the book's format makes them easy to find and implement. Educators can use this book to identify students' strengths and weaknesses through diagnostic assessments and to choose the instructional strategies that would be most beneficial."--Sarah Parcels, MSEd, reading specialist, Collinsville Middle School, Collinsville, Illinois "A gift to educators, this valuable, comprehensive guide highlights user-friendly, evidence-based strategies that take literacy teaching and learning to higher levels. Grounded in sociocultural and social-constructivist theories, the text will be highly beneficial to my undergraduate students as they conduct assessments and instruction during mentoring sessions with elementary students. It is also highly appropriate for graduate students in our Reading Endorsement and Master's in Reading programs."--Debra J. Coffey, EdD, Department of Elementary and Early Childhood Education, Kennesaw State University, Georgia-Table of Contents1. Introduction to Literacy, Assessment, and Instruction 2. Building Relationships: Learning from Students, Families, and Community 3. Language Development 4. Word Analysis 5. Reading Fluency 6. Reading, Listening, and Viewing Comprehension 7. Writing Composition and Visual Representation Appendix: Assessments and Resources

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Book SynopsisMany students are not accepted in to certain colleges and universities because of low SAT scores. Loren Meierding has written Ace the Verbal on the SAT to help students with minimal preparation do well by improving their vocabulary and use better techniques for finding the answers to the questions. This book provides strategies needed to score high on the Verbal Reasoning section of the New SAT by offering: words (organized by Indo-European roots) with definitions and sources needed to expand vocabulary of more than 2,000 important words, advice on how to prepare for the new writing section of the SAT, an understanding of what to look for in the critical reading passages. Although most useful to students, this guidebook will be also be of interest to parents, teachers, and administrators to help prepare test takers.Trade ReviewThis book provides strategies for scoring higher on the verbal reasoning section of the new SAT. It covers more than 2,000 words organized by Indo-European roots, with definitions and sources, advice on how to prepare for the writing section of the new SAT, and an understanding of what to look for in critical reading passages. * Reference and Research Book News *[Meierding] offers steps for improving scores on the writing section, including the use of literary and personal examples when supporting a thesis, grammar review, and the writing of practice essays. Further chapters organize vocabulary words by category and by positive and negative connotation...could be a useful addition to high school libraries. * VOYA *Table of ContentsPart 1 Preface Part 2 Part 1: Basic Assistance with the Verbal SAT Chapter 3 1 Improving on the Verbal Section of the SAT Chapter 4 2 Improving on the Writing Section of the SAT Chapter 5 3 Critical Reading Chapter 6 4 Sentence Completion Questions Chapter 7 5 Writing Sample Multiple-Choice Questions Chapter 8 6 The Writing-Sample Essay Chapter 9 7 Learning Vocabulary Chapter 10 8 Vocabulary: Word Groups 1 Chapter 11 9 Vocabulary: Word Groups 2 Part 12 Part 2: Vocabulary Organized by Roots Chapter 13 10 Roots Indicating Physical, Temporal, or Logical Relations Chapter 14 11 Roots Referring to Actions of Nature and Natural Effects Chapter 15 12 Roots Naming Objects and Qualities Chapter 16 13 Roots Referring to Life, Death, and Growth Chapter 17 14 Roots Referring to Power, Religion, and Social Relations Chapter 18 15 Roots Referring to Speech and Writing Chapter 19 16 Roots Referring to Perception and Thought Chapter 20 17 Roots Referring to Attitudes, Feeling, and Emotion Chapter 21 18 Toors Referring to Simple Action or Motion Chapter 22 19 Roots for Actions Affecting Possession Chapter 23 20 Roots Referring to Cutting and Object Deformation Chapter 24 21 Roots Indicating Setting, Place, Circular Motion, Throwing, and Thrusting Chapter 25 22 Roots Referring to Doing, Working, Leading, Joining, and Washing Part 26 Part 3: Additional Vocabulary from Different Languages Chapter 27 23 Words with Latin Roots (A-J) Chapter 28 24 Words with Latin Roots (L-V) Chapter 29 25 Words with Greek Roots Chapter 30 26 Words with Germanic Roots Chapter 31 27 Words with Miscellaneous Origins Part 32 References

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Book SynopsisThe HOPE Teacher Rating Scale is designed to help guide teachers in identifying gifted students for programming. It is unique in several ways. First, it is short, with only 11 items that measure academic and social/affective components of giftedness, making it easy to use. Second, it is invariant when used to identify students from low-income and culturally diverse families. Third, it can be used across grade levels, K-12. Finally, local norms ensure that the data are relevant to the specific school populations. With multiple measures and multiple pathways crucial for reversing the inequities in identifying culturally, economically, and linguistically diverse students, a teacher-nomination instrument like the HOPE Teacher Rating Scale is an important component of identification systems. The HOPE Teacher Rating Scale items have been well-developed and subjected to research using more than 12,000 diverse students in five validity studies to date. This instrument is a must-have for any administrator or gifted-program coordinator involved in student identification.To explore the full collection of HOPE print and online resources, please visit: https://www.routledge.com/go/hope-teacher-rating-scales.

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Book SynopsisThis is a set of 50 forms for use with the Universal Talented and Gifted Screener (UTAGS). Universal Talented and Gifted Screener (UTAGS) features up-to-date national norms, is effective with twice-exceptional learners, includes bias-free items, and provides a fair assessment regardless of student demographic characteristics. The UTAGS offers schools a time-saving screener for identifying gifted and advanced learners. Designed to be culturally and linguistically fair, the UTAGS is ideal for schools seeking a nationally normed, statistically sound identification screener. Additionally, the UTAGS includes specific considerations for identifying twice-exceptional learners. UTAGS is designed to screen potentially gifted students in six important areas of school success: cognition, creativity, leadership, literacy, math, and science. This theoretically sound instrument provides easily interpretable scores in the IQ metric (i.e., Mean = 100; SD = 15) and identifies student strengths/weaknesses in a quick, accurate, and cost-efficient format. UTAGS provides interpretation norms based on a standardization sample of 2,492 participants from 22 states; student demographics closely reflect the United States population. The authors also provide a guide for local norming. Assessment fairness was a strong consideration during the UTAGS development, and teacher raters are requested to focus on effective examinee communication strategies rather than addressing the particular language/communication mode employed by the student. Consequently, examinees from other cultures, those who have speech limitations, or those who use nonstandard English are not unfairly penalized. Ages 5 years 0 months-17 years 11 months

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