Psychological Assessment and Influence Diagnosis on Verbal Communication
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Psychological Assessment and Influence Diagnosis on Verbal Communication
Part 1. The Minority Testing Bias Persists article calls attention to the fact that some tests may be culture-specific without even knowing it. https://www.huffpost.com/entry/test-bias-minorities_b_2734149
Discuss the implied message from this article and the need to identify underlying testing items that have subtle stereotypical wording or context that are culturally discriminatory in nature.
Discuss effective measures that can address these issues based on your readings for this unit and personal professional behavior.
What impact does culture have on the process of psychological assessment and influence diagnosis on verbal communication, and on nonverbal communications?
Part 2. Issues with ethics, legal, socio-cultural, and personal biases affecting diagnostic, treatment and selection process.
Discuss with examples, the role of ethics, legal, socio-cultural, and examiner biases and how each influences the diagnosis, treatment, and applicant selection processes.
Explain each of the following forms of testing issues:
Discrimination
Culture and language barriers
American Disability Act (ADA)
Title VII of the Civil Rights Act
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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