Assessment: The power and potential of psychological testing, educational measurement, and program evaluation around the world. - PsycNET

 Assessment: The power and potential of psychological testing, educational measurement, and program evaluation around the world. - PsycNET 
https://psycnet.apa.org/doiLanding?doi=10.1037%2F0000311-003

Assessment is a broad, globally relevant, and much-needed area of inquiry and practice—with tremendous power and potential. Psychologists are leaders and experts in assessment, with specialized knowledge in research design; statistics; and, of course, psychological testing, measurement, and evaluation. This chapter discusses assessment broadly, focusing on its centrality to psychology and research. It also discusses contemporary national assessment practices considering the "big four" specialties: clinical, counseling, school, and industrial/organizational psychology. The chapter presents basic competencies, including what applied psychologists do in the United States. It discusses three important international assessment topics: psychological testing, educational measurement, and program evaluation. The chapter explains cross-cultural issues in assessment, including test translation and adaptation. It highlights challenges, opportunities, and cutting edge exemplars, including therapeutic assessment, formative educational testing and item development, and transformative program evaluation. The chapter offers practical suggestions for developing global assessment competencies and participating in the international assessment community. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Social and Emotional Variables as Predictors of Students’ Perceived Cognitive Competence and Academic Performance - Maryam Hachem, Guher Gorgun, Man-Wai Chu, Okan Bulut, 2022

 Social and Emotional Variables as Predictors of Students' Perceived Cognitive Competence and Academic Performance - Maryam Hachem, Guher Gorgun, Man-Wai Chu, Okan Bulut, 2022 
https://journals.sagepub.com/doi/10.1177/08295735221118474

Abstract

Research extensively highlights the importance of social-emotional skills in learning and development. In this study, we evaluated whether social and emotional variables directly impact students' perceived cognitive competence and academic performance through a structural equation model. Survey responses (N = 29,384) were collected from 114 K-12 schools in a large school district in Alberta. Results showed that cognitive competence was directly predicted by social cognition and social competence but indirectly by emotional competence through the mediating effect of social competence. Academic performance was also directly predicted by social cognition. Cognitive competence was positively associated with academic emotions, while academic performance was negatively associated with them. Overall, our findings suggest that learning is a highly social process, and investing in the development of social-emotional skills must be a priority, with a primary focus on creating positive and supportive learning environments. Future research may adjust this model and target more specific social-emotional variables. 

Study is relevant to my prior publication regarding CAMML (Cognitive-Affective-Motivation Model of Learning)

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Individual Differences in Attentional Control Predict Working Memory Capacity in Adults who Stutter - ScienceDirect

Attentional control (Gwm-AC) strikes again as a key cognitive ability.

 Individual Differences in Attentional Control Predict Working Memory Capacity in Adults who Stutter - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0021992422000910

HIGHLIGHTS

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Attentional control predicts working memory capacity in adults who stutter
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Activating simple linguistic stimuli may be more difficult for adults who stutter as a group
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Adults who stutter who have higher executive control may be less susceptible to dual-task effects

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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