Q-Interactive: Training Implications for Accuracy and Technology Integration

Autor/in	Corcoran, Stephanie
Titel	Q-Interactive: Training Implications for Accuracy and Technology Integration
Quelle	In: Contemporary School Psychology, 26 (2022) 1, S.90-99 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Corcoran, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00368-3
Schlagwörter	School Psychologists; Professional Education; Job Skills; Cognitive Tests; Testing; Scoring; Test Interpretation; Graduate Students; Computer Assisted Testing; Error Patterns; Student Attitudes; Preferences; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Berufsausbildung; Produktive Fertigkeit; Kognitiver Fähigkeitstest; Testdurchführung; Testen; Bewertung; Test analysis; Testauswertung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fehlertyp; Schülerverhalten
Abstract	With the iPad-mediated cognitive assessment gaining popularity with school districts and the need for alternative modes for training and instruction during this COVID-19 pandemic, school psychology training programs will need to adapt to effectively train their students to be competent in administering, scoring, an interpreting cognitive assessment instruments. This manuscript describes a mixed methods study of graduate students learning both the traditional and digital format (Q-interactive) of the WISC-V, with the goal of improving training methods and reducing administration and scoring errors. Results indicated that more errors are made on the traditional format than on the digital format, but the errors that did occur on the digital format were on subtests that require clinical acumen. Q-interactive did not reduce errors related to more complex judgments and nuanced scoring. The participating graduate students were surveyed regarding their perceptions of each format, and they revealed a majority preference for the digital format. Training implications are discussed, and specific suggestions provided for how training programs may respond to our current situation by integrating Q-interactive into their assessment courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01