The information available to the public about psychological testing and assessment vary widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process. There is no required template for the development of the Assessment Guide. Be creative while maintaining the professional appearance of their work. While based on scholarly information, the Guide should not read like a research paper. It is to be written like a brochure a professional might give a patient or client who is being referred for testing. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. The Assessment Guide must include the following sections: Table of Contents (Portrait orientation must be used for the page layout of this section.) In this one-page section, students must list the following subsections and categories of assessments. Introduction and Overview Tests of Intelligence Tests of Achievement Tests of Ability Neuropsychological Testing Personality Testing Industrial, Occupational, and Career Assessment Forensic Assessment Special Topics (specify the student’s choice from the “Special Topics” list) References Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.) Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience. Definition of a Test (e.g., What is a Test?) Briefly define psychological assessment. Types of Tests Identify the major categories of psychological assessment. Reliability and Validity Briefly define the concepts of reliability and validity as they apply to psychological assessment. Role of testing and assessment in the diagnostic process Briefly explain role of assessment in diagnosis. Professionals Who Administer Tests Briefly describe the types of professionals involved in various assessment processes. Culture and Testing Briefly describe issues of cultural diversity as it applies to psychological assessment. Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.) For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the Testing Pamphlets and Information Sheets. Be sure to reference the content requirements prior to completing each of the information sheets on the following categories of assessment. Tests of Intelligence Tests of Achievement Tests of Ability Neuropsychological Testing Personality Testing Industrial, Occupational, and Career Assessment Forensic Assessment Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.) Special Topics (Student’s Choice) In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories: Testing Preschool-Aged Children Testing Elementary School-Aged Children Testing Adolescents Testing Geriatric Patients Testing First Generation Immigrants Testing in Rural Communities Testing English Language Learners Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic) Testing Individuals Who Are Incarcerated Testing for Competency to Stand Trial Testing in Child Custody Cases References (Portrait orientation must be used for the page layout of this section.) Include a separate reference section that is formatted according to APA style. The reference list must consist entirely of scholarly sources. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.