Simplify Your Assessment Process With PARiConnect
January 27, 2015
Make 2015 the year you try
is an online tool that allows you to easily
, and obtain
for more than 50 of your favorite PAR instruments.
broadens your administration and reporting options by allowing you to choose when, where, and how to get the results you need—with no new hardware or additional equipment required. Easy to use, flexible, and secure,
will change the way you practice. Plus,
has new features to make online assessment even easier. Manage large numbers of accounts, clinicians, and clients; import and export data in large batches; and capture the current status of inventory and reallocate uses.
We will even teach you how to use it!
Register now for a free, live Webinar that will help you become better acquainted with this dynamic assessment platform. Join our Webinar on Thursday, January 29 from
12:00-1:00 p.m. ET
3:00-4:00 p.m. ET
. Space is limited. Register today!
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Brain-Based Assessment: An Interview with Steven G. Feifer (Part 2)
We recently sat down with Steven G. Feifer, DEd, author of the Feifer Assessment of Reading™ (FAR™) and Feifer Assessment of Mathematics™ (FAM™) for an interview to discuss how to use cognitive neuroscience to better understand why students struggle in school. This is the second part of a two-part interview. Did you miss Part 1? Catch up here. How do the FAR and FAM go beyond just using an aptitude/achievement discrepancy perspective? SF: The FAR and FAM represent a more ecologically valid way to understand the core psychological processes involved with both reading and mathematics. Many psychologists are used to measuring executive functioning, working memory, visual perception, and processing speed using stand-alone instruments, and then must clinically bridge these results into the worlds of reading and math. In other words, how does poor performance on executive functioning tasks impact the ability to read on grade level? These can be very difficult questions to answer. The FAR and the FAM seek to measure these psychological constructs while the student is actually engaged in the academic skill itself, allowing the examiner to directly determine ...
Brain-Based Assessment: An Interview with Steven G. Feifer (Part 1)
We recently sat down with Steven G. Feifer, DEd, author of the Feifer Assessment of Reading™ (FAR™) and Feifer Assessment of Mathematics™ (FAM™) for an interview to discuss how to use cognitive neuroscience to better understand why students struggle in school. This is the first part of a two-part interview. Come back next week for the conclusion. What influence did neuroscience and research in this area have on your work in test development? Steven Feifer: I have spent most of my career as a school psychologist trying to coalesce the fields of neuropsychology and education. I suppose it stemmed from my utter frustration in trying to explain learning simply through the lens of an IQ test score. After all, when was the last time somebody wrote a meaningful goal and objective on an IEP because a psychologist said a child’s Full Scale IQ was 94? Why was an instrument like the FAR needed? SF: The FAR was created for a number of reasons. First, I am especially grateful to PAR for recognizing the need for an educational assessment tool based upon a ...
Assessing Gifted Students: An Interview with Cecil R. Reynolds (Part 2)
Cecil R. Reynolds, co-author of the Reynolds Intellectual Assessment Scales (RIAS) and recently revised RIAS-2, is one of the leaders in the field of gifted assessment. The following is part two of a two-part interview conducted with Dr. Reynolds concerning the use of assessments in gifted and talented programs. Did you miss part one of this series? Click here. Q: What originally prompted you to design an assessment for gifted identification? CR: To reduce the confounds present in most traditional measures of intelligence. We wanted to have better instrumentation for identifying the intellectually gifted using methods that are less influenced by culture than most tests—the RIAS is not “culture-free,” nor do such psychological tests exist, and the desirability of a culture-free test is questionable conceptually as well. We live in societies, not in isolation. That said, confounds such as motor coordination, especially fine motor coordination and speed, interpretation of directions that have cultural salience, and even short-term memory can all adversely influence scores on intelligence tests, and these variables are not associated strongly with general intelligence. For programs that seek to ...
The Feifer Assessment of Mathematics™ (FAM™) is now available on PARiConnect!
Learning WHY a student struggles in math so you can determine HOW to intervene just got easier! The FAM is a comprehensive assessment of mathematics designed to examine the underlying neurodevelopmental processes that support the acquisition of proficient math skills. It not only helps determine if an examinee has a math learning disability, but also identifies the specific subtype of dyscalculia, which better informs decisions about appropriate interventions. With the FAM on PARiConnect, you can: Receive Score Reports instantly for the FAM battery and FAM Screening Form after entering scale-level data. Obtain brief interpretive statements available only through PARiConnect. Generate Reliable Change Reports to track performance after multiple administrations of the FAM. Try the FAM on PARiConnect today! Free 24/7 training on the FAM is available on the PAR Training Portal!
Put the I back in IEP with the FAR Interpretive Report
The Feifer Assessment of Reading (FAR) is a comprehensive reading assessment that uses a neurological approach to determine if a student is at risk for specific subtypes of dyslexia. It is useful for educators, reading specialists, and school psychologists not only because it identifies a possible cause of reading difficulties—but also because it offers intervention recommendations based on the student’s specific type of reading difficulty. It truly helps put the individual back in an Individualized Education Program. The new FAR Interpretive Report takes this individualized approach a step further, using scores from all 16 FAR tasks as well as index scores and index discrepancy scores to provide targeted reading considerations and strategies based on research from more than 200 current reading programs. Don’t spend hours researching reading strategies and intervention tools–we’ve done the work for you! With the click of your mouse, you have the information you need to help your students succeed. Save even more time by copying and pasting report recommendations directly from the FAR Interpretive Report into other documents. The FAR Interpretive Report is available only on PARiConnect, our ...
Now available on PARiConnect: Multidimensional Everyday Memory Ratings for Youth™ (MEMRY™)
Now it’s even easier to measure everyday memory, learning, and executive aspects of memory. The MEMRY is now available for administration and scoring via PARiConnect, our online portal. The MEMRY is the first nationally standardized rating scale specifically designed to measure memory in children, adolescents, and young adults. It measures everyday memory, learning, and executive aspects of memory, including working memory. It provides rapid screening for memory problems in youth, an ecologically relevant assessment of memory in everyday life, and multiple perspectives about memory capacity from different raters. The MEMRY can be used to determine whether a more comprehensive evaluation is required or as a core component of a comprehensive assessment for youth suspected of memory problems. The MEMRY: Features both informant (ages 5-19 years) and self-report (ages 9-21 years) forms. Includes an overall score, the Everyday Memory Index (EMI), as well as scales that tap learning, daily memory, and executive/working memory and three validity scales. Allows clinicians to differentiate between problems caused by memory failures versus failures due to problems with ...
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