%100 SafeAssign Originality Report CPSS/418: Prevention And Treatment Interventions • Wk 2 - Objectives of Assessment Paper [due Mon] %100Total Score: High riskKathryn Millan Submission UUID: eba834e6-27f8-d500-244d-cea8b8e5edb1 Total Number of Reports 1 Highest Match 100 % Objectives of Assesment.docx Average Match 100 % Submitted on 11/05/19 10:09 PM MST Average Word Count 1,003 Highest: Objectives of Assesment.docx %100Additional content Institutional database (1) Student paper Top sources (1) Excluded sources (0) View Originality Report - Old Design Word Count: 1,003 Objectives of Assesment.docx 1 1 Student paper Running Head: OBJECTIVES OF ASSESSMENT 1 OBJECTIVES OF ASSESSMENT 2 Objectives of Assessment Kathryn Millan CPSS/418 November 4, 2019 Becky Day Objectives of Assessment Multidimensional and convergent validation models are approaches through which assessment can be evaluated and later weighed in relation to its degree of conformity to expectations that are laid down in theory. The multi-dimension in scientific assessments is established based on the standards which are developed through the relation of the dimensional construct with the relating concepts in the industry. So before the assessment is done, there needs to be completed examinations that will focus on the underlying theories as well as registered practical standards. These variables can then be compared to the actual eventualities of the validation models thereof (Prilleltensky et al, 2015). Through these validation guidelines, traits related to the approach are based on psychometrics. The individuals under examination in these models need to be measured directly. Therefore if the measurability of these parameters is not directly possible, then the variables may be adversely altered. For the tests to be conducted, and the results established accurately, the inferences of the personnel undertaking the evaluations have to be limited to usefulness evaluation (Way et al, 2015). Throughout the assessments, inferences have to be continuously made concerning the theoretical findings available for comparison. The convergent model includes the measurement of the techniques and demonstrations, and this is strongly relating the aspects associated with these essentials. Thus, through these models of assessment, the objectives are strictly confined to the activities that build-up to the aspect of relational truth, which is established through undertaking the steps that build-up to the ultimate results. This process is hence more of a comparative process rather than a fact-finding or fact evaluation. This is due to the fact that assessment in this process is done through comparative assessment. Defensiveness can be said to be taking an offensive position with regard to a logical discussion and as a result making deliberate attempts to avert a reality. This objective is sought after through the avoidance of introspection. The individual intending ...

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CPSS/418: Prevention And Treatment Interventions • Wk 2 -
Objectives of Assessment Paper [due Mon]
%100Total Score: High riskKathryn Millan
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View Originality Report - Old Design
Word Count: 1,003
Objectives of Assesment.docx
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1 Student paper
Running Head: OBJECTIVES OF ASSESSMENT 1
OBJECTIVES OF ASSESSMENT 2
Objectives of Assessment
Kathryn Millan
CPSS/418
November 4, 2019
Becky Day
Objectives of Assessment
Multidimensional and convergent validation models are
approaches through which assessment can be evaluated and later
weighed in relation to its degree of

3. conformity to expectations that are laid down in theory. The
multi-dimension in scientific assessments is established based
on the standards which are developed
through the relation of the dimensional construct with the
relating concepts in the industry. So before the assessment is
done, there needs to be completed
examinations that will focus on the underlying theories as well
as registered practical standards. These variables can then be
compared to the actual eventualities of
the validation models thereof (Prilleltensky et al, 2015).
Through these validation guidelines, traits related to the
approach are based on psychometrics. The
individuals under examination in these models need to be
measured directly. Therefore if the measurability of these
parameters is not directly possible, then the
variables may be adversely altered. For the tests to be
conducted, and the results established accurately, the inferences
of the personnel undertaking the evaluations
have to be limited to usefulness evaluation (Way et al, 2015).
Throughout the assessments, inferences have to be continuously
made concerning the theoretical
findings available for comparison. The convergent model
includes the measurement of the techniques and demonstrations,
and this is strongly relating the aspects
associated with these essentials. Thus, through these models of
assessment, the objectives are strictly confined to the activities
that build-up to the aspect of
relational truth, which is established through undertaking the
steps that build-up to the ultimate results. This process is hence
more of a comparative process rather
than a fact-finding or fact evaluation. This is due to the fact that
assessment in this process is done through comparative
assessment. Defensiveness can be said to be
taking an offensive position with regard to a logical discussion
and as a result making deliberate attempts to avert a reality.

4. This objective is sought after through the
avoidance of introspection. The individual intending to actuate
this technique aims to attack the proponent of a particular
argument, and through this attack
approach, they can be able to avert the attack on themselves in
the process (Oeij et al, 2016). This technique can be
summarized as defending by attacking, which, to
many, is regarded as a popular form of psychological stance
despite the various arguments challenging its logic and
intellectual. Denial and defensiveness offer a type
of egocentricity and are aimed at the protection of self-esteem,
which can be regarded as fragile. This fragility in self-esteem
can be attributed to the individual
awareness of self-contradiction and delusion. These delusions,
in extreme cases, can be caused into guilt and self-blame. Once
these aspects of an individual’s
character kick in, they bring about a sense of denial and
eventual defensiveness. These aspects of one’s style can be
classified as personality malfunctions. These
malfunctions come about mostly due to mistakes committed and
the resulting unwillingness to acceptance of the errors as well
as the commitment to the remedy for
these mistakes Actions directed towards these eventualities are
usually damaging to one’s reputation and character Self
delusion and unacceptance of errors hence
1
1
1
1
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BB300502SF160441/originalityReport?attemptId=75b125fe-

5. 59c8-4596-92aa-
094e949a600f&course_id=_122893_1&download=true&include
Deleted=true&paperId=2309280317&print=true&force=true
Source Matches (24)
Student paper 93%
Student paper 100%
Student paper 92%
Student paper 100%
these mistakes. Actions directed towards these eventualities are
usually damaging to one’s reputation and character. Self-
delusion and unacceptance of errors hence
breed these actions. These dysfunctions are not limited to
personality and style but rather span more extensive than the
individual and therefore can as well affect
information analysis and assessment undertakings. Program
delivery methods and assessment models have to be correlated
to an acceptable extent below, which
they do not promote optimal operations. Thus designs of these
parameters of a data analysis environment need precision design
mechanisms to enhance optimality.
During the design phase of the program delivery models, the
assessment models have to be taken into consideration to
increase efficiency. The program delivery
methods that support assessment models are based upon the
relational operational standards that are to be established in
relation to the assessment model to be
used in a specific undertaking. An optimal program delivery
model has to be one that incorporates the continuous learning
and continuous development style of data

6. analysis and data processing (Steinhoff et al, 2016). Once the
program is in place, and its utilization started to take place, the
program should be flexible enough to
accept later inputs. These following inputs are based upon the
analysis of the program delivery model that is in operation
already. Once these analyses have been
made the necessary customizations, as well as general
optimizations, can be affected to enhance compatibility to the
intended assessment model to enable smooth
take over from the program delivery phase to the assessment
phase.
References
Callan, G. L., & Cleary, T. J. (2018). Multidimensional
assessment of self-regulated learning with middle school math
students. School Psychology Quarterly,
33(1), 103. Retrieved from: https://psycnet.apa.org/record/2017-
14090-001
Oeij, P., Dhondt, S., Gaspersz, J., & Van Vuuren, T. (2016).
Defensive behaviours in innovation teams–how project teams
discuss defensiveness and its relationship
with innovation resilience behaviour and project success.
Language, 4(2), 8. Retrieved from:
https://www.researchgate.net/publication/312604349_Defensive
_behaviours_in_innovation_team_how_project_teams_discuss_d
efensiveness_and_its_relationship_wit
h_innovation_resilience_behaviour_and_project_success
Prilleltensky, I., Dietz, S., Prilleltensky, O., Myers, N. D.,
Rubenstein, C. L., Jin, Y., & McMahon, A. (2015). Assessing
multidimensional well‐ being: Development and

7. validation of the I COPPE scale. Journal of Community
Psychology, 43(2), 199-226. Retrieved from:
https://psycnet.apa.org/record/2015-03905-007
Steinhoff, L., & Palmatier, R. W. (2016). Understanding loyalty
program effectiveness: managing target and bystander effects.
Journal of the Academy of
Marketing Science, 44(1), 88-107. Retrieved from:
https://psycnet.apa.org/record/2015-58302-006
Way, S. A., Tracey, J. B., Fay, C. H., Wright, P. M., Snell, S.
A., Chang, S., & Gong, Y. (2015). Validation of a
multidimensional HR flexibility measure. Journal of
Management, 41(4), 1098-1131. Retrieved from:
ttps://journals.sagepub.com/doi/10.1177/0149206312463940
1 1
1
1
1
1
1
1
1
1 1

8. 1
1
Student paper
OBJECTIVES OF ASSESSMENT 1
OBJECTIVES OF ASSESSMENT 2 Objectives
of Assessment
Original source
Objectives of Assessment OBJECTIVES OF
ASSESSMENT 2 Objectives of Assessment
1
Student paper
November 4, 2019
Original source
November 4, 2019
1
Student paper
Objectives of Assessment
Multidimensional and convergent
validation models are approaches
through which assessment can be
evaluated and later weighed in relation
to its degree of conformity to

9. expectations that are laid down in
theory. The multi-dimension in scientific
assessments is established based on the
standards which are developed through
the relation of the dimensional construct
with the relating concepts in the industry.
So before the assessment is done, there
needs to be completed examinations
that will focus on the underlying theories
as well as registered practical standards.
Original source
Objectives of Assessment
Multidimensional and convergent
validation models are approaches
through which assessment can be
evaluated and hence weighed concerning
its degree of conformity to expectations
that are laid down in theory The multi-
dimension in scientific assessments is
established based on the standards
which are established through the
relation of the dimensional construct
with the relating concepts in the industry
Hence before the assessment is done,
there needs to be done examinations
that will focus on the underlying theories
as well as registered empirical standards
1
Student paper
These variables can then be compared to
the actual eventualities of the validation

10. models thereof (Prilleltensky et al, 2015).
Through these validation guidelines,
traits related to the approach are based
on psychometrics.
Original source
these variables can then be compared to
the actual eventualities of the validation
models thereof (Prilleltensky et al, 2015)
Through these validation guidelines,
traits related to the approach are based
on psychometrics
Student paper 84%
Student paper 90%
Student paper 98%
Student paper 95%
Student paper 88%
Student paper 82%
1
Student paper
Therefore if the measurability of these
parameters is not directly possible, then
the variables may be adversely altered.
For the tests to be conducted, and the

11. results established accurately, the
inferences of the personnel undertaking
the evaluations have to be limited to
usefulness evaluation (Way et al, 2015).
Throughout the assessments, inferences
have to be continuously made
concerning the theoretical findings
available for comparison. The convergent
model includes the measurement of the
techniques and demonstrations, and this
is strongly relating the aspects associated
with these essentials.
Original source
The entities under analysis in these
models need to be measured directly
and thus if the measurability of these
parameters is not directly possible then
the variables may be adversely altered
For the tests to be conducted and the
results established accurately, the
inferences of the personnel undertaking
the evaluations have to be limited to
usefulness evaluation (Way et al, 2015)
Throughout the evaluations, inferences
have to be constantly made about the
theoretical findings available for
comparison The convergent model
includes the measurement of the
techniques and demonstrations and this
strongly correlating the aspects
associated with these essentials
1

12. Student paper
Thus, through these models of
assessment, the objectives are strictly
confined to the activities that build-up to
the aspect of relational truth, which is
established through undertaking the
steps that build-up to the ultimate
results. This process is hence more of a
comparative process rather than a fact-
finding or fact evaluation. This is due to
the fact that assessment in this process
is done through comparative
assessment. Defensiveness can be said
to be taking an offensive position with
regard to a logical discussion and as a
result making deliberate attempts to
avert a reality.
Original source
Thus, through these models of
assessment, the objectives are strictly
confined to the activities that build-up to
the aspect of relational truth which is
established through undertaking the
steps that build-up to the ultimate results
This process is thus more of a
comparative process rather than a fact-
finding or fact evaluation This is because
assessment in this process is done
through comparative assessment
Defensiveness can be said to be taking
an offensive position concerning a logical
discussion and thus making deliberate
attempts to avert a reality

13. 1
Student paper
This objective is sought after through the
avoidance of introspection. The
individual intending to actuate this
technique aims to attack the proponent
of a particular argument, and through
this attack approach, they can be able to
avert the attack on themselves in the
process (Oeij et al, 2016). This technique
can be summarized as defending by
attacking, which, to many, is regarded as
a popular form of psychological stance
despite the various arguments
challenging its logic and intellectual.
Denial and defensiveness offer a type of
egocentricity and are aimed at the
protection of self-esteem, which can be
regarded as fragile.
Original source
This objective is sought after through the
avoidance of introspection The individual
intending to actuate this technique seeks
to attack the proponent of a particular
argument and through this attack
approach, they can be able to avert the
attack on themselves in the process (Oeij
et al, 2016) This technique can be
summarized as defending by attacking,
which to many is regarded as a popular
form of psychological stance despite the

14. various arguments challenging its logic
and intellectual Denial and defensiveness
offer a form of egocentricity and are
aimed at the protection of self-esteem
which can be regarded as fragile
1
Student paper
This fragility in self-esteem can be
attributed to the individual awareness of
self-contradiction and delusion. These
delusions, in extreme cases, can be
caused into guilt and self-blame. Once
these aspects of an individual’s character
kick in, they bring about a sense of denial
and eventual defensiveness. These
aspects of one’s style can be classified as
personality malfunctions.
Original source
This fragility in self-esteem can be
attributed to the individual awareness of
self-contradiction and delusion These
delusions in extreme cases can be bred
into guilt and self-blame Once these
aspects of an individual's character kick
in, they bring about a sense of denial and
eventual defensiveness These aspects of
one’s character can be classified as
personality malfunctions
1

15. Student paper
These malfunctions come about mostly
due to mistakes committed and the
resulting unwillingness to acceptance of
the errors as well as the commitment to
the remedy for these mistakes. Actions
directed towards these eventualities are
usually damaging to one’s reputation and
character. Self-delusion and
unacceptance of errors hence breed
these actions. These dysfunctions are not
limited to personality and style but
rather span more extensive than the
individual and therefore can as well
affect information analysis and
assessment undertakings.
Original source
These malfunctions come about mostly
due to mistakes committed and the
resulting unwillingness to acceptance of
the mistakes as well as the commitment
to the remedy for these mistakes Actions
directed towards these eventualities are
usually detrimental to one’s reputation
and character Self-delusion and
unacceptance of mistakes hence breed
these actions These dysfunctions are not
limited to personality and character but
rather span wider than the individual and
hence can as well affect information
analysis and assessment undertakings
1

16. Student paper
Program delivery methods and
assessment models have to be
correlated to an acceptable extent below,
which they do not promote optimal
operations. Thus designs of these
parameters of a data analysis
environment need precision design
mechanisms to enhance optimality.
During the design phase of the program
delivery models, the assessment models
have to be taken into consideration to
increase efficiency. The program delivery
methods that support assessment
models are based upon the relational
operational standards that are to be
established in relation to the assessment
model to be used in a specific
undertaking.
Original source
Program delivery methods and
assessment models have to be
correlated to an acceptable extent below
which they do not promote optimal
operations, and thus designs of these
parameters of a data analysis
environment need precision design
mechanisms to enhance optimality
Program delivery methods and
assessment models have to be
correlated to an acceptable extent below
which they do not promote optimal

17. operations, and thus designs of these
parameters of a data analysis
environment need precision design
mechanisms to enhance optimality
During the design phase of the program
delivery models, the assessment models
have to be taken into consideration to
enhance efficiency The program delivery
methods that support assessment
models are based upon the relational
operational standards that are to be
established with the assessment model
to be used in a specific undertaking
Student paper 98%
Student paper 100%
Student paper 100%
Student paper 100%
Student paper 94%
Student paper 100%
Student paper 100%
Student paper 100%
Student paper 100%
Student paper 100%

18. Student paper 100%
Student paper 100%
Student paper 100%
Student paper 100%
1
Student paper
An optimal program delivery model has
to be one that incorporates the
continuous learning and continuous
development style of data analysis and
data processing (Steinhoff et al, 2016).
Once the program is in place, and its
utilization started to take place, the
program should be flexible enough to
accept later inputs. These following
inputs are based upon the analysis of the
program delivery model that is in
operation already. Once these analyses
have been made the necessary
customizations, as well as general
optimizations, can be affected to
enhance compatibility to the intended
assessment model to enable smooth
take over from the program delivery
phase to the assessment phase.
Original source
An optimal program delivery model has
to be one that incorporates the

19. continuous learning and continuous
development style of data analysis and
data processing (Steinhoff et al, 2016)
Once the program is in place and its
utilization started to take place, the
program should be flexible enough to
accept later inputs These later inputs are
based upon the analysis of the program
delivery model that is in operation
already Once these analyses have been
made the necessary customizations, as
well as general optimizations, can be
affected to enhance compatibility to the
intended assessment model to enable
smooth take over from the program
delivery phase to the assessment phase
1
Student paper
L., & Cleary, T.
Original source
L., & Cleary, T
1
Student paper
Multidimensional assessment of self-
regulated learning with middle school
math students. School Psychology
Quarterly, 33(1), 103.

20. Original source
Multidimensional assessment of self-
regulated learning with middle school
math students School Psychology
Quarterly, 33(1), 103
1
Student paper
https://psycnet.apa.org/record/2017-
14090-001 Oeij, P., Dhondt, S., Gaspersz,
J., & Van Vuuren, T.
Original source
https://psycnet.apa.org/record/2017-
14090-001 Oeij, P., Dhondt, S., Gaspersz,
J., & Van Vuuren, T
1
Student paper
Defensive behaviours in innovation
teams–how project teams discuss
defensiveness and its relationship with
innovation resilience behaviour and
project success. Language, 4(2), 8.
Original source
Defensive behaviors in innovation
teams–how project teams discuss
defensiveness and its relationship with

21. innovation resilience behavior and
project success Language, 4(2), 8
1
Student paper
https://www.researchgate.net/publicatio
n/312604349_Defensive_behaviours_in_i
nnovation_team_how_project_teams_disc
uss_defensiveness_and_its_relationship_
with_innovation_resilience_behaviour_an
d_project_success Prilleltensky, I., Dietz,
S., Prilleltensky, O., Myers, N. D.,
Rubenstein, C. L., Jin, Y., & McMahon, A.
Original source
https://www.researchgate.net/publicatio
n/312604349_Defensive_behaviours_in_i
nnovation_team_how_project_teams_disc
uss_defensiveness_and_its_relationship_
with_innovation_resilience_behaviour_an
d_project_success Prilleltensky, I., Dietz,
S., Prilleltensky, O., Myers, N D.,
Rubenstein, C L., Jin, Y., & McMahon, A
1
Student paper
Assessing multidimensional well‐ being:
Development and validation of the I
COPPE scale. Journal of Community
Psychology, 43(2), 199-226.

22. Original source
Assessing multidimensional well‐ being
Development and validation of the I
COPPE scale Journal of Community
Psychology, 43(2), 199-226
1
Student paper
https://psycnet.apa.org/record/2015-
03905-007 Steinhoff, L., & Palmatier, R.
Original source
https://psycnet.apa.org/record/2015-
03905-007 Steinhoff, L., & Palmatier, R
1
Student paper
Understanding loyalty program
effectiveness: managing target and
bystander effects. Journal of the
Academy of Marketing Science, 44(1), 88-
107.
Original source
Understanding loyalty program
effectiveness managing target and
bystander effects Journal of the Academy
of Marketing Science, 44(1), 88-107

23. 1
Student paper
https://psycnet.apa.org/record/2015-
58302-006
Original source
https://psycnet.apa.org/record/2015-
58302-006
1
Student paper
A., Tracey, J. B., Fay, C. H., Wright, P. M.,
Snell, S.
Original source
A., Tracey, J B., Fay, C H., Wright, P M.,
Snell, S
1
Student paper
A., Chang, S., & Gong, Y.
Original source
A., Chang, S., & Gong, Y
1

24. Student paper
Validation of a multidimensional HR
flexibility measure. Journal of
Management, 41(4), 1098-1131.
Original source
Validation of a multidimensional HR
flexibility measure Journal of
Management, 41(4), 1098-1131
1
Student paper
ttps://journals.sagepub.com/doi/10.1177
/0149206312463940
Original source
ttps://journals.sagepub.com/doi/10.1177
/0149206312463940
Research Paper
Question: Write a research paper discussing the concept of risk
modeling. Please also evaluate the importance of risk models.
Lastly, construct an approach to modeling various risks and
evaluate how an organization may make decisions about
techniques to model, measure, and aggregate risks.
Requirements
At least 4 Pages in length
APA 7
At least 4 scholarly references
No Plagiarism