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DrawerOverviewFor this assessment, you will locate a scholarly review
of a specific standardized psychological or educational test you would
likely use in your current or future profession and write a 5–6-page
critical analysis of the selected test, based on the scholarly review
and on support from relevant resources.As a psychologist, social worker,
counselor, therapist, researcher, mental health professional, or
educator, your profession will utilize some form of tests and
measurements. Even if you do not plan on administering tests, you still
need to understand the results described in evaluation reports. Even if
you will not need to read reports of evaluations, you will need to keep
current with the professional literature.SHOW LESSBy successfully
completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
- Competency
1: Demonstrate comprehension of the terminology, principles,
statistical concepts, and psychometric features related to the
construction and application of psychological tests.
- Describe the standardization sample.
- Report and interpret validity and reliability coefficients in a standardized test.
- Competency
2: Analyze key psychometric properties related to tests and
measurement, with an emphasis on reliability and validity.
- Describe various forms of reliability and validity evidence in a standardized test.
- Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.
- Describe the rationale for selecting the standardized test.
- Describe
the population, psychological condition, or psychological disorder that
corresponds to the test’s purpose and future use.
- Construct an argument for or against using the selected standardized test in a current or future occupation.
- Competency
7: Communicate in a manner that is scholarly, professional, and
consistent with expectations for members of the psychological
profession.
- Communicate
in a manner that is scholarly, professional, and consistent with
expectations for members of the psychological profession.
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DrawerContextThink about your career, future career, or area of
specialization at Capella University. As a psychologist, social worker,
counselor, therapist, researcher, mental health professional, or
educator, your profession will utilize some form of tests and
measurements. Even if you do not plan on administering tests, you still
need to understand the results described in evaluation reports. Even if
you will not need to read reports of evaluations, you will need to keep
current with the professional literature.SHOW LESSThere really is no way
around it: a basic understanding of tests and measurement is needed.
Whether we construct, administer, or otherwise use tests, we have the
responsibility to do it ethically. That means having the competence to
conduct these tasks. Being able to identify psychological and
educational tests; knowing the importance of psychometric properties;
and understanding how, when, and why tests are administered is a good
start. Applying this knowledge is the next step.The Assessment 1
Context document contains important information about the following
topics:
- Tests and Measurement.
- Test Validation.
- Test Reliability.
- Test Quality.
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DrawerQuestions to ConsiderTo deepen your understanding, you are
encouraged to consider the questions below and discuss them with a
fellow learner, a work associate, an interested friend, or a member of
the business community.
- Which categories of tests are you most likely to use in your current (or anticipated) profession?
- What is a standardized test?
- How are test norms developed for a test?
- What are the three types of reliability evidence? How is the evidence collected for each type?
- What are the three types of validity evidence? How is the evidence collected for each type?
- What is the relationship between test reliability and validity?
- How are validity and reliability coefficients interpreted?
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DrawerResourcesSuggested ResourcesThe following optional resources are
provided to support you in completing the assessment or to provide a
helpful context. For additional resources, refer to the Research
Resources and Supplemental Resources in the left navigation menu of your
courseroom.Capella ResourcesClick the links provided to view the
following resources:
- Assessment 1 Context.
- PRINTEVALUATION OF PSYCHOLOGICAL TESTING
- Think
about your career, future career, or area of specialization at Capella
University. As a psychologist, social worker, counselor, therapist,
researcher, mental health professional, or educator, your profession
will utilize some form of tests and measurements. Even if you do not
plan on administering tests, you still need to understand the results
described in evaluation reports. Even if you will not need to read
reports of evaluations, you will need to keep current with the
professional literature.There really is no way around it; a basic
understanding of tests and measurement is needed. Whether we construct,
administer, or otherwise use tests, we have the responsibility to do it
ethically. That means having the competence to conduct these tasks.
Being able to identify psychological and educational tests; knowing the
importance of psychometric properties; and understanding how, when, and
why tests are administered is a good start. Applying this knowledge is
the next step.Tests and MeasurementThis is a course on tests and
measurement. Although we generally use the termtest, the logic used in
choosing a measurement procedure applies also to any measure or source
of information such as interviews, ratings, and informal observations.
Measurement is the quantification of the constructs of
interest.Assigning a number to the results of a psychological test is an
example of measurement. It allows us to compare individual and group
differences. Psychological measurement requires a basic understanding of
the statistics used in the development, selection, use, scoring, and
interpretation of tests. These statistics include validity, reliability,
measurement of error, factor analysis, and other aspects. Such
statistics have many uses, such as describing the relationship between
standardization samples.Some categories of tests are more difficult to
measure than others, because not everything we want to know can be
easily identified. For example, it is relatively simple to develop a
test to measure what a person learned in a course. A valid test will
have similar qualities as the course content; these qualities can be
compared and are tangible. In comparison, an IQ test measures what we
define as being intelligence. Since we cannot easily identify
intelligence by looking at it, the results of any intelligence test can
be questionable, and are prone to interpretation and circular reasoning,
in that we use the test to determine a person’s intelligence, but we
identify what intelligence is based on the test we’ve created.Being able
to effectively choose the most appropriate test starts with having a
solid background for making the choice, such as you are receiving in
this course. It also requires knowing what to look for and where to find
it. This assessment prepares you to address the most crucial questions
about test selection and use with a focus on qualities desired in any
measurement procedure.Validation and ReliabilityTest ValidationIt is now
considered incorrect to use the phrase, “the validity of a test.” Why?
While a test may be relevant for making one decision, it may have no
value for making another decision.Therefore, test users must ask, “How
valid is this test for the decision to be made,” or, “How valid are the
several interpretations of the test scores I am making?” In other words,
validation refers to inquiry into the soundness of an interpretation.
Indeed, the end-goal of validation is explanation and understanding.It
is important to emphasize that validation is the joint responsibility of
the test developer and the test user. The test developer is responsible
for providing relevant evidence and a rationale in support of test
score interpretation for specified users. In addition to the test
developer, other researchers may make important contributions to the
validity evidence as it accumulates from their reports empirical
findings. Note that, as a test user, you are ultimately responsible for
evaluating evidence available for the samples and settings for which you
use the test.The following three key terms, referring to types of
validation inquiry, are a focus of this assessment:
- Content-related evidence.
- Criterion-related evidence.
- Construct-related evidence.
- Please
do not jump to the conclusion that content validation is for
educational tests, criteria validation is for aptitude tests, and
construct validation is for personality tests. With almost any test, it
makes sense to join several kinds of inquiry. To emphasize this point,
the latest standards speak not ofcontent validity,for example, but
ofcontent-oriented evidence of validity. The end-goal of validation
being explanation and understanding, construct validation will continue
to be of greatest importance. In practice, the validation process never
ends; new information always contributes to a better understanding of a
given test and the inferences that can be drawn from it.The following
table presents different types of validity, when they are used, and how
they are computed.Types of Validity Type of Validity What Question It
Addresses How It Is Addressed Criterion-related evidence. Does the test
assess performance on a current measure (concurrent) or a measure at
some later time (predictive)? Compute the correlation coefficient
between scores on a test and the performance on a current (concurrent)
or future (predictive) criterion variable or test. Construct evidence.
Is the test an adequate measure of a specific psychological construct?
Compute the correlation coefficient between a test and another test
demonstrating adequate measurement of a similar construct. Compute
correlation between a test score and scores on a factor (factor
analysis). Measure different methods to measure multiple constructs
(multi-trait-multiple method approach). Content evidence. Does the
content of the test measure what it purports to measure? Experts compare
content of test to predetermined content domains and make judgments
about the content representativeness of a test. This assessment explores
different methods of validation inquiry rather than distinct types of
validity. Devote particular attention to what questions are asked and
what kind of evidence is required for different uses of tests.Test
ReliabilityIn deciding whether to use a given test or not, the second
question we raise is, “How reliable is it?” Note that we are not asking
what it measures, but how accurately it measures whatever it does
measure.
- What is the precision of the test scores that an individual will obtain?
- If the person is tested twice, would the two score reports agree? If yes, how closely?
- Or, if you have two forms of the same test, will the results be comparable?
- If two different observers judge the same behaviors of a group of learners, will we have agreement between the judges?
- Federal
government guidelines require that a test be reliable before we can use
it to make employment or educational placement decisions.As you know
from your experience, scores on repeated testings tend to vary. What the
concept of reliability allows you to do is to understand which
proportion of variation in test scores is due to actual changes in
performance or behavior, and which is due toerror variance. It is
reducing error variance that makes a test more reliable (Salkind, 2005,
pp. 40–41). In other words, the reliability of a test means freedom from
errors of measurement.Standard error of measurement(SEM) refers to the
extent to which an observed score for a given individual deviates from
her true score. The true score is an estimate of the variation in scores
that could be expected if an individual took the test an infinite
number of times. A more reliable test yields a lower SEM.The following
table presents different types of reliability, when they are used, and
how they are computed.Types of Reliability Type of Reliability What
Question It Addresses How It Is Addressed Test-retest reliability. Is
the test reliable over time? Compute the correlation coefficient between
the scores obtained by the same learners at two different times.
Parallel forms reliability. Are different forms of a test equivalent?
Compute the correlation coefficient between the scores obtained by the
same learners on two forms of the same test. Internal consistency
reliability. Do the items of a test assess one, and only one, dimension?
Compute the correlation between each individual item score and the
total score. Inter-rater reliability. Is there agreement between two
raters? Examine the percentage of agreement between two raters. At the
conclusion of this assessment you should understand four related terms:
- Observed score.
- True score.
- Standard error of measurement (SEM).
- Reliability coefficient.
- Monetary
costs such as the expense of materials and tester time, financial
burdens borne by the test taker, and the costs of scoring the test.
- Features facilitating test administration.
- Features facilitating interpretation and use of scores.
- Availability of equivalent forms.
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admin2019-09-14 21:43:562019-09-14 21:43:58Pre-evaluation of Psychological Testing assignment help