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Chapter 17

by: Aimee Castillon

Chapter 17 PSYC320

Aimee Castillon
GPA 3.61

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chapter 17 notes
Psyc Tests and Measurements
David Ferrier
Class Notes
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This 4 page Class Notes was uploaded by Aimee Castillon on Thursday May 5, 2016. The Class Notes belongs to PSYC320 at George Mason University taught by David Ferrier in Spring 2016. Since its upload, it has received 13 views. For similar materials see Psyc Tests and Measurements in Psychlogy at George Mason University.


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Date Created: 05/05/16
Organization name Student name T ests & student email address Measurements PSYC 320 • Spring 2016 Heading: 4/19/16 Notes: Best Practices: Legal & Ethical Introduction ­ Same tests are also used in research that affect ­ Science ­ Public policy ­ Law  ­ How groups are viewed and understood ­ The assessment process from start to finish must be done in a  technically, ethically, and legally sound manner.  Guidelines for Developing Assessments ­ It’s a fundamental right of test takers is to be evaluated with valid  assessments that meet high professional standards ­ Joint Committee on Testing practices ­ Standards for Educational and Psychological Testing ­ First step is to specify the purpose of the test and the construct or  domain to be measured ­ Develop table of specifications ­ Clearly define content and format of test ­ What assessment procedures would be appropriate to measure your  construct?  ­ Guided by the TOS ­ Develop explicit scoring criteria ­ Specify sampling plan for standardization and collect normative data ­ Develop clear guidelines for test administration ­ Plan accommodations for test takers with disabilities and other  special needs ­ Carefully review the assessment prior to administration ­ Evaluate the psychometric properties of the test Guidelines for Selecting Published Assessments ­ Ensure that assessments meet high professional standards and are  valid for the intended purposes ­ Select assessments that have been validated for the intended  purpose ­ The essential questions are: ­ How will assessment information be  used? ­ Have interpretations of the results of the test been validated for those uses? ­ Select assessments with normative data that are representative of  the target population ­ Select assessments that produce reliable scores ­ Select tests that are fair ­ Review of available literature before choosing assessments ­ What does the test publisher say about the  assessment? ­ Is this corroborated by independent  reviews? The four references are  helpful in finding test critiques ­ Select and use only assessments that you’re qualified to administer,  score, and interpret and/or test information ­ Don’t just go giving Rorschachs to everyone! ­ Guard against potential misuses and misinterpretations ­ Maintain test security!!! ­ Consider the consequences of testing and not testing ­ Is testing even necessary? References for Published Assessments ­ Mental Measurements Yearbook ­ Buros Institute for Mental Measurements ­ Each listing provides:  ­ descriptive information ­ availability of reliability, validity, and  normative data ­ scoring and reporting services.  ­ Good place to find critical reviews by qualified  assessment experts. ­ Tests in Print (TIP) ­ Buros Institute for Mental Measurements ­ Bibliographic encyclopedia of information on practically every published test ­ test title, intended population,  publication date, author, publisher, and references. ­ No reviews or psychometric information ­ Tests ­ Pro­Ed, Inc. ­ Bibliographic encyclopedia detailing a brief description  of the tests including:  ­ information on the author, purpose,  intended population, administration time, scoring method,  cost, and the publisher  ­ No critical reviews or psychometrics of test ­ Test Critiques ­ Pro­Ed, Inc. ­ Each listing includes ­ Introduction ­ Author info, publisher,  test purpose ­ Practical applications/uses ­ Intended population,  administration, scoring, & interpretation guidelines ­ Technical aspects ­ Reliability and validity ­ Critical review of test ­ Other references ­ Tests Reviews Online ­ Buros Institute of Mental Measurements ­ Test reviews available online ­ Search the scientific literature for reviews of tests  published in journals Guidelines for Administering Assessments: Informed Consent ­ Explain to examinees what will happen and obtain informed consent before administering any assessments ­ Before any testing starts, the client should be given the opportunity to carefully consider information and decide if he or she wants to receive the  services. Guidelines for Administration ­ When assessing minors, have legal written consent from parent or  legal guardian ­ Also good to have child’s assent ­ Administer only those assessments for which you are qualified by  education and training  ­ Administer the assessments in a standardized manner ­ Modify assessments to meet the needs of examinees with disabilities ­ Select only accommodations that do not undermine the reliability or  validity of the assessment results  ­ Maintain test security Guidelines for Scoring Assessments ­ Make sure assessments are scored properly and recorded accurately ­ Make sure scoring is fair ­ If scoring involves subjective judgement, it’s important  to take steps to ensure scoring is based solely on performance ­ Keep assessment results confidential Guidelines for Interpreting Results ­ Don’t oversell assessment results ­ Don’t base decisions on one source and/or type of assessment ­ Stay close to the data ­ Be aware of the limitations of the assessment results ­ Consider personal factors or extraneous events that might have  influenced test performance ­ Consider any differences between the normative group and  examinees. ­ Discuss assessment results with examinees in an easily  understandable manner Responsibilities of Test Takers ­ Responsible for preparing for the assessment ­ Responsible for following directions of individual administering  assessment ­ Responsible for responding in a manner that accurately reflects their  characteristics and abilities ­ In group testing situations, they’re responsible for not interfering with  the performance of others ­ Responsible for informing the professional if they believe the  assessment results don’t adequately represent their true abilities ­ Should respect the copyright rights of test publishers and not disclose information about the contents of a test Top 10 Assessment­Related Behaviors to Avoid 1. Don’t use assessments that produce poor­quality data or scores 2. Don’t use assessments you’re not qualified to administer, score, and  interpret 3. Don’t base high­stakes decisions on the results of a single  assessment 4. Don’t let personal preferences and biases impact the scoring of  assessments 5. Don’t breach confidentiality regarding assessment information 6. Don’t use technical jargon without a clear, commonsense explanation 7. Don’t ignore special assessment needs of persons with disabilities or  diverse linguistic/cultural backgrounds 8. Don’t breach test security 9. Don’t make changes to standardized materials, or to administration  procedures, without understanding the implications 10. Don’t assume that tests will always work as intended


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