...for measuring a student’s performance academically and also their general knowledge and logic. It is a standardized curriculum that every student takes, un-biased or composed by different teachers. It is the SAT or in other words, the Scholastic Aptitude Test. Full of multiple choice and open ended questions, students complete the exam anywhere between 5 to 8 hours and their scores are submitted during their college application process. The results will stay with them for a lifetime, either benefitting or bewildering them. Some get into Yale, while others settle for a less expensive and well known university. Then there are those that don’t attend college. But, the impact of the exam seems to hit hard at the heart. If someone scores poorly, they may think they aren’t smart enough or they did something wrong. Those who invented the SAT had every intention of measuring intelligence without any bias; everyone takes the same test so there is no complication. The impact of this is stress and feelings of doubt by students. Is the SAT a reliable source to measure student performance? If you look what defines an individual, it isn’t simply test scores. There are other areas of intelligence to be measured. The Scholastic Aptitude Test is not a reliable source for student performance because of 21st century advancement, economic misinterpretation and opportunities unrelated to academia. As time goes on, technology grows. Every year or month for that matter, there seems to be a new...
Words: 1983 - Pages: 8
...essay looks at the process you would follow in developing a psychological assessment measure. To better understand how this is achieved this paper will examine the principles of psychometric theory and how they are used to develop a psychological measure. To achieve this one must look at norm-referenced and criterion-referenced measures, the process used to develop a psychological measure, and the principles of reliability and validity. Norms When attempting to examine and understand what goes in to developing a psychological measure, one must first understand why psychological measures are used. In psychology psychological measures are used to measure characteristics of an individual, or a group of individuals, and compare them to others. However, when trying to measure an individual’s characteristics and compare them to others, one must first understand that there are different tests used to compare the results of these tests. These are referred to as norm-referenced tests and criterion-referenced tests. As Roodt explains, “with norm referenced measures each test-takers performance is interpreted with reference to a relevant standardisation sample or norm group. Criterion referenced measures, on the other hand, compare the test-takers performance to the attainment of a defined skill or content” (pg38). The first measure the will be examined is the norm-referenced tests. Once the test-taker has finished with the...
Words: 3591 - Pages: 15
...Assignment 02: Psychometric properties of psychological assessment measures LIST OF CONTENT PAGES 1. INTRODUCTION 3 2. STEPS IN DEVELOPING A PSYCHOLOGICAL MEASURE 3 1. Planning phase 3 1. The aim of the measure 3 2. Defining the content of measure 4 3. The test plan 4 2. Item writing 5 1. Writing the items 5 2. Reviewing the items 5 3. Assembling and pre-testing the experimental version of the measure 6 1. Arranging the items 6 2. Finalizing the length 6 3. Answer protocols 6 4. Developing administration instructions 6 5. Pre-testing the experimental version of the measure 6 4. Item analysis phase 7 1. Item difficulty (p) 7 2. Discrimination power 7 3. Preliminary investigation into item bias 8 5. Revising and standardizing the final version of the measure 8 6. Technical evaluation and establishing norms 8 1. Issues related to the reliability of a psychological measure 8 1. Definition 8 2. Measurement error 8 3. The reliability coefficient 9 4. Standard error of measurement 9 ...
Words: 6499 - Pages: 26
...Psychological Measure. 2 Contents Page Title Page 1. Introduction : What is Psychological Testing 2. Development of Psychological Measure 2.1 The planning phase 2.2 Item Writing 2.3 Assembly and Pretesting of measure 2.4 Item Analysis 2.5 Standardisation of the Final version 2.6 Technical Evaluation and establishing norms 2.7 Publishing and ongoing refinement Cross Cultural test adaptation 3. 3.1 Initial Translation 3.2 Synthesis of the Translation 3.3 Back Translation 3.4 Expert Committee 3.5 Test of the prefinal version 3.6 Submission of Documentation 4. Conclusion 5. References 1 3 4 5 6 6 7 8 9 10 11 11 11 12 12 12 13 14 3 1. Introduction: What is Psychological Testing Psychological testing refers to the administration of psychological tests. A psychological test is an objective and standardized measure of sample behaviour . The term sample of behaviour refers to an individual s performance on tasks that have usually been prescribed beforehand. The samples of behaviour that make up a paper and pencil test, the most common type of test, are a series of items. Performances on these items produce a test score. A score on a well constructed test is believed to reflect a psychological construct such as achievement in a school subject , cognitive ability , aptitude, emotional functioning, personality , etc. differences in test scores are thought to reflect individual differences in the construct the test is meant...
Words: 3413 - Pages: 14
...3292-907-2 COURSE: PSY4988 ASSIGNMENT: 01 DATE: 15 May 2014 CONTENTS Page 1. INTRODUCTION………………………………………………………… 4 2. PLANNING PHASE……………………………………………………… 5 1. Specifying the aim of the measure……………………………. 5 2. Defining the content of the measure…….……………………. 5 3. Developing the test plan (specifications)…………………….. 5 3. ITEM WRITING………………………………………………………….. 7 1. Writing the items……………………………………………… 7 2. Reviewing the items…………………………………………….. 7 4. ASSEMBLING and PRE-TESTING the EXPERIMENTAL VERSION of the MEASURE… 1. Arranging the items…………………………………………….. 7 2. Finalising the length………………………………………….… 7 3. Answer protocols……………………………………………… 8 4. Developing administration instructions…………………….. 8 5. Pre-testing the experimental version of the measure……………….. 9 5. ITEM ANALYSIS PHASE…………………………………………………………….. 9 1. Determining item difficulty (p)………………………………………………. 9 2. Determining discriminating power………………………………………….. 10 3. Preliminary investigation into item bias………………………................... 11 6. REVISING AND STANDARDISING THE FINAL VERSION OF THE MEASURE…… 12 1. Revising the items and test…………………………………………………. 12 2. Selecting items for the final version………………………………………... 12 3. Refining administration instructions and scoring procedures…................. 12 4. Administering the final version…………………………………..................
Words: 4418 - Pages: 18
... For each of the tests of reliability and validity listed on the matrix, prepare a 50-100-word description of test’s application and under what conditions these types of reliability would be used as well as when it would be inappropriate. Then prepare a 50-100-word description of each test’s strengths and a 50-100-word description of each test’s weaknesses. |TEST of |Application and APPROPRIATENESS |Strengths |Weaknesses | |Reliability | | | | |Internal |“When you want to know if the item on a test assess one, and only one |The imbalance circulation of element correlation or |By using the degree of correlated items to measure,| |Consistency |dimension” (Salkind,N, pg.108). This test would be "used when you want|extreme values of correlations do not alter the |consistency internally is not a correct choice when| | |to know whether the items on a test are consistent with one another” |general factor. The internal arrangement of |the outcome of the test is not one-dimensional. | | |(Salkind,N. 2011 pg110). It would be appropriate to use this test |hypothetical test is acknowledged. Test like internal|Another...
Words: 1837 - Pages: 8
...p4 Section A 2. Steps in developing a measure p4 2.1 The planning phase p4 2.1.1 Specify the aim of the measure 2.1.2 Define the content of the measure 2.1.3 Develop the test plan 2.2 Item writing p7 2.2.1 Write the items 2.2.2 Review the items 2.3 Assemble and pre-test the experimental version of the measure p8 2.3.1 Arrange the items 2.3.2 Finalise the length 2.3.3 Answer protocols 2.3.4 Develop administration instruction 2.3.5 Pre-test the experimental version of the measure 2.4 The item-analysis phase p9 2.4.1 Classical test-theory item analysis: Determine item difficulty (p) 2.4.2 Classical test-theory item analysis: Determine discriminating power 2.4.3 Item response theory (IRT) 2.4.4 Identify items for final pool 2.5 Revise and standardise the final version of the measure p 11 2.5.1 Revise the items and test 2.5.2 Select items for the final version 2.5.3 Refine administration instructions and scoring procedures 2.5.4 Administer the final version 2.6 Technical evaluation and establishing norms 2.6.1 Establish validity and reliability 2.6.1.1 Reliability 2.6.1.2 Validity 2.6.2 Establish norms, set performance standards or cut-scores p 11 3 2.7 Publish and refine continuously p 15 2.7.1 Compile the test manual 2.7.2 Submit the measure for classification 2.7.3 Publish and market the measure 2.7.4 Revise and refine continuously 3. Evaluate a measure p 16 Section B 4. Steps in the adaptation of an assessment measure for cross-cultural application p 16 5. Conclusion...
Words: 4600 - Pages: 19
...psychological measure can seem daunting and complex. There are nine basic steps which need to be followed: 1.THE PLANNING PHASE This is where the aim of the measure needs to be decided on and stated. The characteristic or construct to be measured, what the measure will be used for, and the target group (population) for the measure will also need to be defined. Once this has been clarified, one can decide how the test scores will affect decisions (or what decisions can be made based on test scores). An important stage in planning is whether the performance is compared to a criterion or a group norm. In order to define the content of a measure, one needs to have a defined purpose of a measure. The construct needs to be operationally defined, by undertaking a literature review (research process) of the main theoretical viewpoints of the construct. The purpose of the measure is clearly vital, as it serves the basis for constructing the measure. In this phase, 'keying' is used ? where information is gathered about the 'aspects of the construct on which these groups usually differ'. (An Introduction to Psychological Assessment. Foxcroft and Roodt. P72). e.g. Items are needed to discriminate between individuals, so as to allow the assessor to view the various 'risk' groups. The format and number of each type of item is the next step in the planning phase. The format of the test will vary according to the construct being measured. There are open-ended items (no limits placed on the test-taker)...
Words: 2475 - Pages: 10
...operational definition which is governed by the overarching theory. If a concept is involved in the testing of hypothesis to support the theory it has to be measured. So the first decision that the research is faced with is “how shall the concept be measured?” That is the type of measure. At a very broad level the type of measure can be observational, self-report, interview, etc. These types ultimately take shape of a more specific form like observation of ongoing activity, observing video-taped events, self-report measures like questionnaires that can be open-ended or close-ended, Likert-type scales, interviews that are structured, semi-structured or unstructured and open-ended or close-ended. Needless to say, each type of measure has specific types of issues that need to be addressed to make the measurement meaningful, accurate, and efficient. Another important feature is the population for which the measure is intended. This decision is not entirely dependent on the theoretical paradigm but more to the immediate research question at hand. A third point that needs mentioning is the purpose of the scale or measure. What is it that the researcher wants to do with the measure? Is it developed for a specific study or is it...
Words: 1512 - Pages: 7
...IOP3701 EXAM QUESTIONS SECTION 1 May 2011 For fair & equitable testing & assessment in the work context, the starting point is that the job must be described, explain why this would be important (5) Discuss the importance of doing a thorough job analysis in testing and assessment in the work context (5) * The first step and main emphasis in the decision making process is a thorough job analysis * Job analysis consists of: * Job description – indicates the tasks that need to be done in the job. * Job specification – specific characteristics required of a person to perform well in the job. * It is important to list specific requirements that are not often stated – which candidates cannot be considered. * The next step includes fair procedures for making decision. This entails well thought through and justifiable procedures for job description, advertisements etc. * Evaluate and justify minimum requirements in formal education, prior learning, relevant experience, training, skills and knowledge. * Decide on suitable testing and assessment techniques * Follow scientific, professional and ethical guidelines * Monitor outcomes for fairness and adverse impact. * Take steps to ensure equity and fairness for future opportunities. * Fair and equitable testing and assessment: * 1st step and main emphasis in the decision-making process is a thorough job analysis – to know exactly what the job entails and what qualities, characteristics...
Words: 10873 - Pages: 44
...operational definition which is governed by the overarching theory. If a concept is involved in the testing of hypothesis to support the theory it has to be measured. So the first decision that the research is faced with is “how shall the concept be measured?” That is the type of measure. At a very broad level the type of measure can be observational, self-report, interview, etc. These types ultimately take shape of a more specific form like observation of ongoing activity, observing video-taped events, self-report measures like questionnaires that can be open-ended or close-ended, Likert-type scales, interviews that are structured, semi-structured or unstructured and open-ended or close-ended. Needless to say, each type of measure has specific types of issues that need to be addressed to make the measurement meaningful, accurate, and efficient. Another important feature is the population for which the measure is intended. This decision is not entirely dependent on the theoretical paradigm but more to the immediate research question at hand. A third point that needs mentioning is the purpose of the scale or measure. What is it that the researcher wants to do with the measure? Is it developed for a specific study or is it...
Words: 1512 - Pages: 7
...Measures VS Process Sometimes testing techniques are confused with testing objectives. Testing techniques can be viewed as aids that help to ensure the achievement of test objectives, a clear distinction should be made between test-related measures that provide an evaluation of the program under test, based on the observed test outputs, and the measures that evaluate the thoroughness of the test set [SWEBOK V3.0]. Measurement is usually considered fundamental to quality analysis, it may also be used to optimize the planning and execution of the tests, while testing concepts, strategies, techniques, and measures need to be integrated into a defined and controlled process. The test process supports testing activities and provides guidance to testers and testing teams, from test planning to test output evaluation, in such a way as to provide assurance that the test objectives will be met in a cost-effective way. Considering the testing phase measurement can be applied to evaluate the program under test or even for monitoring the testing process itself. For evaluating program under test we can use measures in test planning and design like linguistic measures, structural based on relation between objects and program, or hybrid which is a combination of both, a program under test can also be assessed by counting and classifying discovered faults by their types as in fault density method where the ratio of number of faults found to the program...
Words: 607 - Pages: 3
...Organizational leaders and managers should ensure that the selection measures used have test validity. According to Jorge, David, Michael and Siew (2004), test validity is primarily the degree to which a test measures what it purports to measure. There are basically three types of validity including criteria, face and content. It is imperative to ensure that the selection measure used by an organization has all this three measures. This research paper provides an analysis of a situation whereby my organization uses a selection measure that has high criterion validity with low face validity and no content validity. Ethical Concerns Ethical concerns associated with selection measures include fabrication which is considered as one of the primary forms of scientific misconduct. One of the types of fabrication is the use of statistically invalid test measures. According to Heneman, Judge and Kammeyer-Mueller (2012), organizational leaders and managers have an ethical obligation to both potential and exciting employees. It is therefore critical to ensure that any test used in an organization measures what it claims to measure in order to ensure the outcome/findings are not statistically invalid. In this case, the selection measure used by my organization only has criterion validity, significantly low face validity and no content validity thus is statistically invalid. This implies that the test measure has been calibrated against a well known standard thus reflects a certain...
Words: 723 - Pages: 3
...Matrix For each of the tests of reliability and validity listed on the matrix, prepare a 50- to 100-word description of the test’s application. Describe what conditions these reliability types would be used for as well as when they would be inappropriate. Then, for each test, prepare a 50- to 100-word description of the strengths and a 50- to 100-word description of the weaknesses. Test of reliability | Application and appropriateness | Advantages | Disadvantages | Internal consistency | Internal consistency is used to make sure that multiple constructs that are measuring a variable produce identical results. An example of the test would be a questionnaire where the respondent is asked questions about cigarettes and he responds that he does not like cigarettes, has not smoked in the past, and disagrees with the statement “I like smoking cigarettes”. This would show a good internal consistency of the questionnaire. | The advantages of internal consistency reliability are that it makes sure that a test is not redundant and that each part of the test is helping to measure the target variable. | The disadvantages of internal consistency reliability are that it does help in understanding if the target variable is being measured by all the questions, but doesn’t say whether it is being measured accurately. | Split-half | The split half reliability test is a test comprising of two sections. Each section’s scores are compared to test for consistency. It the two...
Words: 1074 - Pages: 5
...categories of test, their uses and who uses these tests. It will also compare and contrast reliability and validity and how they affect psychological testing. Test There are various ways in which an individual can define test. A test is a system for accomplishing something such as observing behavior and illustrating it with the help of numerical scales or prearranged categories (Hogan, 2007). There are common elements between “tests". They test some procedure or device that bring forth information. The procedure or device gives information about some behavior, and the test are a systematic, standardized procedure (Hogan, 2007). Another definition of psychological testing is that they are a written, verbal, or visual assessment done to determine the cognitive and emotional activity of individuals (Health, 2015). Just because there are many ways to define test does not mean each answer is wrong. It depends on the subject matter at hand and how the individual chooses to define it. Categories of Test There are five major categories of test that include personality, interests and attitudes, achievement test, neuropsychological, and mental ability tests (Hogan, 2007). The personality test includes many test that are created to produce knowledge about an individual’s personality. Personality test are used by employers to help learn about their employees. The employers use the Personality Assessment Test (PAT) to get this information. Another type of personality test would...
Words: 747 - Pages: 3
