Review And Selection Of A Standardized Test

Read All Instructions for this assignment! Do not copy from other sites for answers this must be original Work. Chart is attached The test I want to write about in the bottom half of this work is Autism Spectrum Disorder. you will have to find two other test for the chart to fill in the other spaces. If you have questions ask me before doing work

 

Compare and contrast three standardized tests related to your specialization based on Elements 1–4 of the Code of Fair Testing Practices in Education. Record findings, references, and a robust rationale on a worksheet. Select one test for further analysis in Assessments 2–4.

Note: Synthesizing the evaluation of test materials and procedures requires specific steps that must be carried out in a certain order. Therefore, you must complete the assessments in this course in the order in which they are presented.

 

Review the Required readings from your Standards text before beginning this assessment.

Instructions

1. Use the List of Tests by Type PDF in the Required Resources to select three tests from one or two categories. Select a test category that is relevant to your professional training and goals.
2. Use the Assessment 1 Template: Review and Selection of a Standardized Test worksheet in the Required Resources to complete this assessment.

For this assessment, assume the role of a professional in a setting related to your specialization.

Scenario

Your supervisor has assigned you the responsibility of reviewing and selecting a standardized test to be used in your setting. Knowing that you will be expected to provide an evidence-based rationale for your selection, construct a compare and contrast worksheet for your notes and prepare a summary of your analysis with academic references.

Record all information on the Assessment 1 Template: Review and Selection of a Standardized Test worksheet. There are three sections. The Scoring Guide criteria are italicized.

Section One: Test Review Table

Describe how the three selected tests and category are related to one’s area of specialization and career goal.

• Identify a professional setting (specialization) and the three tests you researched and reviewed.
• Select the three tests from a single category* using the List of Tests by Type document. The List of Tests by Type document identifies the 10 categories you may choose from. They include (1) intelligence/cognitive abilities, (2) achievement/aptitude, (3) personality, (4) behavior, (5) adaptive behavior, (6) neuropsychological, (7) career/business/organization, (8) autism, (9) depression, and (10) preschool.

*You may select a test from two categories, if it aligns with your professional goals.

Findings: Compare and contrast these three tests according to the Code’s first four (1–4) elements. Use the element title as a subheading under Findings.

Define the purpose for testing, the content and skills to be tested, and the intended test-takers for the three tests.

• Element 1. “Define the purpose for testing, the content and skills to be tested, and the intended test takers” (Joint Committee on Testing Practices, 2004, p. 6, See #1). Describe your findings for all three tests, citing references. Use this section to introduce each test and report on each of the three elements: purpose, content and skills, and intended test-takers.

Describe the appropriateness of test content, skills tests, and content coverage for the intended purpose of testing for the three tests.

• Element 2. Describe “the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing” (Joint Committee on Testing Practices, 2004, p. 6, See #2). Describe your findings for each test, citing references. Use this section to report on unique comments or research that evaluate any aspects of the appropriateness of each test. There may be a wide range of facets considering appropriateness that may be unique to each particular test under consideration.

Describe materials provided by test developers and whether the information provided is clear, accurate, and complete for the three tests.

• Element 3. Describe “materials provided by test developers and select tests for which clear, accurate, and complete information is provided” (Joint Committee on Testing Practices, 2004, p. 6. See #3). Describe your findings for each test, citing references. Use this section to describe either reviews or your evaluation of the materials described in the sources you locate for each test under consideration.

Analyze the level of professional knowledge, skills, and training required to administer and interpret the three tests.

• Element 4. “Select tests through a process that includes persons with appropriate knowledge, skills, and training” (Joint Committee on Testing Practices, 2004, p. 6. See #4). Include specific publisher information about test-user qualification (for example, Level A, B, or C; or other classification). Describe your findings for each test.

Section Two: Test Selection and Rationale

Compare and contrast the three tests based on Elements 1–4 in the code of Fair Testing Practices in Education.

• Compare and contrast the three tests based on these four elements (i.e., 1–4).

Recommend one test for further analysis, based on analysis of Elements 1–4 of the Code of Fair Testing in Education.

• Select one of the three tests which is most applicable to your current professional setting or to a setting you may choose in the future. Provide a rationale for test selection.

Section Three: References

• Add references to support your analysis and rationale.

Additional Requirements

Write clearly and logically, with correct use of spelling, grammar. punctuation, mechanics, and APA format and style.

• References: A minimum of nine references are required for this assessment.
  • Three Mental Measurements Yearbook test reviews from (one for each test).
  • Three test publisher websites (one for each test).
  • Three peer-reviewed journal articles (one for each test).
• Current APA format and style is required throughout. Be sure to use correct format and style for each respective type of reference, for example, website versus journal).
• Times New Roman font, 12 pt.
• Double-spaced.

Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

Psychology Research Worksheet

Name

Institution

PSY7610 – Research Worksheet

Assessment 1: Review and Selection of a Standardized Test

Section One: Test Review Table

Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about the three tests under consideration.

Identify the professional setting:

	Test 1	Test 2	Test 3
Test Name	Autism Spectrum Disorder (ASD)	Wechsler Intelligence Scale for Children (WISC)	The third edition of Woodcock-Johnson Measures of Cognitive Abilities (WJIII: COG)
Publisher	Psychology Tools	SagePub Journals	SpringerLink
Publication Date	2017	2017	2016
Types of Scores Obtained	FISQ IQ test scores in enjoying the sport, speaking by 2 years, ability to dress herself and Picture communication	FISQ IQ test results based on basic communication, image recognition, and letter and number recognition (Canivez et al., 2017).	Students’ ability to address spatial, visualization and other derived elements (Cucina & Howardson, 2017).
Intended Population	Children aged between 1 to 5 years	Kids aged 1 year and 8 years	Kids aged between 5-19 years
Element 1: Purpose, Content, and Skills Tested	Purpose; to measure and report the level of Autism Spectrum Disorder in children aged between 1 and 5. Content; 2 test types and level 1 working memory test 2 complementary subtest to identify the naming speed as well as symbol translation (Gray et al., 2017)	The purpose is to develop a standard format for assessment of IQ for early age pupils. Content includes testing the specific ability of the kid as well as the general abilities (Canivez et al., 2017). Tested skills include visual memory, cognitive level, verbal and non-verbal understanding and vocabulary comprehension (Park & Demakis, 2017).	The objectives of the test to evaluate the communication skills as well as the intelligence of international students whom English is the second or tertiary language (Cucina & Howardson, 2017). Statum II capabilities including writing samples, fluency in writing and handwriting (Schrank & Wendling, 2018).
Element 2: Appropriateness of Purpose, Content, and Skills	The relevance was achieved by evaluating the ability of children aged 1-5 to speak.	Appropriateness of the purpose was achieved by integration of modern theories like Cattel-Horn-Carroll (Park & Demakis, 2017).	There is objectivity of the purpose in evaluating communication level for the foreign student includes assessing of personal skills, academic language proficiency, and scoring system (Schrank & Wendling, 2018).
Element 3: Review Test Materials	Applied test materials include board, marker, pencils, laser pointer, smartphone, and paper.	Applied test materials include sheets, paper, Phone, laser pointer, projector screen or laptops	Utilized Test materials include sheets, paper, Phone, laser pointer, projector screen or laptops
Element 4: Test User Qualifications for professional administration of test (Letter A, B, C or number)*	The test qualification for those administering the test includes two primary basis 1 MBA in social work, occupational therapy, early childhood education, and psychology. 2 Certification for practices by relevant bodies 3. Formal training in children assessment, speech, and occupational therapy	The test qualification for those administering the test includes two primary basis 1 MBA in social work, occupational therapy, early childhood education, and psychology. 2 Certification for practices by relevant bodies 3. Formal training in children assessment, speech, and occupational therapy	The test qualification for those administering the test includes two primary basis 1 MBA in social work, occupational therapy, early childhood education, and psychology. 2 Certification for practices by relevant bodies 3. Formal training in children assessment, speech and occupational therapy (Schrank & Wendling, 2018).

Section Two: Test Selection and Rationale

Test Selection:

Autism Spectrum Disorder:

Rationale:

Explain why you selected ASD testing and how is it helpful

The selected test explained:

The rationale of Autism Spectrum Disorder is perceived to be very difficult since it does not include medical tests like a blood test to aid in the therapy. In other words, ASD is more of the expert observing the child’s behavior through their growth and development. The purpose of ASD testing is to help administrators develop a targeted intervention by applying a normative scaled measurement for kids with autism disorder. The testing scores of ASD disorder help allow professionals to educate parents and teachers on the best way they can communicate and identify the level of autism in kids under the age of 5 years (Matson et al., 2010).

Levels of ASD testing

The content of the ASD test can be broken down into two major levels; the working memory test as well as the complementary test to evaluate the level of identification of symbols or images. The two tests allow experts to categorize children according to the impact of Autism and their IQ levels. They also offer insight to other external factors that affect the child’s intelligence like psychological deposition and home or school environment (Johnsen, 2017).

The ASD scale involves various standard process scores according to the level of speech, naming speed, and identification of images, level of IQ, and the level of interaction with others. According to psychology experts, this strategy is helpful in a quantitative assessment of the test performance. Also, psychologist acknowledges that the level of speech in children below the age of 5 years old has a direct connection to IQ level. Moreover, the ability of the ASD test to measure IQ level in children is among its major advantages.

Define the purpose for all three test, the content and skills to be tested, and the intended test-takers for the three tests.

Describes how the three selected tests are related to a category, but not how they relate to their area of specialization or career goals.

Compare and contrast the three tests based on Elements 1–4 in the Code of Fair Testing Practices in Education.

Describes materials provided by test developers or whether the information provided is clear, accurate, and complete for the three tests.

Describe the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing for the three tests.

In summary, the ASD Test includes identification of three major symptoms in kids; learning disorder, communication issues, and attention deficit. The current edition of the ASD test is evidence of various developmental milestones meant to improve the mode of therapy. In other words, it’s a critical turning point of the long journey and early signs and symptoms of ASD become more familiar. ASD ensures close monitoring of kids at a tender age hence empowering them to discover their potentials (Grondhuis et al., 2018).

Section Three: References

Canivez, G. L., Watkins, M. W., & Dombrowski, S. C. (2017). Structural validity of the Wechsler Intelligence Scale for Children–Fifth Edition: Confirmatory factor analyses with the 16 primary and secondary subtests. Psychological assessment, 29(4), 458.

Cucina, J. M., & Howardson, G. N. (2017). Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) support Carroll but not Cattell-Horn. Psychological assessment, 29(8), 1001.

Cucina, J. M., & Howardson, G. N. (2017). Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) support Carroll but not Cattell-Horn. Psychological assessment, 29(8), 1001.

Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N. (2017). The structure of working memory in young children and its relation to intelligence. Journal of Memory and Language, 92, 183-201.

Grondhuis, S. N., Lecavalier, L., Arnold, L. E., Handen, B. L., Scahill, L., McDougle, C. J., & Aman, M. G. (2018). Differences in verbal and nonverbal IQ test scores in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 49, 47-55.

Johnsen, S. K. (2017). Test of Nonverbal Intelligence: A Language-Free Measure of Cognitive Ability. In Handbook of Nonverbal Assessment (pp. 185-206). Springer, Cham.

Matson, J. L., Mahan, S., Kozlowski, A. M., & Shoemaker, M. (2010). Developmental milestones in toddlers with autistic disorder, pervasive developmental disorder—not otherwise specified and atypical development. Developmental Neurorehabilitation, 13(4), 239-247.

Park, S. E., & Demakis, G. J. (2017). Wechsler Preschool and Primary Scale of Intelligence. In Encyclopedia of Personality and Individual Differences (pp. 1-4). Springer, Cham.

Schrank, F. A., & Wendling, B. J. (2018). The Woodcock-Johnson IV Tests of Early Cognitive and Academic Development. Contemporary Intellectual Assessment: Theories, Tests, and Issues, 283.