Evaluation of Test Materials and Procedures

Resources

Evaluation of Test Materials and Procedures Scoring Guide.

List of Tests by Type [PDF].

Plagiarism in Coursework.

Learner Guide to APA Writing Feedback Rubric [PDF].

APA Style and Format.

Annotated Bibliography.

Academic Integrity and Honesty [PDF].

APA Writing Feedback Rubric [PDF].

PSY7610 Library Research Guide.

In Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test.

In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code’s sixth, seventh, and eighth elements. The Code (2004) states that test users, “(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations.”

For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, Mental Measurements Yearbook (MMY) reviews, reviews, and publisher Web sites.

Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.

For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type resource to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the “Combined Review Allowed” column is marked “Yes,” you can supplement your review with articles addressing the designated prior version of the test.

Note: In future courses you may use the library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for PSY7610. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type in the Resources area. Note which tests have been designated as acceptable for searching prior test editions.

If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.

Compose your findings into a paper using the following outline (please use these headings):

Title Page (required).

Abstract (optional).

Introduction: Identify the standardized test you selected in Unit 2, and its stated purpose.

Test items and format.

Identify type or format of test items.

Identify formats of the test that are available (including alternate forms, audio, computer, et cetera).

Identify the types of scores obtained from the test. (Include information about norms.)

Evaluate and identify or cite positive aspects of test items and formats, directions, answer sheets, and score reports.

Evaluate and identify or cite negative aspects of test items and formats, directions, answer sheets, and score reports.

Summarize the quality and appropriateness of the test items and formats, directions, answer sheets, and score reports.

Fair and appropriate materials.

Identify or cite positive and negative aspects of test materials that minimize potentially offensive content or language. Explain.

Identify or cite if the test allows appropriate modifications or accommodations. Explain how or why it does not allow such modifications or accommodations.

Cite at least one AERA standard for Supporting Documentation for Tests (see Chapter 7 of your Standards for Educational and Psychological Testing text) that are implicated in either the positive or negative aspects of your selected test.

Use of technology.

Discuss and evaluate how advances in technology have been utilized or incorporated with your selected test to address test items and format.

Discuss and evaluate how advances in technology have been utilized or incorporate with your selected test to address fair and appropriate materials.

Synthesis of findings.

Identify any major strengths you identified for your test in terms of test items and materials.

Identify any weaknesses, even if they are relative, regarding your test in terms of test items and materials.

Conclusions and recommendations.

Evaluate your selected test based on the strengths and weaknesses, and advantages and disadvantages of the test items, materials, and their appropriateness.

Make at least three recommendations about improvements that could be considered to improve the test, if applicable. Cite standards (AERA) to support each recommendation.

References (required, use current APA format and style).

Additional Requirements

Your paper should meet the following requirements:

References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).

Length of paper: At least five pages (not including title page, abstract, or references).

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

Note: Your instructor may also use the APA Writing Feedback Rubric to provide additional feedback on your academic writing. The writing feedback rubric does not affect your assignment grade, but its feedback may factor into the grading criteria, if professional communication and writing is a course competency. Evaluate your own work using this rubric. Refer to the Learner Guide for instructions on viewing instructor feedback.

Running head: Standardized Tests 1

 

 

Standardized Tests 8

 

 

 

 

 

 

 

 

 

Selection of Standardized Tests

Student Name: Linda Holmes

Course: PSY7610-Tests and Measurements

Date: November 10, 2017

 

Anger Regulation and Expression Scale (ARES)

ARES is an extensive, self-report appraisal of the regulation and expression of anger in youth. The ARES has been outlined particularly for children and teenagers aged 10 to 17 years. The developers wanted the children to be used as a part of educational, clinical and restorative settings. The ARES was intended to be clinically important in distinguishing particular examples of sentiments, conduct, and thinking that can be tended to in intercession programs. The developers aimed to give a general review and an in-depth understanding of the mental and behavioral parts of anger which can be used to feature important issue regions and teach proper interventions.

ARES was developed by Raymond DiGiuseppe and Raymond Chip Tafrate and published through Multi-Health Systems Inc. The test was developed based on research by DiGiuseppe and Tafrate on anger construction as a clinical problem. The authors had developed Anger Disorders Scale (ADS) test before developing ARES. Test takers can only take the test in a licensed center. ADS was an anger inventory for adults and provided a foundation ARES. This test can be used for research purposes because it was developed to be clinically relevant.

The ARES incorporates a full-length variant and a short form (ARES[S]). The full-length ARES gives a far-reaching anger profile and consists of 75 items which yield 25 scores that survey parts of anger that adds to poor working and maladjustment (Hart, 2011). The ARES(S), comprising of 17 items, gives data across three major areas of anger and is a powerful screening instrument for recognizing youth with problematic anger responses. The ARES developers use ACER as on online evaluation to provide ARES through the online MHS Assessment Center. ARES creates assessment reports which provide detailed results from a single organization alongside a detailed treatment plan in light of the adolescent’s reactions (Piersma, 2015). The developers also wanted the creation of progress reports which provides a diagram of progress after some time by joining and showing results for up to four administrations.

Advancing child and adolescent psychological wellness requires expert advice for understanding issues and getting help. Encounters with and between people for developmental advancement are vital issues to ARES for children and adolescent psychiatry development. The appropriateness of ARES content is based on the overview purpose of a test. ARES assesses anger as an independent problem by measuring clinically dysfunctional anger. The test content does not assess anger as a secondary symptom of another issue but as the primary and independent problem.

Technical Review Article Summaries

Assessing anger regulation in middle childhood (Rohlf & Krahé, 2015)

This article deals with improvement and validation of a behavioral observation measure. An observational measure of anger regulation in youth was created that encouraged the in situ appraisal of five maladaptive control techniques in light of an anger eliciting task. The investigation involved 599 children who were between 10-17 years. Construct validity of the measure was analyzed through connections with parent-and self-reports of anger regulation and anger reactivity. The observational measure is closely related to the parent and self-reports of anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parents, teachers, and self-reports. The relation was there despite there being no relation between the parents and self-reports of anger regulation.

Attention Contributes to Arithmetic Deficits

In New-Onset Childhood Absence Epilepsy (Attention Contributes to Arithmetic Deficits, 2017), the article broadens past neuropsychological discoveries by affirming neuro-cognitive deficiencies in children with new-beginning CAE and furthermore shows that impedances in consideration, as opposed to in other subjective capacities, represent number juggling execution in these patients. We infer that consideration shortages might be associated with number-crunching execution shortfalls in patients with new-onset. Predictive validity is used in the article, for example, there are big arithmetic differences because of the requirement of enhancing future studies. The ANCOVA exhibited that in the wake of controlling for the four psychological capacity test scores, for example, mental rotation and choice reaction time.

Comorbid Mental Disorders

6-Month Symptomatic and Functioning Outcomes (Shi, Wang, & Yao, 2017)

The article is based on the high rates of non-psychotic psychopathological symptoms. The article points to symptoms seen in the clinical population at high clinical risk for psychosis. The research assesses high-risk clinical status with the Structured Interview of Prodromal Syndromes. There is also use of comorbid mental disorder diagnoses to have the International Neuropsychiatric Interview. The article addresses the internal consistency reliability. The article uses single measurement instrument directed to a group of individuals on one event to assess reliability.

Attention-Deficit/Hyperactivity Disorder

Inflammation Systematic Review (Anand, Zeni, & Zeni, 2017)

The article directed a methodical survey of human examinations measuring incendiary markers in ADHD. The article shows the studies were identified through searching SCOPUS databases for peer-reviewed journals published by the end of September 2016. Fourteen papers met the incorporation criteria. The article addresses Inter-rater reliability by comparing different test results to make the final judgment. The article shows the use of manual review for all references.

Attention-deficit hyperactivity disorder Symptoms with Self-esteem

The article was mainly based on self-perception, and depression in early adolescents (Kita & Inou, 2017). The main aim of the study was to analyze the impact of ADHD side effects on confidence in early adolescence. The study used children between 12 to 15 years inorder to be in the age gap of ARES age regulations. The article dealt with the calculation of each participant correlation coefficients. Internal consistency reliability was shown in the article through the average inter-item correlation which was used as a subtype of the correlation.

Alterations of Growth Factors in Autism

This article mainly deals with attention-deficit or hyperactivity disorder by (Campos-Ordonez & Gonzalez-Perez, 2017). The article is based on the fact that ADHD has the most incidence rate among all neuro-developmental issues. The article outlines the present evidence that supports the role of brain determined neuro-trophic factor. The article also features the potential use of this fluid and crystallized intelligence as clinical markers for analysis and visualization of this neurodevelopmental issue. The article shows formative validity when connected to results evaluation. The validity is utilized to survey how well a measure can give data to help enhance the program under study.

Medicine Approaches Autism Spectrum Disorders

This article mainly deals with the concepts and challenges of autism spectrum disorders (Murphy, Spooren, & Lot, 2016). The article shows a tremendous clinical and etiological inconstancy between people with a mental autism spectrum disorder. The article influences precision to medication as the most encouraging treatment approach. Psychological measures that guide onto particular circuits are expected to connect our comprehension between frameworks level, and behavioral peculiarities are also addressed in the article. The article also addresses some used tests and psychometric properties, for example, test-retest reliability through age standards.

The article also addresses validation of stratification biomarker which requires determining their precision, for example, sensitivity, positive predictive values, negative predictive values, and specificity. Credibility is demonstrated through causal or robotically justifiable and reliability quality in identifying with a specific clinical endpoint. To build reproducibility, the article addresses large-scale consortium studies, for example, the NIMH subsidized Autism Biomarker Consortium-Clinical Trials which are focused on sharing protocols and information.

Conclusion

The articles provide different validity and reliability issues. Five articles showed the presence of validity and with minimal reliability. The different articles had a goal of evaluating the tendencies that lead to inward and outward expressions of anger (Yoshimasu, Barbaresi, & Voigt, 2012). Not all the accessible instruments meet abnormal amounts of instrument improvement benchmarks for reliability, validity, appropriate perusing level, and insignificant respondent effects. Most of the studies in the articles on anger control in middle childhood have depended on parent-and self-reports of anger regulation levels. There are concerns about the use of such measures in as addressed in some articles (Hart, 2011). ARES deals with children who have low cognitive and linguistic skills which are not appropriate with self-report that involve complex processes.

References Anand, D., Zeni, G., & Zeni, C. P. (2017). Attention-Deficit/Hyperactivity Disorder. Psychiatry and Behavioral Sciences. Attention Contributes to Arithmetic Deficits. (2017). Child and Adolescent Psychiatry. Campos-Ordonez, T., & Gonzalez-Perez, O. (2017). Alterations of Growth Factors in Autism. Child and Adolescent Psychiatry. Hart, L. R. (2011). ARES personality correlates of comorbid substance abuse among adolescent psychiatric inpatients. Adolescence, 657-667. Kita, Y., & Inou, Y. (2017). ADHD/ODD Symptoms with Self-esteem. Child and Adolescent Psychiatry. Murphy, D. G., Spooren, W., & Lot, E. (2016). Medicine Approaches to Autism Spectrum Disorders. Concepts and Challenges to Autism Spectrum Disorders. Piersma, H. L. (2015). The ARES as a treatment outcome measure for adolescent inpatients. clinical psychology, 709-714. Rohlf, H. L., & Krahé, B. (2015). Assessing anger regulation in middle childhood. Development Psychology. Shi, J., Wang, L., & Yao, Y. (2017). Comorbid Mental Disorders. Child and Adolescent Psychiatry. Yoshimasu, K., Barbaresi, W. J., & Voigt, R. G. (2012). Childhood ADHD is strongly associated with a broad range of psychiatric disorders during adolescence: a population based birth cohort study. Journal of Child Psychology and Psychiatry, 1036-1043.