Evaluation of Test Materials and Procedures

Evaluation of Test Materials and Procedures

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, MMY reviews, and publisher websites.

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 document 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 Capella library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. 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):

1. Title page (required).
2. Abstract (optional).
3. Introduction: Identify the standardized test you selected in Unit 2, and its stated purpose.
4. 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.
5. 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.
6. 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.
7. 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.
8. 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.
9. 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

Resources

• Evaluation of Test Materials and Procedures Scoring Guide.
• APA Style and Format.
• Code of Fair Testing Practices in Education [PDF].
• List of Tests by Type [PDF].

  ‘1 CAPELLA UNIVERSITY PSY7610 Tests by Type

  Test or Instrument Combined Review Allowed?

  Publisher

  Intelligence / Cognitive Abilities

  Comprehensive Test of Nonverbal Intelligence – Second Edition (CTONI-2)*

  Yes, with CTONI WPS

  Differential Ability Scales – II (DAS-II) NO Pearson

  Kaufman Assessment Battery for Children – Second Edition (KABC-II)

  NO Pearson

  Stanford-Binet Intelligence Scales – Fifth Edition (SB5)

  NO PRO-ED

  Test of Nonverbal Intelligence – Fourth Edition (TONI-4)

  NO PRO-ED

  Universal Nonverbal Intelligence Test – Second Edition (UNIT2)*

  Yes, with UNIT PROED

  Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV)

  NO Pearson

  Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)

  Yes, with WISC-IV Pearson

  Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV)

  NO Pearson

  Woodcock-Johnson Tests of Cognitive Abilities – Fourth Edition (WJIV:COG)*

  Yes, with WJIII Houghton Mifflin Harcourt

  Achievement / Aptitude

  Graduate Record Examinations (GRE) NO ETS

  Kaufman Test of Educational Achievement – Third Edition (KTEA-3)*

  Yes, with KTEA-2 Pearson

  Miller Analogies Test (MAT) NO Pearson

  Wechsler Individual Achievement Test – Third Edition (WIAT-III)

  NO Pearson

  Wide Range Achievement Test – Fourth Edition (WRAT4)

  NO Pearson

  Woodcock Reading Mastery Tests – Third Edition (WRMT-III)

  NO Pearson

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  ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

  Review Allowed? Publisher

  Woodcock-Johnson Tests of Achievement – Fourth Edition (WJIV:ACH)*

  Yes, with WJIII Houghton Mifflin Harcourt

  Personality 16PF – Fifth Edition (16PF 5) NO IPAT

  Millon Adolescent Personality Inventory (MAPI)

  NO Pearson

  Millon Clinical Multiaxial Inventory – IV (MCMI-IV)*

  Yes, MCMI-III Pearson

  Minnesota Multiphasic Personality Inventory – 2 (MMPI-2)*

  Yes, MMPI-2-RF Pearson

  Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A)*

  Yes, MMPI-A-RF Pearson

  NEO Personality Inventory – 4 (NEO-4)* Yes, NEO-3 PAR

  Personality Inventory for Children – Second Edition (PIC-2)

  NO WPS

  Behavior Achenbach System of Empirically Based Assessment (ASEBA) – any forms or age range

  NO ASEBA

  Behavior Assessment System for Children – 3 (BASC-3)*

  Yes, BASC-2 Pearson

  Behavior Rating Inventory of Executive Function (BRIEF)

  – any forms or age range

  NO PAR

  Conners 3 NO Multi- Health Systems

  Conners Comprehensive Behavior Rating Scales (CBRS)

  NO Multi- Health Systems

  Adaptive Behavior

  Adaptive Behavior Assessment System – 3 (ABAS-3)

  Yes, ABAS-2 WPS

  Scales of Independent Behavior – Revised (SIB-R)

  NO Houghton Mifflin Harcourt

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  ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

  Review Allowed? Publisher

  Vineland Adaptive Behavior Scales – 3 (VABS-3)*

  Yes, VABS-II Pearson

  Neuropsych ological

  Dean Woodcock Neuropsychological Battery (DWNB)

  NO Houghton Mifflin Harcourt

  Halstead Reitan Neuropsychological Battery (HRNB)

  NO Neuropsy chology Center

  Luria-Nebraska Neuropsychological Battery II (LNNB-2)*

  Yes, LNNB WPS

  NEPSY – Second Edition (NEPSY-II) NO Pearson

  Neuropsychological Assessment Battery (NAB)

  NO PAR

  Careers/Busi ness/Organiz ations

  Armed Services Vocational Aptitude Battery (ASVAB)

  NO USMEPC OM

  California Psychological Inventory – (CPI) NO CPP

  Campbell Interest and Skill Survey (CISS) NO Pearson

  Fundamental Interpersonal Relations Orientation – Behavior (FIRO-B)

  NO CPP

  Hogan Personality Inventory (HPI) NO Hogan Assessme nts

  Strong Interest Inventory (SII) NO CPP

  Thomas-Kilmann Conflict Mode Instrument (TKI)

  NO CPP

  Wonderlic Personnel Test – Revised (WPT- R)

  Yes, WPT Wonderlic

  Autism Autism Spectrum Rating Scales (ASRS) NO Multi- Health Systems

  Checklist for Autism Spectrum Disorder (CASD)

  NO Stoelting

  Childhood Autism Rating Scale – Second Edition (CARS- 2)

  NO WPS

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  ‘1 CAPELLA UNIVERSITY PSY7610 Test or Instrument Combined

  Review Allowed? Publisher

  Gilliam Autism Rating Scale – Third Edition (GARS-3)

  Yes, GARS-2 PROED

  Depression Beck Depression Inventory – II (BDI-II) NO Pearson

  Beck Hopelessness Scale – Revised (BHS- R)*

  Yes, BHS Pearson

  Children’s Depression Inventory – 2 (CDI2) NO Multi- Health Systems

  Preschool Bayley Scales of Infant and Toddler Development – III (Bayley-III)

  NO Pearson

  Brigance Inventory of Early Development – III (BRIGANCE IED-III)*

  Yes, BRIGANCE IED-2

  Curriculu m Associate s

  * Tests may be frequently revised. In those cases, and depending on when you are researching a particular test, it may be difficult to locate sufficient articles on the latest version of your test. If needed, you may complete your review of the test by combining research on the current version with the previous one. See the second column for those tests and their allowed previous version for your research.

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  • Tests by Type