introduction to quantitative analysis confidence intervals 4
May 5, 2021
critical response at least300 words
May 5, 2021

Context

(6) evaluating “representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test;” (7) evaluating “procedures and materials used by test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided;” (8) selecting “tests with appropriately modified forms or administration procedures for test takers with disabilities who need special accommodations;” and (9) evaluating “the available evidence on the performance of test takers of diverse subgroups,” determining “which performance differences may have been caused by factors unrelated to the skills being assessed.” This assessment focuses on the three of these four elements.

Reference

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

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    Resources

    APA Style and Format

    Because this is a psychology course, you must format this assessment according to current APA guidelines. Additional resources about APA can be found in the Supplemental Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.

    • American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available in the courseroom via the VitalSource Bookshelf link.

    Required Resources

    The following resources are required to complete the assessment.

    Template

    Use the following template to complete your assessment:

    • Assessment 3 Worksheet: Evaluation of Test Materials and Procedures Research [DOCX].
    Elements of the Code of Fair Testing Practices in Education

    The assessment requires analysis of a selected test against the Elements 6, 7, and 8 of the Code. Review the following selections about this part of the Code.

    • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: AERA. This text will be utilized in all 4 Assessments.
      • These chapters provide information relevant to test/instrument items and test/instrument documentation (Element 6).
        • Chapter 4, “Test Design and Development,” pages 75–93.
        • Chapter 5, “Scores, Scales, Norms, Score Linking, and Cut Scores,” pages 95–109.
        • Chapter 7, “Supporting Documentation for Tests,” pages 123–129.
        • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.
      • These chapters provide information relevant to test/instrument procedures (Element 7).
        • Chapter 4, “Test Design and Development,” pages 75–93.
        • Chapter 6, “Test Administration, Scoring, Reporting, and Interpretation,” pages 111–121.
        • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.
      • These chapters provide information relevant to modified tests/instruments (Element 8).
        • Chapter 3, “Fairness in Testing,” pages 49–74.
        • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.

    SHOW LESS

    Suggested Resources

    The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The PSY-FP7610 – Tests and Measurements Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

    Code of Fair Testing Practices in Education

    The following resource provides brief coverage of the elements of the Code that are part of the assessments in this course. These are the elements directed toward test users, which begin on page 6 of the document. Elements 6–8 are covered in this assessment.

    • Joint Committee on Testing Practices. (2004). Code of fair testing practices in education [PDF]. Available from https://www.apa.org/

    Reviews of Tests/Instruments

    Use the following resource to find reviews of your chosen test/instrument. Find information about the details of test materials (sample items, practice tests, et cetera), appropriateness of the materials and procedures presented by the test developers, modification of test materials to meet the needs of some learners, and the use of technology for modification of the test/instrument. Use this information to evaluate the test/instrument against Elements 6, 7, and 8 of the Code.

    • Capella University Library Database: Mental Measurements Yearbook.
      • Use the database to find review of your chosen test/instrument. The Database Guide: Mental Measurements Yearbook will help you work with the MMY database.
    • Nitko, A. J. (n.d.). Using a Mental Measurements Yearbook review to evaluate a test. Retrieved from http://buros.org/using-mental-measurements-yearboo…
      • This resource also provides information about how to use the MMY.
    • Buros Center for Testing. (n.d.). How to cite Mental Measurements Yearbooks and test reviews [PDF]. Retrieved from http://buros.org/pdfs/How-to-Cite-Buros-publicatio…
      • Use this resource if needed to cite reviews from the MMY.
    Evaluating Test/Instrument Modifications (Element 8)

    Additional information about the modification of the test/instrument for learners with disabilities or special needs is provided by the resources below.

    • Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
      • Chapter 2, “Historical, Cultural, and Legal/Ethical Considerations,” pages 36–74.
        • This chapter includes information relevant to legal and ethical issues in testing/assessment.
    • American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
      • Use Sections 2 and 9 for information on ethical issues and assessment.
    • National Association of School Psychologists. (2010). Principles for professional ethics [PDF]. Available from http://www.nasponline.org/
      • Ethical issues in this resource may overlap with issues relating to test user responsibilities.?
    • Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
      • The section “Ethical Issues in Testing” includes information that may be helpful.
    • Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
      • Chapter 7 includes information relevant to ethical assessment.
    Example

    The following article is an example of a study evaluating a modified instrument. Search the Capella library or Google Scholar for articles relevant to your chosen test/instrument.

    • Warschausky, S., Van Tubbergen, M., Asbell, S., Kaufman, J., Ayyangar, R., & Donders, J. (2011). Modified test administration using assistive technology: Preliminary psychometric findings. Assessment, 19(4), 472–479.
    Additional Resources for Further Exploration

    You may use the following optional resources to further explore topics related to competencies.These optional resources provide background information that can add to your knowledge of tests/instruments in the areas of statistics, terminology, technical information, and measurement scales. Also included are resources that may assist with additional research.

    • Cohen, R. J., & Swerdlik, M. E. (2018). Psychological testing and assessment: An introduction to tests and measurement (9th ed.). New York, NY: McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
      • Chapters not mentioned elsewhere, including Chapter 3, “Statistics Refresher,” can help with terminology used to evaluate tests/instruments.
    • Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
      • This text can provide information about statistics that can help with making decisions about tests/instruments.
    • Salkind, N. J. (2007). Encyclopedia of measurement and statistics. Thousand Oaks, CA: SAGE.
      • This text can provide technical information about testing that can help you make decisions about tests/instruments.
    • Capella media.
      • The following media piece provides information about measurement scales, which can provide a general understanding of some tests/instruments.
        • Measurement Scales Activity.
    • Databases A–Z: Psychology.
      • This library guide assists with additional research on psychology topics.
    • Resources by Topic [PDF].
      • This document provides guidance about additional resources related to each of the elements of the Code.
  • Assessment Instructions

    Preparation

    Gathering information about and evaluating the remaining elements of the Code will require additional searches in the Capella library (including MMY), as well as other resources (such as test publisher websites). A search for relevant articles may include a keyword search within each review or 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 assessment 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.If you are struggling with locating sufficient information about a particular test in regard to an element in this assessment, 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.Important: You are not required to submit a copy of your test to complete this assessment.

    Instructions

    Use the test you selected in Assessment 1 for this assessment.Assume the role in the scenario below.

    Scenario

    The director of the setting in which you work has praised your previous analyses and asked you to continue to evaluate the selected test according to Elements 6–7 of the Code.

    The Code 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 takers with disabilities who need special accommodations.

    Your analysis and summary will be reviewed by the executive team before you complete a final report.Use the Assessment 3 Worksheet: Evaluation of Test Materials and Procedures Research, linked in the Required Resources, to complete this assessment. The worksheet contains three sections.

    Section 1: Test Review Table

    Complete this section.

    Section 2: Summary and Rationale

    This section should have a minimum of five pages of content.Use the MMY reviews, publisher websites, and peer-reviewed journal articles to obtain information about the test under consideration.Relate your findings for your selected test according to Element 6 of the Code.

    Test Items and Format

    Evaluate a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.

    Fair and Appropriate Materials

    Complete the following:

    • Analyze a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.
    • Analyze a test’s use or availability of modified forms or administration procedures for test takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.
    • Analyze how advances in technology have been used to address issues of test items, procedures, and appropriate and fair usage.
    • Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or the negative aspects of the selected test.
    Section 3: References

    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 to have a copy of your test to complete this assessment. 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.

    Additional Requirements

    Your assessment should meet the following requirements:

    • Written communication: Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and APA format and style.
    • Length: The summary on Elements 6, 7, and 8 (See Section 2) must be at least five double-spaced pages in length. These pages do not include the title page (Section 1) or References (Section 3).
    • Font and font size: Times New Roman, 12 point.
    Reference

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

 

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