Overview

Write a six-page report to the court that evaluates a selected test as being appropriate and meeting the intended purpose of the instrument, according to all elements of the Code. Include an abstract and a two-page executive summary that are comprehensible to a layperson.

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.

APA Resources

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 this assessment.

Template

Use the following template to complete your assessment: (attached)

Elements of the Code of Fair Testing Practices in Education

For this assessment, you will synthesize your previous research and conduct research on Element 9 of the Code, finally applying all nine elements to your selected test. Each of the elements is noted with related book sections.

• 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.
  • Appropriateness and Purpose of the Test/Instrument (Elements 1 and 2).
    • The following chapters provide information about test selection, including types and purposes of tests or instruments. Use this section to help you address appropriateness of the test/instrument for the purpose of testing.
      • Chapter 10, “Psychological Testing and Assessment,” pages 151–168.
      • Chapter 11, “Workplace Testing and Credentialing,” pages 169–182.
      • Chapter 12, “Educational Testing and Assessment,” pages 183–201.
      • Chapter 13, “Uses of Tests for Program Evaluation, Policy Studies, and Accountability,” pages 203–213.
  • Materials Provided by Test Developers (Element 3).
    • Chapter 4, “Test Design and Development,” pages 75–93.
      • Use this information to evaluate the materials provided by the test developers.
  • Appropriate Knowledge, Skills, and Training for the Test User (Element 4).
    • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.
      • Use this information as you evaluate the appropriate knowledge, skills, and training for a test user.
  • Test/Instrument Reliability (Element 5).
    • Chapter 2, “Reliability/Precision and Errors of Measurement,” pages 33–47.
      • Use this information as you evaluate test/instrument reliability.
  • Test/Instrument Validity (Element 5).
    • Chapter 1, “Foundations,” pages 1–32.
      • Use this information as you evaluate test/instrument validity.
  • Test/Instrument Items and Format, Materials (Elements 6 and 7).
    • Use the information in the following chapters as you evaluate test/instrument items and documentation for potentially offensive content or language.
      • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.
      • Chapter 7, “Supporting Documentation for Tests,” pages 123–129.
      • Chapter 5, “Scores, Scales, Norms, Score Linking, and Cut Scores,” pages 95–109.
      • Chapter 4, “Test Design and Development,” pages 75–93.
  • Test/Instrument Procedures (Element 7).
    • Use the information in the following chapters as you evaluate test/instrument procedures.
      • 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.
  • Test/Instrument Modifications (Element 8).
    • Use the information in the following chapters as you evaluate test/instrument modifications.
      • Chapter 3, “Fairness in Testing,” pages 49–74.
      • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.
  • Test Use With Diverse Populations (Element 9).
    • Use the information in the following chapters as you evaluate use of the test/instrument with different populations.
      • Chapter 3, “Fairness in Testing,” pages 49–74.
      • Chapter 9, “The Rights and Responsibilities of Test Users,” pages 131–137.

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:

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

Reviews of Tests/Instruments

Access reviews of your chosen test/instrument to find information about aspects of the test that are related to elements of the Code. These elements relate to the following topics: the appropriateness for its purpose, test developer materials, reliability, validity, testing materials, procedures, modification, and use with diverse populations.

• 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 to understand more about the MMY database and how to use it.
• 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.

Purpose and Appropriateness of the Test/Instrument (Elements 1 and 2)

You may review the following:

• 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 1, 2, and 4 can help in terms of defining the purpose of testing. Other chapters may also provide relevant information depending on your test/instrument choices.
    • Chapter 1, “Psychological Testing and Assessment,” pages 1–35.
    • Chapter 2, “Historical, Cultural, and Legal/Ethical Considerations,” pages 36–74.
    • Chapter 4, “Of Tests and Testing,” pages 115–139.

Materials Provided by Test Developers (Element 3)

You may review the following:

• 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 8, “Test Development,” pages 230–272.
    • Chapter 8 provides information about test development.

Appropriate Knowledge, Skills, and Training for Test Users (Element 4)

You may review the following:

• 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.
    • Legal and ethical issues in Chapter 2 can overlap with issues relating to test user responsibilities.
• American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
  • Sections 2, 7, and 9 may be helpful in terms of ethical issues, training, 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.
• Urbina, S. (2014). Essentials of psychological testing. Hoboken, NJ: John Wiley & Sons.
  • Chapter 7, “Essentials of Ethical Test Use,” pages 279–325.
    • Ethical issues in Chapter 7 may overlap with issues relating to test user responsibilities.

Test/Instrument Reliability (Element 5)

You may review the following:

• 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 5, “Reliability,” pages 141–174.
    • This chapter includes information relevant to reliability

Test/Instrument Validity (Element 5)

You may review the following:

• 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 6, “Validity,” pages 175–199.
    • This chapter includes information relevant to validity.

Test/Instrument Items and Format, Procedures, and Materials (Elements 6 and 7)

Refer to the required and the first two suggested resources for information about these elements.

Evaluating Test/Instrument Modifications (Element 8)

You may review the following:

• 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.
    • Legal and ethical issues is Chapter 2 can overlap with issues relating to test user responsibilities.
• 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.

Diverse Populations (Element 9)

You may review the following:

• 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

Following is an example of a study evaluating an instrument with a Spanish-speaking population. Search the Capella library or Google Scholar for articles relevant to your chosen test/instrument.

• Dever, B. V., Raines, T. C., & Dowdy, E. (2016). Factor structure and differential item functioning of the BASC-2 BESS Spanish language parent form. School Psychology Quarterly, 31(2), 213–225.

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.
  • This media piece provides information about measurement scales 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

  This assessment is a culmination of the previous assessments you have completed during this course. In this assessment, you will synthesize your previous research as well as conduct research on the final element of the Code, Element 9. Element 9 states that a test user, “evaluate(s) the available evidence on the performance of test takers of diverse subgroups . . . determine(s) to the extent feasible which performance differences may have been caused by factors unrelated to the skills being assessed.” Together, the previous assessments and this current one involving Element 9 will provide you with the data, research, and literature reviews
  across all nine elements of the Code to assist your decision-making process about the appropriate selection of a test.For this assessment, you will:

  • Locate reviews or research related to how Element 9 applies to your selected test. If the research or reviews do not address this element in any way, then you will need to cite the references you reviewed and note what they were lacking in addressing this element, drawing appropriate conclusions for when a test is lacking such evidence.
  • Synthesize all of the data and information you gathered on your selected test throughout the course and identify highlights, both positive and negative, both advantages and disadvantages, according to all nine elements of the Code.
  • Evaluate your selected test based on these data and draw a conclusion as to whether it is a test that you would select, recommend, or even defend, if necessary, in practice.
    • Note: You should not merely copy and paste your earlier assessments for the final report. Instead you will be synthesizing the research you completed for each element into a summary of that element that you will offer in support of your final evaluation. (For example, note that the technical quality element (that is, Element 5) will be only a synthesis and evaluation, not a repeat of previous analysis work.)
  • Review all of your evaluations for each element, recommended improvements to the test, and write an overall evaluation and determination about the use of your selected test.

  Instructions

  Scenario

  You are a consultant and are called as an expert witness in a court proceeding to evaluate the use of this test for a specific setting and population. The court requests a six-page report—Analysis of (Name of Test)—with an executive summary.

  Use the Assessment 4 Template: Report to the Court given in the Required Resources to complete the assignment.Use the following structure in your assessment:

  Title Page

  Abstract Page

  Analysis of Test to the Code of Fair Testing Practices in Education

  • Identify the strengths or weaknesses for each element, and determine if the information about that element supports (or opposes) the use of your selected test in the field and population to be served.
  • Analyze the test against each element.
    • Element 1. Purpose: Define the purpose for testing, the content, and skills tested.
    • Element 2. Appropriateness: Evaluate appropriateness of test content, skills tested, and content covered.
    • Element 3. Materials: Evaluate materials for which clear, accurate, and complete information is provided.
    • Element 4. Training: Test users have appropriate knowledge, skills, and training.
    • Element 5. Technical Quality.
      • Synthesis of evidence of reliability.
      • Synthesis of evidence of validity.
    • Element 6. Test Items and Format: Evaluate test items, test format, directions, manuals, and scores.
    • Element 7. Test Procedures and Materials: Evaluate test procedures and materials to ensure that potentially offensive content or language is avoided.
    • Element 8. Modifications and Accommodations: Evaluate if tests provide appropriately modified forms or procedures for test takers with disabilities.
    • Element 9. Group Differences: Evaluate evidence on performance of test takers of diverse subgroups.

  Executive Summary

  This summary should be comprehensible to layperson.

  Recommendations

  Include overall recommendations to use the selected test in the field and with populations to be served.

  • Identify the setting and its population.
  • Identify the test and the intended population for the test.
  • Identify the greatest strengths you discovered and determined in its use, if recommending the use of the selected test. Additionally, identify any limitations or concerns that may still exist with its use regardless of the recommendation. Are there still concerns for the test in certain situations?
  • Identify the greatest weaknesses you discovered and determined in its use, if not recommending the use of the selected test. Additionally, identify any strengths that may still exist with its use regardless of the opposition. Are there still uses for the test within set parameters?

  References

  A minimum of nine references are required for this assessment, of which at least five must be of peer-reviewed journal articles. These may include journal articles, literature reviews, MMY reviews, and publisher websites. At least five of the nine references must be from professio

   

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