Testing and Assessment (Nueukrug & Fawcett, 2020)

Question 1

Assessment

Answer 1

Assessment includes a broad array of evaluative procedures that yield information about a person (Hunsley, 2002).

Question 2

Tests

Answer 2

Tests are a subset of assessment techniques that yield scores based on the gathering of collective data (e.g., finding the sum of correct items on a multiple-choice exam).

Question 3

distinguishing between testing and assessment

Answer 3

Question 4

The History of Assessment

Answer 4

The modern era of assessment began near the beginning of the twentieth century, assessment procedures can be found in ancient times.

• Jean Esquirol- Used language to identify intelligence- forerunner of verbal IQ

*Edouard Seguin- developed the form board to increase motor- forerunner of “performance IQ”

Question 5

The History of Assessment

Answer 5

• Sir Francis Galton- examined relationship of sensory motor responses to intelligence

*Wilhelm Wundt- Developed one of the first psychological laboratories

*James McKeen Cattell - Brought Statistics to mental testing- coined term mental test

*G.S. Hall - Early experimental psychologist. First president of APA.

Question 6

The Emergence of Ability Tests (Testing in the Cognitive Domain)

Answer 6

*Alfred Binet- Created first modern intelligence test

*Lewis Terman- Enhanced Binet’s work to create Stanford-Binet intelligence test

*Intelligence Quotient- mental age divided by chronological age

Question 7

Group testing in the cognitive domain

Answer 7

Robert Yerkes- president of the APA chaired a special committee to create a screening test for new recruits during World War I.

The original test the committee developed was as the Army Alpha.

Question 8

Group testing in the cognitive domain - developers

Answer 8

James Bryant Conant -developed SAT to equalize educational opportunities.

Edward Thorndike- Developer of the Stanford Achievement Test

Frank Parsons- Leader in vocational counseling

Question 9

Ethical Issues in Assessment

Answer 9

Confidentiality - Ethical guideline to protect client information

Question 10

Cross- Cultural Sensitivity

Answer 10

Cross- Cultural Sensitivity- Ethical guideline to protect clients from discrimination and bias in testing.

Question 11

Informed Consent

Answer 11

Informed Consent - Permission given by client after assessment process is explained.

Question 12

Invasion of privacy

Answer 12

Invasion of privacy- testing is an invasion of a person’s privacy.

Question 13

Proper diagnosis

Answer 13

Proper diagnosis- choose appropriate assessment techniques for accurate diagnosis

Question 14

Release of test data

Answer 14

Release of test data -Test data are protected - client release required.

Question 15

Test administration

Answer 15

Test administration - use established and standardized methods

Question 16

Test Security

Answer 16

Ensure integrity of test content and test itself.

Question 17

Test scoring and interpretation

Answer 17

Take into consideration the problems with tests

Question 18

Standards in Assessment

Answer 18

Used to further ethical application of assessment techniques

Question 19

Moral model

Answer 19

Consider moral principles involved in ethical decision-making

Question 20

The Family Education Rights and Privacy Act (FERPA) of 1974

Answer 20

Affirms right to access test records in the in the school

Question 21

The Health Insurance Portability and Accountability Act (HIPPAA)

Answer 21

ensures privacy of medical and counseling records

Question 22

Privilged Communications

Answer 22

Privilged Communications- Legal right to maintain privacy of conversation

Jaffee v. Redmond- Affirms privileged communication laws.

Question 23

Freedom of Information Act

Answer 23

Freedom of Information Act- affirms right to access federal and state records

Question 24

Civil Rights Acts (1964 and Amendments)

Answer 24

Civil Rights Acts- Test must be valid for job in question

Question 25

American with Disabilities Act (ADA)

Answer 25

American with Disabilities Act accommodations for testing must be made

Question 26

Individuals with Disabilities Education Act (IDEA)

Answer 26

IDEA - assures right to be tested for learning disabilities in schools

Question 27

Section 504

Answer 27

Assessment for programs must measure ability -not disability

Question 28

Carl Perkins Act

Answer 28

Carl Perkins Act - ensures access to vocational assessment, counseling , and placement

Question 29

Accreditation bodies

Answer 29

Assist in setting curriculum standards (APA, NASP, and CACREP)

Question 30

Forensic Evaluations

Answer 30

Completed by forensic health evluators and

Question 31

DSM (Diagnostic and Statistical Manual) DSM

Answer 31

The first edition DSM was published in 1952 with three broad categories DSM II -1968 DSM III - introduced the multiaxial DSM IV -contained 365 diagnoses-- used a five axis diagnosis DSM 5- accepted diagnostic classification system for mental disorders -- became single axis DSM 5-TR

Question 32

Making and Reporting Diagnosis

Answer 32

Principal Diagnosis - The reason the person came to treatment is listed first Subtype - "Specify Whether" Specifier- "Specify if"- pick as many as apply Subtypes can be used to help communicate greater clarity, Specifiers are not mutually exclusive, so more than one can be selected

Question 33

Other and Unspecified Disorder

Answer 33

Other specified disorder- doesnt fit a standard diagnosis with an explanation why not Unspecified Disorder- doesn't fit a standard diagnosis without explanation

Question 34

validity and reliability

Answer 34

validity- whether the test measure what its supposed to measure; reliability- whether te score an individual has received on a test is an accurate measure of his or her true score; cross-cultural fairness- whether the score the indvidual has obtained is a true reflection of the individual , and not a function of a cultural bias inherent in the test or in the examiner practicality- whether it makes sense to use a test in a particular situation

Question 35

correlation coefficient

Answer 35

Correlation coefficient- Which shows the relationship between two sets of scores, is a statistical concept frequently used in discussions of critical factors just listed.. Correlation coefficient range from -1.00 to +1.00 Positive Correlation - move in the same direction Negative Correlation -move in the opposite direction

Question 36

Examples of Positive and Negative Correlations

Answer 36

Question 37

Validity

Answer 37

Validity- Evidence supporting the use of test scores Content Validity- evidence that test items represent that represent the domain Face Validity- Superficial appearance of a test - not true validity Criterion-related validity- relationship between test scores and another standard

Question 38

Validity (continued)

Answer 38

Concurrent validity- relationship test scores and another currently obtainable benchmark Predictive validity- relationship between test scores and a future standard Construct validity- evidence that an idea or concept is being measure by a test Experimental design validity - using experimentation to show that a test measure a concept.

Question 39

Validity (continued)

Answer 39

Factor analysis- statistically examining the relationship between subscales and the larger construct. Convergent validity relationship between a test and other similar tests Discriminant validity- showing a lack of relationship between a test and other dissimilar tests.

Question 40

Reliability

Answer 40

Reliability - Account of freedom from measurement error- consistency of test scores test-retest reliability- relationship between score from one test given at different administrations

Question 41

Reliability (continued)

Answer 41

Alternate forms reliability- relationship between scores from two similar versions of the same test internal consistency- reliability measured statistically by going “within” the test split half reliability- correlating one half of a test against the other half

Question 42

Reliability (continued)

Answer 42

Coefficient alpha or Kuder-Richardson Reliability based on a mathematical comparison of individual items with one another and total score.. in brief, they do this by correlating the scores for each item on the test with the total score on the test and finding the average correlation for all of the items. Item response Theory- examining each item for its ability to discriminate as a function of the construct being measured

Question 43

Cross cultural fairness

Answer 43

Cross cultural fairness- degree to which cultural background, class, disability, and gender do not affect test results.

Question 44

Selecting and administering a good test

Answer 44

1.Determine the goals of your client 2. Choose instrument types to reach client goals 3. Access information about possible instruments 4. Examine validity, reliability, cross-cultural fairness, and practicality of possible instruments 5. Choose an instrument wisely

Question 45

Raw Score

Answer 45

Raw Score- untreated score before manipulation or processing

Question 46

Frequency distributions

Answer 46

Frequency Distributions - list of scores and number of times a score occurred

Question 47

Cumulative distributions

Answer 47

line graph to examine percentile rank of a set of scores

Question 48

Normal Curves and Skewed

Answer 48

Quincunx- Board developed by Sir Francis Galton to demonstrate the bell shaped curve normal curve- bell-shaped distribution that human traits tend to fall along skewed curve - test scores not falling along a normal curve negative skewed curve- majority of scores at upper end positively skewed curve- majority of scores at lower end

Question 49

means of central tendency

Answer 49

mean - arithmetic average of a set of scores median - scores where 50% fall above and 50% below mode- most frequently occurring score

Question 50

measures of variability

Answer 50

range- difference between highest and lowest score plus 1 interquartile range- middle 50% of scores around the median

Question 51

measures of variability (continued)

Answer 51

standard deviation - how scores vary from the mean SD is important because in all normal curves the percentage of scores between the standard deviation units is the same

Question 52

A normal distribution is

Answer 52

Question 53

normal referencing versus criteria referencing

Answer 53

normal referencing - comparison of individual test scores to average scores of a group criterion referencing - comparison of test scores to a predetermined standard

Question 54

normative comparisons and derived scores

Answer 54

derived score- converted score based against a norm group percentiles- percentage of people falling at or below a score

Question 55

standard scores

Answer 55

standard scores- derived score based on mean and standard deviation

Question 56

standard scores (continued)

Answer 56

z- scores- standard score with mean of 0 and SD of 1 ** once the raw score has been converted to a z-score, almost any other type of derived score can be found, including percentiles, T-scores, DIQ, stanines, and so forth

Question 57

standard scores (continued)

Answer 57

t-scores- standard score mean of 50 an SD of 10 (generally used with personality test) Deviation IQ- -standard score wit mean of 100 and SD of 15.

Question 58

standard scores (continued)

Answer 58

Stanines- have a mean of 5 and a standard deviation of 2, and range from 1 to 9...often used with achievement test. Sten Scores- standard score with mean of 5.5 and standard deviation of 2. NCE- normal curve equivalents scores - standard score with mean of 50 and SD of 21.06

Question 59

developmental norms

Answer 59

Age Comparisons- comparison of individual score to average score of others at the same age Grade equivalent- comparison of individual score to average score of other at the same grade level

Question 60

standard error of measurement

Answer 60

range where a "true" score might lie reliability coefficient and SEM - as reliability decreases, the SEM (the range of true scores) increases. **standard error of estimate - range where a predicted score might lie

Question 61

scales of measurement

Answer 61

to distinguish between different kinds of test scores and subsequently know what kind of statistics can be applied to them, four kinds of scales of measure have bee identified: nominal scales, ordinal scales, interval scales, and ratio scales.

Question 62

scales of measurement (continued)

Answer 62

nominal scale- numbers arbitrarily assigned to represent categories 1= Asian 2= Latino 3= African American 4= Caucasian

Question 63

scales of measurement (continued)

Answer 63

Ordinal scale - numbers with rank order but unequal distances between 1- strongly disagree 2- somewhat disagree 3- neither agree or disagree 4- somewhat agree

Question 64

scales of measurement (continued)

Answer 64

interval scale- establishes equal distances between measurements but has no absolute zero reference point. (ex: SAT test scores)

Question 65

scales of measurement (continued)

Answer 65

ratio scale- numbers with equal interval s and meaningful zero (very few behavioral measures fall into this category) .. tends to be height, weight, and temperature on celsius scales.

Question 66

Defining intelligence testing

Answer 66

Intelligence testing is a subset of intellectual and cognitive functioning and assesses a broad range of cognitive capabilities that generally results in an “IQ” score

Question 67

Intelligence models

Answer 67

Question 68

Big five personality

Answer 68