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Psychology Question

Post ID: 3470932

Assessment 1

Evaluation of Test Purpose, Population, and Training

Write at least five pages, following APA formatting, identifing a test category relevant to a chosen specialization or profession. Within this category, identify three tests and compare and contrast the tests bases on its purpose, sampling procedures, and training.

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Introduction

Note: Synthesizing the evaluation of test purpose, population, and training 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.

As a psychologist, social worker, counselor, therapist, researcher, mental health professional, or educator, your profession will employ some form of tests and measurements. Even if you do not plan on administering tests, you still need to understand the results described in evaluation reports. And, even if you will not need to read reports of evaluations, you will need to keep current with the professional literature.

When test users (e.g., psychologists) select psychological tests as part of an assessment of a client, they must consider whether the intended purpose of the test matches the purpose for assessing the client. In addition, test users also consider whether the client they will assess is similar to the test's norm group or sample in terms of age, gender, race, geographic region, language, and other demographic characteristics. If the test's norm group or sample is not a good match for the client, then the results could be considered invalid. The publishers of psychological tests also have training requirements for test users. Test users should only use tests for which they have appropriate training and expertise. Pearson Assessments, a large-scale psychological test publisher, has established a level system for test user qualifications based upon the education, training, and expertise needed to purchase, administer, score, and interpret each test. Qualification levels range from qualification level A (no special qualification needed) to qualification level C (a doctorate degree in psychology, education, or a closely related field).

Preparation

Download the Assessment 1 Template: Evaluation of Test Purpose, Population, and Training [DOCX] and use it as the basis of your assessment. The template contains instructions to guide you through each element of the assessment.

This assessment requires you to focus on what will likely be a common task in your future career, regardless of the area of specialization you are studying at Capella: the review and selection of an appropriate, quality, standardized test. There is a multitude of published tests in the fields of education and psychology, and many purport to measure the same constructs, content, or skills. Therefore, test users must select tests that best match their purpose for assessing clients and are appropriate for the populations they assess.

Instructions

In your assessment, be prepared to do the following:

Visit the publisher's website for each test to obtain additional information.

  • If the test is not owned by a publishing company, you will need to find this information in other sources, such as journal articles.
  • Use the MMY database in the Capella library to locate and read a review for each test.

Not all tests have been reviewed by the MMY. If your test has not been reviewed, you will need to find the information in another source, such as a journal article.

Note: Be sure to use the Assessment 1 Template: Evaluation of Test Purpose, Population, and Training [DOCX].

Requirements

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Identify a test category that is relevant to your academic specialization or a related profession. The List of Tests by Type [DOCX] identifies the 11 categories you may choose from. They include:
    1. Intelligence/cognitive abilities.
    2. Achievement/aptitude.
    3. Personality.
    4. Behavior.
    5. Adaptive behavior.
    6. Neuropsychological.
    7. Career/business/organization.
    8. Autism.
    9. Depression.
    10. Preschool.
    11. Behavior analytic skill assessments.
  • Select three tests from a single category using the List of Tests by Type [DOCX].
    • Note: If you have an interest in a particular test that is not on this list, then you may submit a request to your instructor to include it in your first assessment with two other tests on the list in the same category. Your instructor will review it and determine if you may proceed with including that test in your assessment or recommend that you select three tests from the list.
  • Compare and contrast these three tests based on the following:
    • The purpose for testing, the content, skills, or constructs assessed and evaluated based on one's area of specialization or a related profession.
    • The normative sample, sampling procedures, and the intended population and evaluation based on the anticipated populations served by one’s specialization or related profession.
    • The training required to administer, score, and interpret and evaluate based on one's anticipated assessment training or the training of a related profession.
    • Use the Capella library to search for articles that discuss the test.
      • Do bibliography mining to find the original source of the test.
      • Do cited reference searching to find articles that use the test and their research or discuss the test
      • See the PSY7610 Research Guide for additional guidance. An optional worksheet is also provided to you in the resources to facilitate your research and literature review.
      • Use RefWorks or another organization strategy to keep track of the articles you find. Even if you don’t use the articles for this assessment, you may use it in a future assessment in this course.
  • Template: Assessment 1 Template: Evaluation of Test Purpose, Population, and Training [DOCX] to complete the assessment.
  • References: A minimum of nine references is required for this assessment. These resources may include all of the reference sources identified in your Psychological Testing and Assessment text but must include:
    • Three journal articles (one for each test).
    • Three test publisher websites (one for each test).
      • If there is no test publisher website for a selected test, you must substitute this with another type of source.
    • Three MMY test reviews (one for each test if available). If an MMY review is not available for one or more of your selected tests, you must substitute it with another type of source.
  • Length of paper: A minimum of five double-spaced pages of content, not including the title page or references (an abstract is not required).
  • Font and font-size: Times New Roman, 12 point.
  • APA format: Current APA format and style is required throughout. Refer to Academic Writer for guidance on APA style and format as you prepare all of your assessments for this course.

Competencies Measured

  • Competency 1: Apply terminology, principles, statistical concepts, and psychometric features related to the construction and application of psychological tests.
    • Describe how three selected tests and categories are related to one's area of specialization or a related profession.
    • Define the purpose for testing, the content, skills, and/or constructs assessed for the three tests, and evaluate based on one's area of specialization or a related profession.
    • Describe the normative sample, sampling procedures, and intended population for three tests and evaluate based on the anticipated populations served by one's specialization or related profession.
  • Competency 4: Evaluate the legal, ethical, and professional issues related to test usage.
    • Describe the training required to administer, score, and interpret the three tests and evaluate based on one's anticipated assessment training or the training of a related profession.
  • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.
    • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting. Use the resources linked below to help complete this assessment.Collapse All

      APA Style

      Because this is a psychology course, you must format this assessment according to current APA guidelines. Refer to Academic Writer for guidance on APA style and format as you prepare all of your assessments for this course.

      Mental Measurements Yearbook

      The following can help guide you through using the Mental Measurements Yearbook.

      Finding Psychological Tests and Instruments

      The following resources will assist you in choosing three tests from a single category that are related to your area of specialization and career goal:
      • List of Tests by Type [DOCX].
        • This file provides a list of tests and instruments by type with publisher information. You will choose a category relevant to your professional training and goals and select three tests from it. Use the publisher information to research the tests. Make sure to look for the most current version of the test or instrument you choose.
      • Groth-Marnat, G., & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). John Wiley & Sons.
        • This handbook covers topics related to the evaluation of psychological tests or instruments (see Chapter 1) and an introduction to several specific instruments, including but not limited to:
          • Wechsler Intelligence Scales.
          • Minnesota Multiphasic Personality Inventory.
          • Million Clinical Multiaxial Inventory.
          • NEO Personality Inventory.
      • Salkind, N. J. (2007). Encyclopedia of measurement and statistics. SAGE.
        • This resource contains information about specific tests/instruments.
      • Shrock, S. A., Coscarelli, W. C. (2007). Criterion-referenced test development: Technical and legal guidelines for corporate training (3rd ed.). Pfeiffer.
        • This text is a comprehensive review of developing a test with criterion-referencing for interpretation. The book includes background to criterion-referenced testing, test theory, creation of a test, and legal issues around this type of test.
      • Popham, J. W. (2014). Criterion-referenced measurement: Half a century wasted? Educational Leadership, 71(6), 62–68.
        • This article compares and contrasts norm-referenced and criterion-referenced tests. It is a brief introduction to these two frames of reference in testing and clarifies their similarities and differences.
      • Cohen, R. J., Schneider, W.J., & Tobin, R. (2022). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
        • This resource contains information about different types of tests/instruments and information about specific tests/instruments.
      • Capella media.
        • This media piece can help you understand the difference between criterion-referenced and norm-referenced tests and instruments.
          • Norm-Referenced Versus Criterion-Referenced Assessment.

      Comparing and Contrasting Tests and Instruments

      After you select your tests or instruments, review the resources below for information on how to compare and contrast them according to the first four elements of the Code. The category names are shortened from the elements.

      Defining the Purpose of Testing

      • Cohen, R. J., Schneider, W.J., & Tobin, R. (2022). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). 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 4, "Of Tests and Testing," pages 129–135.
          • Chapter 2, "Historical, Cultural, and Legal/Ethical Considerations," pages 41–84.
          • Chapter 1, "Psychological Testing and Assessment," pages 1–40.
      • Urbina, S. (2014). Essentials of psychological testing (2nd ed.). John Wiley & Sons.
        • Chapter 1, "Introduction to Psychological Tests and their Uses," pages 1–40.
          • This chapter identifies the purposes of psychological testing.

      Test Population

      • Cohen, R. J., Schneider, W.J., & Tobin, R. (2022). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
        • Chapters 1, 2, and 4 provide information helpful in determining whether the purpose of testing is appropriate. Chapter 4 also covers test norms and sampling procedures. Other chapters may provide relevant information depending on your test/instrument choices.
          • Chapter 4, "Of Tests and Testing," pages 129–135.
          • Chapter 2, "Historical, Cultural, and Legal/Ethical Considerations," pages 41–84.
          • Chapter 1, "Psychological Testing and Assessment," pages 1–40.
      • Capella University Library Database: Mental Measurements Yearbook.
        • Reviews from this database can help you determine if a test/instrument is appropriate for a chosen purpose.
      • Groth-Marnat, G., Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). John Wiley & Sons.
        • Use the information about specific tests or instruments to determine whether the tests or instruments are appropriate.
      • Salkind, N. J. (2007). Encyclopedia of measurement and statistics. SAGE.
        • This resource contains information about specific tests or instruments, which can be used to determine whether the tests or instruments are appropriate.

      Test User Knowledge, Skills, and Training

      • Cohen, R. J., Schneider, W.J., & Tobin, R. (2022). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
        • Chapter 2, "Historical, Cultural, and Legal/Ethical Considerations," pages 41–84.
          • Legal and ethical issues in this chapter can overlap with issues relating to test user responsibilities.
      • American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. 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]. http://www.nasponline.org/
      • Urbina, S. (2014). Essentials of psychological testing. John Wiley & Sons.
        • Chapter 7, "Essentials of Ethical Test Use," pages 279–325.
          • Ethical issues in this chapter may overlap with issues relating to test user responsibilities.

      Additional Resources for Further Exploration

      These resources provide background information that can add to your knowledge of tests or 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., Schneider, W.J., & Tobin, R. (2022). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). McGraw-Hill. Available in the courseroom via the VitalSource Bookshelf link.
        • Chapters not mentioned elsewhere, including Chapter 3, "Statistics Refresher," can help with the terminology used to evaluate tests or instruments.
      • Urbina, S. (2014). Essentials of psychological testing. John Wiley & Sons.
        • This text can provide information about statistics that can help with making decisions about tests or instruments.
      • Salkind, N. J. (2007). Encyclopedia of measurement and statistics. SAGE.
        • This text can provide technical information about testing that can help you make decisions about tests or instruments.
      • Databases A–Z: Psychology.
        • This is a list of the recommended databases for psychological research.
      • Resources by Topic [PDF].
        • This document provides guidance about additional resources related to each of the elements of the Code.

      Capella University Skills Lab

      This is a reminder that you have access to the Capella University Skills Lab. This lab provides modules and content related to developing your scholar-practitioner skills to support your academic success. We recommend that you bookmark this lab so that you can refer to it at any point in your studies.