Term
|
Definition
| the study of test construction |
|
|
Term
|
Definition
standardized procedures to ample behavior in order to describe the behavior using categories and scores
-have norms and are standardized |
|
|
Term
| - Aptitude measures what you may be able to do later based on some current behavior in a particular area while ability test measures what knowledge you have already gained |
|
Definition
| explain Aptitude vs. ability |
|
|
Term
|
Definition
| use a well-defined population of persons for interpretive framework, results compared to standardization sample |
|
|
Term
| Criterion-referenced tests: |
|
Definition
| measure what a person can do rather than comparing results to the performance levels of others |
|
|
Term
|
Definition
typically mirror what they are trying to predict. Ex. Do you exercise every day? On a test measuring physical fitness.
-not necessary and could even sway the person’s responses. |
|
|
Term
| tests, outside information, previous data, clinicians inferences |
|
Definition
|
|
Term
|
Definition
| appraising or estimating the magnitude of one or more attributes in a person; a more comprehensive term referring to the entire process of compiling information about a person and using it to make inferences about characteristics and to predict behavior. |
|
|
Term
|
Definition
| measure ability in relatively global areas like verbal, comprehensions, perceptual organization, or reasoning to help determine potential for scholastic work or certain occupations. |
|
|
Term
|
Definition
| measure capability for a relatively specific task or skill; aptitude tests are a narrow form of ability testing. |
|
|
Term
|
Definition
| What is a common aptitude test? |
|
|
Term
|
Definition
| measure a person’s degree of learning, success, or accomplishment in a subject or task. |
|
|
Term
|
Definition
| Kind of test most often used by schools |
|
|
Term
|
Definition
| assess novel, original thinking and the capacity to find unusual or unexpected solutions, especially for vaguely defined problems. |
|
|
Term
|
Definition
| measure the traits, qualities, or behaviors that determine a person’s individuality; such tests include checklists, inventories, and projective techniques. |
|
|
Term
|
Definition
| measure preference for certain activities or topics and thereby help determine occupational choice. |
|
|
Term
|
Definition
| objectively describe and count the frequency of a behavior, identifying the antecedents and consequences of the behavior. |
|
|
Term
| Neuropsychological tests: |
|
Definition
| measure cognitive, sensory, perceptual, and motor performance to determine the extent, locus, and behavioral consequences of brain damage. Used to assess persons with known or suspected brain dysfunction. Primary focus is to evaluate the sensory, cognitive, and behavioral strengths and weaknesses of the neurologically impaired. A full assessment takes about 3-8 hours of one-on-one testing. |
|
|
Term
| diagnosis, decision making, self knowledge, treatment planning and guidance,learning style inventories, program evaluation |
|
Definition
|
|
Term
| 2 tasks: determining the nature and source of a person’s abnormal behavior, and classifying the behavior pattern within an accepted diagnostic system; usually a precursor to treatment planning. (case activity?) |
|
Definition
| How are tests used to help with diagnosis? |
|
|
Term
| Decision making for continued treatment and measuring treatment effectiveness. Decision making – involves value judgments on the part of one or more decision makes who need to determine the bases upon which to select, place, diagnose, or otherwise deal with individuals, groups, organizations, or programs. Must take into account the context in which the decisions are made, the limitations, and other possible issues. Decision making can often be wrong due to expediency, carelessness, lack of info, etc. |
|
Definition
| How are tests used to help with decision making? |
|
|
Term
| Self-knowledge – ex. The feedback a person receives from psychological tests can change a career path or life course. Self-Understanding and Personal Development – using test results as part of the therapeutic model of assessment as a way to provide clients with info to promote self-understanding and positive growth (in therapeutic settings). |
|
Definition
| How can tests help us with self-knowledge? |
|
|
Term
| Program evaluation – tests can be used to systematically evaluate educational and social programs. Ex. Results of testing show that Head Start programs have provided educational enrichment and health services to millions of at-risk preschool children by showing that HS children show gains in IQ, school readiness, and academic achievement. |
|
Definition
| How can tests help with program evaluation? |
|
|
Term
Examiner qualifications to administer
Administration, interpretation skills, knowledge of the field
Client satisfaction: through use of outcome measures and surveys |
|
Definition
| What You Need as a Clinician (regarding testing): |
|
|
Term
|
Definition
| refers to a group of items that pertain to a single variable and are arranged in order of difficulty or intensity |
|
|
Term
|
Definition
| a group of several tests, or subtests, that are administered at one time to one person |
|
|
Term
Authors and developers – conceive and develop tests, Usually mainly interested in psychological theorizing or research, rather than in practical applications or profits
• Test publishers – publish, market, and sell tests, thus controlling distribution. More concerned with profit usually.
• Test reviewers – prepare evaluative critiques of tests, based on their technical and practical merits.
• Test users – they decide to take a specific test off the shelf and use it for some purpose. They may also be examiners or scorers as well as test users. Many administer, score, and interpret the results of tests they have selected or they may delegate these tasks to someone else under their supervision. According to the Testing Standards, ultimate responsibility to appropriate test use and supervision lies with the test user. |
|
Definition
| Who are the participants in the testing process and what do they do? |
|
|
Term
The standards for Educational and Psychological Testing is a reference manual published jointly by the APA and other groups as a way to standardize test administrations.
• Test administrators need to be explicitly familiar with all testing procedures/manual before administering a test. Should know how to answer questions that may arise in a way that the test manual allows. Manual instructions are often very explicit as to what you can and cannot do. |
|
Definition
| How do we make sure their is standardization in testing? |
|
|
Term
| incorrect timing when there is a time limit, lack of clarity in directions,physical conditions,failure to explain if they should guess or not |
|
Definition
| Name some sources of error for group testing |
|
|
Term
| Rapport, testing the limits |
|
Definition
| What are some ways that test administration can be influenced by the examiner? |
|
|
Term
|
Definition
| a comfortable, warm atmosphere that serves to motivate examinees and elicit cooperation. Rapport is especially important in individual testing and particularly when evaluating children. Know example of girl with Coding subtest |
|
|
Term
|
Definition
| when the administrator continues testing when they believe a client can pass higher level items even though the client has missed enough questions to discontinue testing |
|
|
Term
| anxiety, malingering, coaching, or cultural background. Also byenvironmental factors, such as temp, noise, etc., that may be out of your control. Results can also be affected due to previous testing experiences of the client. |
|
Definition
| Test results may be inaccurate because of.... |
|
|
Term
examinee purposely performed in an unrepresentative manner to receive some form of secondary gain. Ex. People seeking benefits from rehabilitation or social agencies, people seeking to avoid criminal prosecution, etc.
Ex. Lawyers coaching clients
Baseline testing can be used to help combat this from occurring |
|
Definition
|
|
Term
| obtained score = true score + error |
|
Definition
|
|
Term
|
Definition
| decide what to publish and when (includes manuals and user guides) |
|
|
Term
| o Includes stats, reliability, validity, research (positive and negative), and normative samples pertaining to the test. |
|
Definition
| What information is in a user guide for a test? |
|
|
Term
| – pertain to the publication, marketing, and distribution of their tests. must also make sure test purchases are competent |
|
Definition
| Responsibilities of test publishers? |
|
|
Term
| there is restricted access for tests to keep the tests from falling into the wrong hands and to prevent potential examinees from previewing them (which would invalidate the tests). To control who can purchase tests, the APA proposed that tests fall into 3 levels (ABC) that require different degrees of expertise from the examiner. |
|
Definition
| How do you know that test purchasers are competent for using the test? |
|
|
Term
-Must also always consider the best interests of the client. Assessment should serve a constructive purpose for the individual examinee.
-Test users must know their limits of competence
-Uphold Confidentiality
-Obtaining informed consent before test
-Must be aware of standard of care
-Proper communication of test results
-Must consider individual differences of examinees |
|
Definition
| What are the responsibilities of the test user? |
|
|
Term
| Practitioners have primary obligation to safeguard the confidentiality of information, including test results. This info can be ethically released only if the client or legal representative gives consent usually in written form. Also, confidentiality can be broken if withholding info would present a clear danger to the client or other persons. Ex. Suspected abuse. Psychologists also have a duty to warn- this was established after the Tarasoff case in 1976 – says that clinicians must communicate any serious threat to the potential victim, law enforcement agencies, or both. Test users must know the rules in their state. |
|
Definition
| When can confidentiality be broken by a test user? |
|
|
Term
| Before testing commences, the test user needs to obtain informed consent from test takers or their legal representatives. Exceptions can include legally mandated statewide testing programs, school-based group testing, and when consent is clearly implied (ex. College admissions testing). Informed consent includes disclosure – the client receives sufficient info about risks, benefits, etc. to make a thoughtful decision about continued participation in the testing, competency – mental capacity of the examinee to provide consent, and voluntariness – the choice to undergo an assessment battery is given freely and not based on coercion. |
|
Definition
| What are the exceptions for getting informed consent before a test? |
|
|
Term
| Test users must also be wary of obsolete tests, because their use might violate the prevailing standard of care: a concept that refers to the “usual, customary, or reasonable”. Ex. The MMPI-2 is the standard of care, not the MMPI-1. Using a test that is not the standard of care can result in outdated results. |
|
Definition
| What is the standard of care? |
|
|
Term
Cultural background in general will impact the entire process of assessment (view of life/death, facility, language nuances, etc.). It is also important to avoid stereotypical overgeneralization (every person is unique, even if within the same culture). Clinician must observe the nuances of behavior that could influence test results.
-ehtnic mistrust shown in the form of stereotype threat
-linguistic barriers |
|
Definition
| The test user must consider individual differences of test takers and know when a test or interpretation may not be applicable. Give some examples of how this could be an issue? |
|
|
Term
|
Definition
| the threat of confirming, as self-characteristic, a negative stereotype about one’s group. In the short run, this is hypothesized to depress test performance through heightened anxiety and other |
|
|
Term
. Ex. Even a bilingual child may not receive test results that accurately show his ability when given an English language test. Testing specialists advise against using an interpreter because the interpreter may substitute words, speak in a different dialect, or engage in subtle prompting that influences the examinee. The preferred option is to use tests translated into the examinee’s native language and normed on relevant populations, but this is not always possible. You must report and consider it when drawing conclusions based on a test that was not in the examinee’s native language. There are some Spanish versions of tests available – with appropriate material, not just translations of English tests.
o Minority examinees may also exhibit a lack of sophistication about test taking that plays to their disadvantage. Because of minority effects it is strongly encouraged to use a multidisciplinary assessment approach that covers several disciplines (psychology, speech, reading, etc.) |
|
Definition
| oThe test user must realize that linguistic barriers may inhibit test performance of minority individuals. GIve some examples and how this problem is combatted |
|
|
Term
Information subtest on the Wechsler scales - if based on US norms, then not fair.
Time vs. accuracy - may take them longer to interpret test and this may cause poor scoring
Prompting and expanded responses – can be an issue when trying to explain something to examinee who does not know the language well |
|
Definition
| Give some examples of how the backgrounds of cultural and linguistic minority individuals may influence test results? |
|
|
Term
can increase likelihood of cheating, malingering (faking something), and increase issues of poor or inconsistent effort.
•In school settings, cheating can include coaching students on test answers, breaking standards, changing students’ answers, teaching to the test, giving students copies of tests beforehand, etc.
ex. lake wobegon effect |
|
Definition
| What are some unintended effects of high stakes testing? |
|
|
