Preparation
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 are a multitude of published tests in the fields of education and psychology; many purport to measure the same constructs, content, or skills. Is there a checklist or procedure to help a professional make the best choice among those tests for a specific purpose? The answer is yes: It is the Joint Committee on Testing Practices’ (2004) Code of Fair Testing Practices in Education.
Although the code addresses the roles of test developers and test users separately, you will be following the standards for test users and, specifically, the section on selecting tests (refer to page 5 of the code, which is linked in the Required Resources). There are nine elements to consider when selecting a test. For this assessment, you will focus on the first four of these elements. You may choose to identify more than one category of interest if it applies to your academic and professional goals.
Your first step is to identify a test category that is relevant to your academic and professional career goals. Refer to the List of Tests by Type PDF in the Required Resources, which provides your choice of tests by category for this assessment.
Select a test category relevant to your professional training and goals. You will compare and contrast three tests from the category you choose in this assessment, selecting one test for in-depth analysis for the remaining three assessments in this course.
Access the Capella Library and conduct a search using the Mental Measurements Yearbook (MMY) database (linked in the Resources) to locate and read a review for each test. Mental Measurements Yearbook is available on the Databases A-Z page in the Capella Library. It is also linked in the Resources of this course. (Note: Do not access the Buros Web site directly from your web browser. If you do, Buros will request that you start an account to pay for the reviews. As a Capella learner, you can access these reviews without charge through the Capella University Library.)
Visit the publisher’s Web site for each test to obtain additional information.
Use the Capella library’s Databases A–Z: Psychology (linked in the Resources) to choose a database, for example, PsycINFO, PsycARTICLES, ERIC (education research), et cetera.
Search for peer-reviewed journal articles that are relevant to the four elements and each test. You can limit your search results by selecting journals only from the database.
Review the Required readings from your Standards text before beginning this assessment.
Instructions
Use the List of Tests by Type PDF in the Required Resources to select three tests from one or two categories. Select a test category that is relevant to your professional training and goals.
Use the Assessment 1 Template: Review and Selection of a Standardized Test worksheet in the Required Resources to complete this assessment.
For this assessment, assume the role of a professional in a setting related to your specialization.
Scenario
Knowing that you will be expected to provide an evidence-based rationale for your selection, construct a compare and contrast worksheet for your notes and prepare a summary of your analysis with academic references.
Record all information on the Assessment 1 Template: Review and Selection of a Standardized Test worksheet. There are three sections. The Scoring Guide criteria are italicized.
Section One: Test Review Table
Describe how the three selected tests and category are related to one’s area of specialization and career goal.
Identify a professional setting (specialization) and the three tests you researched and reviewed.
Select the three tests from a single category* using the List of Tests by Type document. The List of Tests by Type document identifies the 10 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, and (10) preschool.
*You may select a test from two categories, if it aligns with your professional goals.
Findings: Compare and contrast these three tests according to the Code’s first four (1–4) elements. Use the element title as a subheading under Findings.
Define the purpose for testing, the content and skills to be tested, and the intended test-takers for the three tests.
Element 1. “Define the purpose for testing, the content and skills to be tested, and the intended test takers” (Joint Committee on Testing Practices, 2004, p. 6, See #1). Describe your findings for all three tests, citing references. Use this section to introduce each test and report on each of the three elements: purpose, content and skills, and intended test-takers.
Describe the appropriateness of test content, skills tests, and content coverage for the intended purpose of testing for the three tests.
Element 2. Describe “the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing” (Joint Committee on Testing Practices, 2004, p. 6, See #2). Describe your findings for each test, citing references. Use this section to report on unique comments or research that evaluate any aspects of the appropriateness of each test. There may be a wide range of facets considering appropriateness that may be unique to each particular test under consideration.
Describe materials provided by test developers and whether the information provided is clear, accurate, and complete for the three tests.
Element 3. Describe “materials provided by test developers and select tests for which clear, accurate, and complete information is provided” (Joint Committee on Testing Practices, 2004, p. 6. See #3). Describe your findings for each test, citing references. Use this section to describe either reviews or your evaluation of the materials described in the sources you locate for each test under consideration.
Analyze the level of professional knowledge, skills, and training required to administer and interpret the three tests.
Element 4. “Select tests through a process that includes persons with appropriate knowledge, skills, and training” (Joint Committee on Testing Practices, 2004, p. 6. See #4). Include specific publisher information about test-user qualification (for example, Level A, B, or C; or other classification). Describe your findings for each test.
Section Two: Test Selection and Rationale
Compare and contrast the three tests based on Elements 1–4 in the code of Fair Testing Practices in Education.
Compare and contrast the three tests based on these four elements (i.e., I–IV).
Recommend one test for further analysis, based on analysis of Elements 1–4 of the Code of Fair Testing in Education.
Select one of the three tests which is most applicable to your current professional setting or to a setting you may choose in the future. Provide a rationale for test selection.
Section Three: References
Add references to support your analysis and rationale.
Additional Requirements
Write clearly and logically, with correct use of spelling, grammar. punctuation, mechanics, and APA format and style.
References: A minimum of nine references are required for this assessment.
Three Mental Measurements Yearbook test reviews from (one for each test).
Three test publisher Web sites (one for each test).
Three peer-reviewed journal articles (one for each test).
Current APA format and style is required throughout. Be sure to use correct format and style for each respective type of reference, for example, Web site versus journal).
Times New Roman font, 12 pt.
Double-spaced.
Reference
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from https://www.apa.org/science/programs/testing/fair-testing.pdf
MY AREA OF SPECIALIZATION WILL BE BEHAVIORAL LOOKING AT DRUGS AND ALCOHOL.
THE INSTRUCTOR HAS ASKED THAT YOU USE THE FOLLOWING WHICH CAN BE FOUND ONLINE AS ONE OF THE RESOURCES.
American Educational Research Association. (2014). Standards for educational and psychological testing. Washington, DC: Author.
Chapter 9, “The Rights and Responsibilities of Test Users,” pages 139–148.
Chapter 10, “Psychological Testing and Assessment,” pages 151–168
