Evaluate A Test's Items And Procedures For Appropriateness ✓ Solved

Evaluate a Test's Items and Procedures for Appropriateness and Fairness

Begin by filling in the document attached – replace highlighted text that is presented to help you develop a strong outline with requested content Title of Speech: [ Your title should announce the topic clearly, concisely, and creatively] Specific Purpose: Central Idea: INTRODUCTION I. (Attention) [Start with a catchy opening that gains audience’s attention. Do not simply announce the topic!] II. (Reveal Topic) [Tell what you are going to talk about – reveal your topic] III. (Relevancy) [Tell us why this topic is relevant/significant] IV. (Credibility) [State your credibility: what makes you an expert on the topic? What experience do you have with it?] V. (Preview) [Give us a preview of topics you will be discussing – this is the list of the main points below] Transition: [include a transition statement. Simple “Let’s begin by talking about x”—name first main point] BODY I. [Main Point I: In a full and complete sentence state your first main point] A. [Sub-point A: In a full and complete sentence state the first supporting point that provides justification for your Main Point I above] 1. [Sub-sub-point A: In a full and complete sentence state provide support for your Sub-point A above] 2. [Sub-sub-point B: In a full and complete sentence state provide support for your Sub-point A above] B. [Sub-point B: In a full and complete sentence state the first supporting point that provides justification for your Main Point I above] Transition: [Provide a transition that tells us that you finished talking about Main Point I, and are now moving on to Main Point II] II. [Main Point II: In a full and complete sentence state your second main point] A. [Sub-point A: In a full and complete sentence state the first supporting point that provides justification for your Main Point II above] 1. [Sub-sub-point A: In a full and complete sentence state provide support for your Sub-point A above] 2. [Sub-sub-point B: In a full and complete sentence state provide support for your Sub-point A above] B. [Sub-point B: In a full and complete sentence state the first supporting point that provides justification for your Main Point II above] Transition: [Provide a transition that tells us that you finished talking about Main Point II, and are now moving on to Main Point III] III. [Continue building your outline, add or remove points as you see fit] B. Transition: [Provide a transition that tells us that you finished talking about Main Point III, and are now moving on to Main Point IV, if you have one] Transition: [Provide a transition that tells us that you finished talking about all your main points, and are ready to wrap up. You may simply state “Let’s review”] CONCLUSION I. [Provide a review of Main Points] II. [End with a clincher/tag/exit line or final appeal] REFERENCES Please note: every point MUST come in at least a pair. This means that for every Subpoint A you should have at least a Subpoint B. For every sub-sub-point 1, there should at least be sub-sub-point 2. Add or remove additional supporting points as you see fit. Make sure that you do not have anything left blank. If you do not have a third supporting point, remove the number of letter accordingly.

Critically analyze a standardized test’s items and procedures for their appropriateness and fairness for its intended purpose and population. Your evaluation should consider multiple facets including test construction, item quality, content relevance, accessibility, and fairness, supported by peer-reviewed research and authoritative standards. Your analysis must articulate specific strengths and weaknesses, suggest evidence-based improvements, and cite relevant testing standards and literature, ensuring that your critique informs best practices for test development and application.

Sample Paper For Above instruction

Title of the Paper: An Evaluation of the GRE General Test for Fairness and Appropriateness in Diverse Populations

Introduction

Standardized assessments serve as pivotal tools in educational, clinical, and employment settings, providing objective metrics to inform critical decisions. The Graduate Record Examination (GRE) General Test, administered by the Educational Testing Service (ETS), is extensively used for graduate admissions across international institutions. Its purpose is to measure verbal reasoning, quantitative reasoning, and analytical writing skills, ostensibly designed to predict graduate school success (ETS, 2020). This paper offers a comprehensive evaluation of the GRE’s items and procedures concerning their appropriateness and fairness for a diverse candidate pool, drawing on recent research, standards, and reviews.

Test Items and Format

The GRE comprises multiple-choice questions, numeric entry, and essay components, delivered via computer-based testing and paper formats. The test includes adaptive components, especially in verbal and quantitative sections, which adjust difficulty based on prior responses (ETS, 2020). The scoring yields scaled scores for each section, alongside percentiles based on national norms. One positive aspect of the GRE’s format is its broad accessibility, with options for extended testing time and screen adjustments offered to test-takers with disabilities (ETS, 2020).

However, some criticisms have emerged regarding the potential cultural bias inherent in vocabulary items that favor certain linguistic backgrounds and the transparency of scoring procedures (Burton & Brodsky, 2019). The use of adaptive testing raises questions about the fairness for candidates unfamiliar with test-adaptive mechanisms but does enhance score precision. Overall, the structure offers detailed feedback and reliable norms but requires ongoing scrutiny to ensure fairness across demographic groups.

Materials and Content Fairness

Research indicates that some test questions may contain culturally biased content, disadvantaging non-native English speakers or individuals from diverse socio-economic backgrounds (Harrington, 2021). ETS has implemented measures such as reviewing items for cultural neutrality and providing practice materials to reduce these biases (ETS, 2020). Moreover, the test has provisions for accommodations, including extended time, separate testing environments, and assistive technologies, aligning with ADA standards (Americans with Disabilities Act, 1990). However, reports of inconsistent application and limited awareness of accommodation procedures persist, highlighting areas for improvement.

Utilization of Technology

The transition to computer-based testing has facilitated the deployment of in-test features that promote fairness, such as adjustable font sizes and screen reader compatibility (ETS, 2020). The use of AI-driven item analysis aids in continuous refinement of questions to mitigate bias. Yet, the reliance on technology raises concerns about equitable access, especially among test-takers from low-income backgrounds or regions with limited internet connectivity. The ongoing integration of technology must balance innovation with broad access to uphold fairness principles.

Summary of Findings

Overall, the GRE demonstrates considerable strengths, notably its extensive norming, accessibility accommodations, and technological enhancements. Nonetheless, weaknesses such as potential cultural bias in vocabulary, inconsistencies in accommodations, and access disparities suggest areas for improvement. Ensuring fairness requires continuous review and adaptation to evolving standards and societal contexts.

Conclusions and Recommendations

In conclusion, while the GRE serves as a valuable predictive tool, it must address identified fairness concerns to remain equitable. Recommendations include: (1) enhancing item review procedures with diverse panels to minimize cultural bias, supported by AERA standards (AERA, 2014); (2) standardizing accommodation procedures and increasing awareness among test centers; and (3) expanding access initiatives to ensure technological resources are available to disadvantaged populations. Implementing these improvements will foster a more just assessment landscape aligned with ethical standards.

References

• American Educational Research Association (AERA). (2014). Standards for Educational and Psychological Testing. American Educational Research Association.
• Burton, N. W., & Brodsky, A. (2019). Cultural Bias in Standardized Testing: Challenges and Solutions. Journal of Educational Measurement, 56(2), 324-341.
• Educational Testing Service (ETS). (2020). GRE General Test: Test Content and Format. ETS Publications.
• Harrington, H. (2021). Cultural Fairness in Testing: A Review of Recent Developments. International Journal of Testing, 21(3), 245-263.
• Office of Disability Rights. (1990). Americans with Disabilities Act (ADA). U.S. Department of Justice.