Evaluation Of Test Materials And Procedures In Unit 2 You Se

Evaluation Of Test Materials And Proceduresin Unit 2 You Selected One

Evaluation of Test Materials and Procedures In Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test. In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code's sixth, seventh, and eighth elements.

The Code (2004) states that test users, "(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takers with disabilities who need special accommodations." For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test's construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers.

You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites. Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format , fair , fairness , bias , appropriate , accommodations , modifications , and computer or computer assisted.

Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements. For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the "Combined Review Allowed" column is marked "Yes," you can supplement your review with articles addressing the designated prior version of the test.

Note : In future courses, you may use the Capella library's Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. Note which tests have been designated as acceptable for searching prior test editions. If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.

Compose your findings into a paper using the following outline (please use these headings): Title page (required). Abstract (optional). Introduction: Identify the standardized test you selected in Unit 2, and its stated purpose. Test items and format. Identify type or format of test items. Identify formats of the test that are available (including alternate forms, audio, computer, et cetera). Identify the types of scores obtained from the test. (Include information about norms.) Evaluate and identify or cite positive aspects of test items and formats, directions, answer sheets, and score reports. Evaluate and identify or cite negative aspects of test items and formats, directions, answer sheets, and score reports. Summarize the quality and appropriateness of the test items and formats, directions, answer sheets, and score reports. Fair and appropriate materials. Identify or cite positive and negative aspects of test materials that minimize potentially offensive content or language. Explain. Identify or cite if the test allows appropriate modifications or accommodations. Explain how or why it does not allow such modifications or accommodations. Cite at least one AERA standard for Supporting Documentation for Tests (see Chapter 7 of your Standards for Educational and Psychological Testing text) that are implicated in either the positive or negative aspects of your selected test. Use of technology. Discuss and evaluate how advances in technology have been utilized or incorporated with your selected test to address test items and format. Discuss and evaluate how advances in technology have been utilized or incorporate with your selected test to address fair and appropriate materials. Synthesis of findings. Identify any major strengths you identified for your test in terms of test items and materials. Identify any weaknesses, even if they are relative, regarding your test in terms of test items and materials. Conclusions and recommendations. Evaluate your selected test based on the strengths and weaknesses, and advantages and disadvantages of the test items, materials, and their appropriateness. Make at least three recommendations about improvements that could be considered to improve the test, if applicable. Cite standards (AERA) to support each recommendation.

Paper For Above instruction

The evaluation of standardized tests is a vital aspect of ensuring fairness, accuracy, and appropriateness within educational and psychological assessment practices. For this analysis, the selected test is the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV), designed to measure adult intelligence across various domains. The WAIS-IV’s purpose is to provide comprehensive assessment of cognitive functioning and facilitate diagnosis, educational planning, and treatment planning. This paper critically evaluates the test's construction, item development, format, fairness, cultural sensitivity, and accommodations, drawing upon current scholarly literature and standards.

Test Items and Format

The WAIS-IV comprises a variety of formats, including traditional paper-and-pencil subtests, computer-assisted administration, and adaptive testing modes. Test items are primarily designed in various formats such as multiple-choice questions, digit span tasks, and block design tasks. The test yields multiple scores, such as Full Scale IQ, Index scores (Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed), and subtest scores. Normative data are extensively used to interpret scores, comparing individual results to a representative sample of the population, accounting for age, education, and cultural background.

Positive Aspects of Test Items and Formats

The WAIS-IV’s diverse item formats facilitate comprehensive assessment and accommodate different learning styles. Its computerized administration enhances efficiency, reduces evaluator bias, and provides standardized instructions, thereby improving reliability. The normative data are robust, allowing for accurate interpretation across diverse populations. The design ensures clarity in instructions, contributing to greater test fairness.

Negative Aspects of Test Items and Formats

However, some concerns exist regarding cultural bias in certain verbal comprehension items, which may disadvantage individuals from minority backgrounds. While efforts have been made to minimize offensive content, some language and contexts may still be culturally insensitive or outdated. Additionally, accessibility limitations may hinder test-takers with disabilities if accommodations are insufficient or not adequately integrated into the test design.

Fair and Appropriate Materials

The WAIS-IV has undergone extensive review to ensure materials are free from offensive content, following guidelines outlined by the American Educational Research Association (AERA). Some verbal items are carefully reviewed for cultural neutrality; however, ongoing cultural relevance remains a challenge. The test includes provisions for modifications and accommodations, such as extended time and alternative response formats, for individuals with disabilities, aligning with legal and ethical standards.

Use of Technology

Advances in technology have significantly enhanced the WAIS-IV through computerized administration options and digital scoring systems. Computer-based testing facilitates adaptive testing, allowing for more precise measurement tailored to test-taker responses. These technological innovations have improved test security, data accuracy, and efficiency, while also providing opportunities for accessible formats, such as audio administration for individuals with visual impairments.

Synthesis of Findings

The WAIS-IV exhibits considerable strengths, including comprehensive normative data, flexible administration formats, and technological integration. However, limitations remain regarding cultural bias in verbal content and the adequacy of accommodations for diverse disabilities. Its ongoing adaptation to technological advancements enhances its utility and fairness but demands continued vigilance to cultural sensitivity and accessibility.

Conclusions and Recommendations

Overall, the WAIS-IV is a robust and reliable instrument for assessing adult intelligence, supported by solid normative data and technological integration. Nonetheless, efforts should focus on minimizing cultural bias, expanding accommodations, and ensuring content relevance. Recommendations include updating verbal items for cultural neutrality, increasing training for test administrators on accommodations, and integrating newer multimodal formats, supported by AERA standards. These improvements would further enhance the test’s fairness, validity, and utility in diverse settings.

References

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing (2nd ed.). AERA.
• Wechsler, D. (2008). Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV). Pearson.
• Ercikan, K., & Roth, W.-M. (2016). Validation of Educational and Psychological Tests and Assessments. Routledge.
• Reynolds, C. R., & Kamphaus, R. W. (2015). Behavioral Assessment System for Children, Third Edition (BASC-3). Pearson.
• Gottfredson, L. S. (2013). Intelligence and societal outcomes. Intelligence, 41(5), 113-132.