Anastasi a & urbina s 1997 psychological testing pdf

STATISTICS CLASS

Tests and Measurement

Weekly Course Schedule This Weekly Course Schedule outlines the assignments and due dates for the course. For full assignment details and directions, refer to the corresponding area in the course.

Week 1 Historical Foundation and Overview

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).Upper Saddle River, NJ: Prentice Hall.

• Chapter 1, “Nature and Use of Psychological Tests” • Chapter 2, “Historical Antecedents of Modern Testing”

Anastasi, A. (1985). Psychological testing: Basic concepts and common misconceptions. In A. M. Rogers & C. J. Scheirer (Eds.), The G. Stanley Hall Lecture Series (Vol. 5, pp. 87–120). Washington, DC: American Psychological Association. Carroll, J. B. (1989). The Carroll model: A twenty-five year retrospective and prospective view. Educational Researcher, 18(1), 26–31.

Grove, W. M. (2005). Clinical vs. statistical prediction: The contribution of Paul E. Meehl. Journal of Clinical Psychology, 61(10), 1233–1243. Meyer, G. J., Finn, S. E., Eyde, L. D., Kay, G. G., Moreland, K. L., Dies, R. R., Eisman, E. J., Kubiszyn, T. W., & Reed, G. M. (2001). Psychological testing and psychological assessment: A review of evidence and issues. American Psychologist, 56(2), 128–165. Media Laureate Education, Inc. (Executive Producer). (2010). Historical foundations timeline. Baltimore, MD: Author.

Discussion 1 (Use the Discussion area)

Influence of Historical Events Post by Day 3 a brief description of the two historical events you chose. Explain how these historical events influenced the

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Week 1 Historical Foundation and Overview development of tests and measurement. Then, choose one of the two events and describe an historical example of test misuse and its consequences related to the event. Respond by Day 5 to at least two colleagues’ postings.

Discussion 2 (Use the Discussion area)

Interviewing vs. Testing

Post by Day 4 a brief explanation of differences between objective (testing) and subjective (interviewing) methods. Then provide your position, based on the scenario provided, on whether interviewing or psychological testing is a more effective evaluative method. Support your response using the Learning Resources and the current literature. Respond by Day 7 to at least two colleagues’ postings.

Final Project You will begin working on your Final Project next week. Please review the Final Project Guidelines located in the Week 1 Project area. Due Day 7 of Week 10.

Week 2 Purpose and Construction of Tests

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).Upper Saddle River: NJ. Prentice Hall.

• Chapter 17, “Major Contexts of Current Test Use”

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Psychological Association.

• Chapter 4, “Test Design and Development”

Reckase, M. D. (1996). Test construction in the 1990s: Recent approaches every psychologist should know. Psychological Assessment, 8(4), 354–359.

Schwarz, N., & Oyserman, D. (2001). Asking questions about behavior: Cognition, communication, and questionnaire construction. American Journal of Evaluation, 22(2), 127–160.

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Week 2 Purpose and Construction of Tests Wiggins, J. S., & Pincus, A. L. (1992). Personality structure and assessment. Annual Review of Psychology, 43, 473–504.

Final Project Dataset

Quiz Submit by Day 7 your completed Knowledge Assessment.

Discussion (Use the Discussion area)

Test Uses Post by Day 4 a brief description of the three tests you selected. Then explain appropriate uses of these tests. Finally, describe how you might use each test in a specific context, and provide a rationale for using each test in the context described. Respond by Day 6 to at least two colleagues’ postings.

Assignment Introduction to Assessment Project Submit by Day 7: Submit your construct of interest for your Final Project.

Week 3 Review of Statistical Concepts

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).Upper Saddle River, NJ: Prentice Hall.

• Chapter 3, “Norms and the Meaning of Test Scores” (pp. 49–54)

Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45(12), 1304–1312. Document: Test Specifications Template Document: Test Specifications Example (for reference) Media Laureate Education, Inc. (Executive Producer). (2010). Normal curve interactive. Baltimore, MD: Author. Laureate Education, Inc. (Executive Producer). (2010). Two tailed curve interactive. Baltimore, MD: Author.

Quiz Submit by Day 7 your completed Knowledge Assessment.

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Week 3 Review of Statistical Concepts

Discussion (Use the Discussion area)

Correlation

Post by Day 4 an example of a misleading correlation and an example of a meaningful correlation. Then explain the relationship between correlation and causation. Be specific and provide examples. Support your response using the Learning Resources and the current literature. Respond by Day 6 to at least two colleagues’ postings.

Assignment Test Specifications Submit by Day 7: completed Test Specifications for your Final Project test using the provided Test Specifications Template.

Week 4 Item Reliability

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.).Upper Saddle River, NJ: Prentice Hall.

• Chapter 4, “Reliability”

Schmidt, F. L., & Hunter, J. E. (1996). Measurement error in psychological research: Lessons from 26 research scenarios. Psychological Methods, 1, 199–223.

Schriesheim, C. A., & Hill, K. D. (1981). Controlling acquiescence response bias by item reversal: The effect on questionnaire validity. Educational and Psychological Measurement, 41(4), 1101–1114.

Traub, R. E., & Rowley, G. L. (1991). Understanding reliability. Educational Measurement: Issues and Practice, 10(1), 37–45. Wanous, J. P., & Hudy, M. J. (2001). Single-item reliability: A replication and extension. Organizational Research Methods, 4(4), 361–375.

Media Laureate Education, Inc. (Executive Producer). (2010). Scatter plot interactive. Baltimore, MD: Author.

Quiz Submit by Day 7 your completed Knowledge Assessment.

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Week 4 Item Reliability

Discussion (Use the Discussion area)

Test Item Reliability Post by Day 4 a brief description of a specific testing scenario. Then describe one reliable test item and one unreliable test item for that testing scenario. Finally, explain what determines whether an item is reliable or unreliable within the scenario you presented. Respond by Day 6 to at least two colleagues’ postings.

Assignment Feedback on Test Specifications Incorporate the feedback you received from your Instructor on the Test Specifications assignment. You do not need to submit anything this week.

Week 5 Test Reliability

Learning Resources

Readings American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Association.

• Chapter 2, “Reliability/Precision and Errors of Measurement”

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98– 104.

Wainer, H. (1986). Can a test be too reliable? Journal of Educational Measurement, 23(2), 171–173.

Discussion (Use the Discussion area)

Ensuring Test Reliability Post by Day 4 a description of factors you might consider and steps you might take to ensure reliability of the intelligence test. Explain why these factors and steps are important. Respond by Day 6 to at least two colleagues’ postings.

Assignment Developing Test Items Submit by Day 7 test items for your assessment.

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Week 6 Validity

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.

• Chapter 5, “Validity: Basic Concepts” • Chapter 6, ‘Validity: Measurement and Interpretation”

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Association.

• Chapter 1, “Validity”

Anastasi, A. (1986). Evolving concepts of test validation. Annual Review of Psychology, 37(1), 1–15.

Hunsley, J. & Meyer, G. J. (2003). The incremental validity of psychological testing and assessment: conceptual, methodological, and statistical issues. Psychological Assessment, 15(4), 446–455. Whitely, S. E. (1983). Construct validity: Construct representation versus nomothetic span. Psychological Bulletin, 93(1), 179–197.

Quiz Submit by Day 7 your completed Knowledge Assessment.

Discussion 1 (Use the Discussion area)

Item Critique Post by Day 3 the test items you developed in Week 5 and a description of the construct that you are measuring. Then provide constructive feedback to two of your colleagues about their test items, including potential suggestions for revision. Respond by Day 5 to at least two colleagues’ postings.

Discussion 2 (Use the Discussion area)

Construct Validity Post by Day 4 a description of the construct you selected. Then explain how you might assess the construct validity of a measure of that construct. Finally, explain the influence of reliability of your measure on the magnitude of its validity. Support your response using the Learning Resources and the current literature. Respond by Day 7 to at least two colleagues’ postings.

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Week 7 Response Formats

Learning Resources

Readings Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage.

• Chapter 3

Fisher, S. T., Weiss, D. J., & Dawis, R. V. (1968). A comparison of Likert and pair comparisons techniques in multivariate attitude scaling. Educational and Psychological Measurement, 28(1), 81– 94. Lissitz, R. W., & Green, S. B. (1975). Effect of the number of scale points on reliability: A Monte Carlo approach. Journal of Applied Psychology, 60(1), 10–13. McCrae, R. R. (1994). The counterpoint of personality assessment: Self-reports and observer ratings. Assessment, 1(2), 159–172. Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86(2), 420–428.

Discussion (Use the Discussion area)

Response Formats Post by Day 4 a description of two different response formats. Then explain the pros and cons of each for measuring your Final Project construct of interest. Finally, justify the use of each format in terms of psychological appropriateness. Support your response using the Learning Resources and the current literature. Respond by Day 6 to at least two colleagues’ postings.

Assignment

Interpreting a Factor Analysis Interpret the results of the factor analysis. You do not need to submit this analysis this week, but you should incorporate it into your Final Project report.

Week 8 Data Collection

Learning Resources

Readings Kline, T. (2005). Psychological testing: A practical approach to design and evaluation. Thousand Oaks, CA: Sage.

• Chapter 4

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Week 8 Data Collection Buchanan, T., Ali, T., Heffernan, T., Ling, J., Parrott, A. C., Rodgers, J., & Scholey, A. B. (2005) Nonequivalence of on-line and paper-and-pencil psychological tests: The case of the prospective memory questionnaire. Behavior Research Methods, 37(1), 148– 154. Naglieri, J., Drasgow, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., & Velasquez, R. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59(3), 150–162.

Discussion 1 (Use the Discussion area)

Sampling Post by Day 3 an explanation of the three most important considerations related to sampling that you would need to address in your Final Project. Explain how you might ensure that your sample represents the population of interest. Respond by Day 5 to at least two colleagues’ postings.

Discussion 2 (Use the Discussion area)

Optimizing Sampling and Data Collection Post by Day 4 a description of the information you anticipate collecting through your proposed Final Project instrument. Then explain how you would optimally define your sample and collect your data if you had unlimited resources. Finally, explain advantages and disadvantages of your chosen data collection method. Support your response using the Learning Resources and the current literature. Respond by Day 7 to at least two colleagues’ postings.

Assignment

Look Ahead to Statistical Analyses There is no Application Assignment this week; however, you should begin working on the Statistical Analyses Knowledge Assessment that is due in Week 9.

Week 9 Scales, Norms, and Score Comparability

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.

• Chapter 3, “Norms and the Meaning of Test Scores”

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Week 9 Scales, Norms, and Score Comparability American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Association.

• Chapter 5, “Scores, Scales, Norms, Score Linking, and Cut Scores”

Blanton, H., & Jaccard, J. (2006). Arbitrary metrics in psychology. American Psychologist, 61(1), 27–41. Gibbons, R. D., Weiss, D. J., Kupfer, D. J., Frank, E., Fagiolini, A., Grochocinski, V. J., Bhaumik, D. K., Stover, A., Bock, R. D., & Immekus, J. C. (2008). Using computerized adaptive testing to reduce the burden of mental health assessment. Psychiatric Services, 59(4), 361–368. Thurstone, L. L. (1925). A method of scaling psychological and educational tests. Journal of Educational Psychology, 16(7), 433– 451. Young, F. W. (1984). Scaling. Annual Review of Psychology, 35(1), 55–81.

Quiz Submit by Day 7 your completed Knowledge Assessment.

Discussion (Use the Discussion area)

Norming and Test Use Post by Day 4 the title and a brief description of the test and population you selected. Explain whether or not this test can be appropriately used with this population. Use the current literature to support your response. Respond by Day 6 to at least two colleagues’ postings.

Week 10 Ethical and Cross-Cultural Standards

Learning Resources

Readings Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall.

• Chapter 18, “Ethical and Social Considerations in Testing”

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological

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Week 10 Ethical and Cross-Cultural Standards testing. Washington, DC: American Educational Association.

• Chapter 6, “Test Administration, Scoring, Reporting and Interpretation”

• Chapter 7, “Supporting Documentation for Tests” • Chapter 3, “Fairness in Testing” • Chapter 8, “The Rights and Responsibilities of Test Takers” • Chapter 9, “The Responsibilities of Test Users” • Chapter 10, “Psychological Testing and Assessment” • Chapter 12, “Educational Testing and Assessment” • Chapter 11, “Workplace Testing and Credentialing”

American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx Cattell, R. B. (1979). Are culture fair intelligence tests possible and necessary? Journal of Research and Development in Education, 12(2), 3–13. Joint Committee on Testing. (2004). Code of Fair Testing Practices in Education. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/science/programs/testing/fair-code.aspx Rich, J., & Delgado, A. (2010). Measurement of vocational and educational aspiration and satisfaction among mental health clients. International Journal of Psychosocial Rehabilitation, 15(2), 91–98. Retrieved from http://www.psychosocial.com/IJPR_15/Vocational_Measurement_R ich.html

Sackett, P. R., Borneman, M. J., & Connelly, B. S. (2008). High stakes testing in higher education and employment: Appraising the evidence for validity and fairness. American Psychologist, 63(4), 215–227. Thissen, D., Steinberg, L., & Gerrard, M. (1986). Beyond group- mean differences: The concept of item bias. Psychological Bulletin, 99(1), 118–128. Zumbo, B. D. (2007). Three generations of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), 223–233.

Discussion Discussion: Test Misuse

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http://www.apa.org/ethics/code/index.aspx
http://www.apa.org/science/programs/testing/fair-code.aspx
http://www.psychosocial.com/IJPR_15/Vocational_Measurement_Rich.html
http://www.psychosocial.com/IJPR_15/Vocational_Measurement_Rich.html
Week 10 Ethical and Cross-Cultural Standards

(Use the Discussion area)

Post by Day 4 two potential effects of test misuse on individuals being tested and on the population at large. Support your answer with references to the APA Code of Ethics and other relevant standards. Respond by Day 6 to at least two colleagues’ postings.

Project

Final Project: Test Report Submit by Day 7: Final Test Report. Your report should be 5–7 pages, not including abstract and references.

Week 11 Current and Future Research

Learning Resources

Readings

• Embretson, S. (2004). The second century of ability testing: Some predictions and speculations. Measurement: Interdisciplinary Research and Perspectives, 2(1), 1–32.

• Naglieri, J. A., Drasgow, F., Schmit, M., Handler, L.,

Prifitera, A., Margolis, A., & Velasquez, R. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59(3), 150–162.

• Rich, J. (2007, July 1). Psychological testing: Old specialty,

new markets. The National Psychologist. Retrieved from http://nationalpsychologist.com/2007/07/psychological- testing-old-specialty-new-markets/10933.html

Discussion (Use the Discussion area)

Discussion: Trends in Psychological Measurement Post by Day 4 a brief summary of the article you selected and an explanation of how the article characterizes the trend. Finally, explain two implications of this trend in future testing, measurement, and research. Respond by Day 6 to at least two colleagues’ postings.

Quiz

Final Exam Complete the Final Exam by Day 7.

Other Assignments

Complete the Course Evaluation by Day 7.

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http://nationalpsychologist.com/2007/07/psychological-testing-old-specialty-new-markets/10933.html
http://nationalpsychologist.com/2007/07/psychological-testing-old-specialty-new-markets/10933.html
PSYC 8316/PSYC 8316P/PSYC 6315/PSYC 5315/COUN 6315/COUN 8315: Tests and Measurement
Weekly Course Schedule
Week 1
Historical Foundation and Overview
Week 2
Week 3