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Chapter 12: Testing and Assessment Chapter 13: Research and Evaluation
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| Date | 03.05.2017 | | Size | 16.76 Kb. |
| Testing: a subset of assessment - Testing: a subset of assessment
- Assessment includes:
- Informal Assessment
- Personality Testing
- Ability Testing
- The Clinical Interview
- See Figure 12.1, p. 396
You will be administering and interpreting assessment instruments - You will be administering and interpreting assessment instruments
- You may consult with others on their proper use
- You may use them in program evaluation and research
- You will read about them in the professional literature
- School counselors: Sometimes the only expert on assessment in the schools
- Other counselors: Will likely be using them in your setting and consulting with others who use them
- Why testing? Why not testing? Testing is an additional method of gaining information about your client
2200 BCE: Chinese developed essay type test for civil service employees - 2200 BCE: Chinese developed essay type test for civil service employees
- Darwin, set the stage for modern science and the examination of differences
- Wundt, Fechner: 1st experimental labs to examine differences in people
- Binet: Hired by Ministry of Public Education in France to develop intelligence test
- Binet test, later became “Stanford Binet”—revised by Terman
Spread of testing at beginning of 20th century: - Spread of testing at beginning of 20th century:
- Psychoanalysis spurred on development of objective and projective personality tests
- Industrial Revolution and need for vocational assessment
- WWI: Ability and personality tests used to determine placements of recruits
- 1940s and 1950s: advances in statistics led to better test construction
- 1980s and on: Personal computers make tests easier to develop, analyze, use, administer, and interpret
Ability Testing (Testing in the Cognitive Domain) (see Figure 12.2, p. 399) - Ability Testing (Testing in the Cognitive Domain) (see Figure 12.2, p. 399)
- Two types
- Achievement Testing (What one has learned)
- Aptitude Testing (What one is capable of learning)
- Achievement Testing
- Survey Battery Tests
- Diagnostic Tests (see Box 12.1, p. 400: PL 94-142)
- Readiness Tests
Ability Testing (Testing in the Cognitive Domain) (see Figure 12.2, p. 399) (Cont’d) - Ability Testing (Testing in the Cognitive Domain) (see Figure 12.2, p. 399) (Cont’d)
- Aptitude Tests (What one is capable of learning)
- Intellectual and Cognitive Functioning Testing
- Intelligence Tests
- Neuropsychological Assessment
- Cognitive Ability Tests
- Special Aptitude Tests
- Multiple Aptitude Tests
Personality Assessment (Testing in the Affective Domain; see Figure 12.3, p. 399) - Personality Assessment (Testing in the Affective Domain; see Figure 12.3, p. 399)
- Objective Tests
- Projective Tests
- Interest Inventories
- Informal Assessment (see Figure 12.4, p. 399)
- Observation
- Rating Scales (see Box 12.2, p. 404)
- Classification Systems (see Box 12.3)
- Environmental Assessment
- Records and Personal Documents
- Performance-Based Assessment
The Clinical Interview - The Clinical Interview
- Sets a tone for the types of information that will be covered during the assessment process
- Allows client to become desensitized to information that can be very intimate and personal
- Allows examiner to assess nonverbals of client while he or she is talking about sensitive information
- Allows examiner to learn problem areas firsthand
- Gives client and examiner opportunity to study other’s personality style to assure they can work together
Norm-referenced Tests - Norm-referenced Tests
- Your results are compared to your peer group
- Criterion-referenced Tests:
- Preset learning goals are established
- Examinee has increased time to meet educational goals
- Often used for individuals with learning disabilities
- Norm-Referenced and Criterion Tests Can Be Standardized or Non-Standardized
- Standardized: Given exactly the same way each time
- Non-Standardized: Vary in how administered. Generally not as rigidly researched as standardized tests (e.g., teacher made tests)
- See Table 12.1, p. 407
Relativity and Meaningfulness of Scores - Relativity and Meaningfulness of Scores
- Raw scores don’t hold much meaning unless you do something to them
- By comparing raw scores to those of an individual’s peer group, you are able to:
- See how the individual did in comparison to similar people
- Allow test takers who took the same test, but are in different norm groups to compare their results
- Allow an individual to compare his or her results on two different tests
Some statistics help us make meaning of test scores - Some statistics help us make meaning of test scores
- Measures of Central Tendency
- Measures of Variability
- Range
- Interquartile Range
- Standard Deviation
- See Figure 12.5, page 409
- See Figures 12.6 and 12.7; page 410 and 411
TYPES OF DERIVED SCORES - Percentile Rank
- T-Scores
- Deviation IQ
- SAT/GRE Type Scores
- ACT Scores
- Normal Curve Equivalents (NCEs)
- Stanines
- Sten Scores
- Grade Equivalent Scores
- Idiosyncratic Publisher-Derived Scores
A basic statistic not directly related to interpretation of test but crucial in test construction - A basic statistic not directly related to interpretation of test but crucial in test construction
- Ranges from -1.0 to +1.0
- The closer to -1.0 and +1.0 the strong the relationship between variables
- Positive correlation: tendency for two sets of scores to be related in same direction
- Negative correlation: tendency for two sets of scores to be related in opposite direction
- 0 = no relationship between variables
- See Figure 12.8, p. 413
Four Types - Four Types
- Validity: Is the test measuring what it’s supposed to measure?
- Reliability: Is the test accurate (consistent) in its measurement?
- Practicality: Is this a practical test to use?
- Cross-Cultural Fairness: Has the test been shown to be fair across different cultures?
Three types - Three types
- Content
- Criterion-Related
- Construct
- Experimental
- Convergent
- Discriminant
- Factor Analysis
- Face validity
- Not a “real” type of validity. Does the test, on the surface, seem to measure what it’s supposed to measure
- Some tests may be valid, but may not seem to be measuring what it’s supposed to measure
Is bias removed—as best as possible? - Is bias removed—as best as possible?
- Does it predict well for all cultural groups?
- Griggs v. Duke Power Company: Tests must show that they can predict for job performance
- A number of ethical and legal issues have been addressed (see later under “Ethical, Professional, and Legal Issues”)
- See Table 12.2, p.417: Summary of Types of Validity and Reliability
Four Types: - Four Types:
- Test-Retest
- Alternate (Parallel; Equivalent) Forms
- Split-Half (Odd-Even)
- Internal Consistency
- Cronbach’s Coefficient Alpha
- Kuder-Richardson
Is this a realistic test to give? - Is this a realistic test to give?
- Based on:
- Cost
- Time to administer
- Ease of administration
- Format of test
- Readability of test
- Ease of interpretation
Over 4000 assessment procedures - Over 4000 assessment procedures
- How do you find them:
- Publisher resource catalogs
- Journals
- Source Books and On-Line Source “Book” Information
- Buros Mental Measurement Yearbook
- Tests in Print
- Books on Testing and Assessment
- Experts
- The Internet
Info usually included: - Info usually included:
- Demographic information
- Reason for referral
- Family background
- Other relevant information (e.g., legal, medical, vocational)
- Behavioral observations
- Mental status
- Test results
- Diagnosis
- Recommendations
- Summary
Usually a few pages long - Usually a few pages long
- Problems with:
- Overuse of jargon
- Focusing on assessment procedures & downplaying person
- Focusing on person and downplaying assessment results
- Poor organization
- Poor writing skills
- Failure to take a position
- Demographics
Caution in Using Assessment Procedures - Caution in Using Assessment Procedures
- Cultural bias continues to exist in testing
- Standards and ethical codes have been developed to help us:
- Understand the cultural bias inherent in tests
- Know when a test should not be used due to bias
- Know what to do with test results when a test does not predict well for minorities
- Standards for effective use of assessment instruments
- Association for Assessment in Counseling’s Standards for Multicultural Assessment
- Code of Fair Testing in Education
- ACA Ethics Code
- Take A Stand—Do Something!
- Our duty and moral responsibility to do something when
- Tests have been administered improperly
- Tests are culturally biased and the bias is not addressed
- Cheating has taken place
- Tests were used with limited validity or reliability
Ethics - Ethics
- Guidelines for use of assessment instruments(see bottom p. 420)
- Informed consent
- Invasion of privacy and confidentiality
- Competence in the use of Tests
- Technology and Assessment
- Sometimes, counselor not used with computer-generated reports
- Issues of confidentiality and privacy
- Knowing laws relative to the impact of on-line technology
- Adequate training in technology
ETHICAL ISSUES - Ethics (Other Issues)
- Proper release of test results
- Selecting Tests
- Administering, Scoring and Interpreting Tests
- Keeping Tests Secure
- Picking up-to-date tests
- Proper Test Construction
- Professional Issues
- Computer-Driven Assessment Reports
- Can be very good
- Make sure they reflect “you”
- Professional Association
- Assoc. for Assessment in Counseling and Education (AACE)
Legal Issues - Legal Issues
- Americans with Disabilities Act: Accommodations must be made when taking tests for employment
- (FERPA) Buckley Amendment: Right to access school records, including test records
- Carl Perkins Act (PL98-524): Right to vocational assessment, counseling, and placement for disadvantaged
- Civil Rights Act (‘64) & Amendments: Tests must be shown to be valid for the job
Legal Issues (Cont’d) - Legal Issues (Cont’d)
- Freedom of Information Act: Right to access federal records, including test records
- PL94-142 and IDEIA: Right of students to be tested, at school’s expense, for a suspected disability that interferes with learning
- Section 504 of Rehabilitation Act: Instruments must measure person’s ability, not be a reflection of his or her disability
- HIPAA: Right of privacy of records, including test records
Assessment of clients is not just giving a test - Assessment of clients is not just giving a test
- Use multiple methods and be wise
- Remember, people can and will change over time
- Don’t view them as “stagnant” and always the same
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