Test Development Process Draft a memo in which you outline each of the stages in the development process that the assessment would have to undergo. End your memo
Test Development Process
Draft a memo in which you outline each of the stages in the development process that the assessment would have to undergo. End your memo with a list of potential problems or issues that you believe would have to be addressed and resolved if the dissociative identity disorder measure were ever to become a widely accepted measure of the disorder.
- Demonstrate your knowledge of the test development process by serving as an advisor to the would-be-test developer of an assessment that addresses dissociative identity disorder.
Make sure that you address the issues of reliability and validity, ethical dilemmas that might emerge, proper test administration and scoring concerns in your memo. Provide strong evidence for your assertions throughout your memo.
- Post your response to the Discussion Area by the due date assigned. Respond to at least two posts by the end of the week.
- Use an APA style reference list with in-text citations in your initial response.
- Use an APA style reference list with in-text citations in at least one of your two responses to classmates.
Responsible Test Administration.html
Responsible Test Administration
Administering a test brings with it many responsibilities. Whether it is being given in an individual or group setting, several duties need to be fulfilled in order for a test to be given in a completely ethical manner.
The test administrator needs to ensure that all procedures and protocol are being followed both by the individuals taking the test as well as the administrator. It is critical to follow the allotted testing time and to make sure that the environment in which the test is being given suits all test-takers and is quiet and comfortable. After collecting all tests, answer sheets and test materials must all be stored securely and individuals' confidentiality honored.
Analysis & Scoring.html
Analysis & Scoring
Open-ended responses can be difficult and time-consuming to assess because the depth of the information attained can be very great, and oftentimes does not fit neatly into one category for analysis.
Closed-ended questions require participants' responses to fit into a category decided upon by the creator of the test, and allow for analysis to be a much more straightforward process. A benefit of using closed-ended items is that they can easily be scored and statistically analyzed in order to draw conclusions from the data.
Frequency distributions, chi-square statistics, cross-tabulations and other statistical analyses are used to display and interpret information collected from the item responses.
Continuous responses are a way to avoid the dichotomous testing items, which limit individuals to two primary options. Summated-rating scales, likert scales, and visual scales are often used in order to give individuals more options, and, ideally, to obtain the responses that most accurately express an individual's actual opinions and feelings.
When scoring tests, it is important to keep in mind the different types of scoring that will be used depending on whether the format is open-ended or closed-ended. Also, considering whether the assessment would be most effective if attitudinal vs. behavioral will allow for accurate interpretation of results. Deciding which scale will allow for the most accurate responses is another vital aspect of scoring.
Finally, reviewing the types of issues and errors that are commonly made when using the measures you have chosen is an important step in finalizing a test.
In developing a psychological assessment there are a number of concepts that must be taken into consideration. There is a rigorous system that an assessment must go through from start to finish in order for the instrument to meet the criteria for reliability and validity that we discussed last week. For a brief overview of the steps involved see this chapter by Hamstra (n.d.) https://www.acgme.org/Portals/0/Hamstra_Royal_College_PD_Handbook_Chapter_12.pdf
The process of developing a strong assessment tool also facilitates the ethical integrity of the measurement. Follow the instructions above in outlining the development process and your application of process in relation to dissociative identity disorder.
Hamstra, S.J. (n.d.). Designing and selecting assessment instruments: focusing on competencies. Retrieved from https://www.acgme.org/Portals/0/Hamstra_Royal_College_PD_Handbook_Chapter_12.pdf
Creating Test Items.html
Creating Test Items
Before beginning to design any assessment tool, it is critical to have clearly defined the construct in measurable detail. After operationalizing this construct, the next step is to actually create the items to be included in the test.
There are three broad approaches to designing items:
Empirically generated items are chosen because they have been found to accurately demonstrate or measure the construct, even if the test maker does not understand why they work.
Theory-driven approaches require a thorough review of literature surrounding the construct to be measured. Items are specifically developed to match with the prevailing theory about the construct.
A combination of the two previous approaches is the rationally developed approach. Although this approach often begins with an idea for a construct which is deeply rooted in a theory, the research done to gain empirical support renders it neither purely empirically- or theoretically-driven.
One way to measure attitudes is to use paired comparisons. Individuals are presented pairs that they must choose from. It is often a forced-choice, meaning that they have to choose one or the other, even if they want to choose both or neither.
Ranking items along some dimension is another way to measure individuals' attitudes. The person is asked to place items in order based on their preference or judgment.
Using items in interval-level categories, a successive intervals approach allows us to see the true interval level of each item as well as the interval-level boundaries of the response categories.
A slightly different approach is the behavioral assessment technique. A common type of scale used in the behavioral approach is the behavioral observation scale, which is commonly seen in the workplace to evaluate employees.
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