CNL-523 Topic 3: Short Answer Questions
1. What does the term reliability mean in testing and assessment?
Reliability is how consistently or dependably the test or assessment measure the characteristic being tested. In a clinical setting, psychologists only use assessment tools whose test results are consistent and dependable. Before choosing the test for use, assessors are required to read any reviews done on the test or the test manual to find out whether the reliability of the test tool meets expected standards. According to (Hathcoat, 2013), the acceptable reliability level varies in respect to the test type as well as the dependability of the chosen estimate. However, reliability of a test is based on estimations. Test manuals, for example, the standard error of measurement provides assessors with the expectable margin error which is probable in administering a particular test based on its imperfect reliability. If test scores are sufficiently the same, then reliability estimates are reported to be true for the population under assessment.
2. What does the term validity mean in testing and assessment?
Ronald (2017) defines validity as to what characteristics the test/ assessment measures and its suitability in measuring the particular attribute. In psychological testing and assessment, test validity informs the clinician whether the attributes under measurement are related to the client’s need or problem. According to (Swerdlik & Ronald, 2005), the meaning of test scores is given by its validity. Also, validity describes the rate at which a counselor may make certain predictions or conclusions about a client in reference to the obtained scores and results. In a nutshell, validity shows the fitness of a psychological test or assessment. Section E of the ACA Code of Ethics requires that therapists only use those tests and assessment instruments and procedures that have been proved to be valid for the specific problem for which they are being administered. Also, only the assessment tools that are suitable for the target client should be used.
3. Why is it important to have both validity and reliability?
Reliability and validity play significant purposes in tests and assessments. Under Section E of the ACA Code of Ethics, assessment tools have to be both valid and reliable for the individual target population they are being used. Principles of testing and assessment work interchangeably (Ronald, 2017). Under the reliability of tests, the law of assessment requires that clinicians make use of those tools that give…
….Continue Reading….
4. In testing and assessment what is norming?
In testing and assessment, (Hathcoat, 2013) defines norming as the norms construction process. Also, norming refers to a group of individuals’ typical performance on a psychological assessment. Tests comparing a person’s score against group scores are called norm-referenced assessments. According to (Poston & Hanson, 2010), norm-referenced assessment tests help clinicians make informed therapy decisions about an individual client and the client’s progress to recovery. In therapy, challenges of norming include accurately representing test scores and their interpretation. These concerns involve addressing the problems of understanding the test takers, sampling for representative scores, and calculating the many forms of scores based on specific client needs. Due to this, norming needs multiple considerations throughout the entire process. Psychologists rely on norming assessments to make informed and better decisions about an individual client’s progress to recovery in the course of the treatment. Comparison of the test-takers’ test scores ensures the success of the norming process.
5. Utilize your textbook to briefly explain each of the following concepts as they relate to psychological assessments/tests:
-
- Standardized testing:
- Non-standardized testing:
- Norm-referenced assessments:
- Criterion-referenced assessments:
- Group assessments:
- Individual assessments:
- Scales of measurement: S
- Measures of central tendency: In testing and assessments, measures of central tendency include mean, median, and mode(Ronald, 2017). Numeral data is interpreted using mean and median. In test score interpretation, mean is more sensitive than the median. On the other hand, mode is used by assessors to show the frequent score by test takers, media shows the test-takers middle score, and mean shows the average test-takers rating.
- Indices of variability: In testing and assessment, indices of variability show the index of richness applied to the test takers by the assessor(Swerdlik & Ronald, 2005). They include variance, standard deviation, range, and interquartile range. Indices of variability assist clinicians in spreading scores across the distribution area.
- Shapes and types of distribution: They include bimodal or uniform, right-skewed, symmetric, and left-skewed(Swerdlik & Ronald, 2005). Psychologists use shapes and types of distribution to represent test-takers’ test results. Data is visually represented for purposes of easy interpretation and analysis.
- Correlations: Correlations are used by psychologists to measure the rate at which two variables are interrelated(Hathcoat, 2013). In testing and assessment, only three results are possible: negative, positive, and no correlation.
References:
Hathcoat, J. D. (2013). Validity semantics in educational and psychological assessment. Practical Assessment, Research, and Evaluation, 18(1), 9.
Poston, J. M., & Hanson, W. E. (2010). A meta-analysis of psychological assessment as a therapeutic intervention. Psychological Assessment, 22(2), 203.
Ronald, J. C. (2017). Psychological Testing and Assessment (9th ed.). New York: McGraw-Hill Education.
Swerdlik, M. E., & Ronald, J. C. (2005). Psychological testing and assessment: An introduction to tests and measurement. Boston: McGraw-Hill.