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Module Overview11.html

Test Development

Now that you have had a chance to see both how and why psychological assessments are used, we will begin to focus on understanding how these tests are developed. In order to do so, we must first answer the question, “What makes a good test?” When considering the answer to this question, we must look at factors such as reliability, validity, generalizability, and how a test was normed. We will further explore all of these terms in this week’s module. When researchers develop a test, they identify a specific population they want to study and develop a test that seeks to answer a specific question. For example, a researcher may want to see the impact of a certain new treatment on depression in adolescents. In order to answer this, the researcher must develop a test that measures the teens’ current level of depression and can be administered before and after the treatment.

When it comes time to develop the actual test, developers follow a five-step process, outlined in this module’s reading: test conceptualization, construction, tryout, analysis, and revision. A very important part of the construction phase is the item analysis, where actual test questions are chosen and evaluated. Developers also must decide upon the test construct of these questions (e.g., multiple choice, matching, completion, binary-choice, short-answer, or essay). In the latter phases of test development, researchers test the assessment and utilize a plethora of analyses to determine different types of reliability and validity. Based upon these results, items may be revised prior to launching the test.

Through this week’s module and its readings, you will gain a deeper understanding of what it is like to conceptualize the need for a test and then develop it. You will explore the ethics and cultural considerations that developers must take into account when developing such tests. By understanding the test development process, you gain the knowledge to recognize how certain tests were developed. You will be able to apply the learning objectives from this module to help you consider the development of the tests used in your vignettes for your final project.

Reading and Resources1.html

Required Resources

The following is a list of resources that will help you complete the activities in this module. Below each resource are a few guiding questions to consider as you read and review. You do not need to record or submit your answers to these questions.

Textbook:  Psychological Testing and Assessment, Chapters 4 and 8 As you read, think about the following:

Chapter 4

• What are the six assumptions of psychological testing?
• What constructs make up a good test?
• Differentiate between the terms reliability and validity.
• Identify and differentiate between the different norms of testing.

Chapter 8

• What are the steps to developing a test?
• Identify a few types of test constructs and identify the advantages and disadvantages of each.
• How are items developed (e.g., item analysis)?
• What are norms?

Development and Assessment of the Psychometric Properties of a Compassionate Care Questionnaire for Nurses This resource provides medical professionals’ perspectives on the concept of compassionate care.

Additional Support (Optional)

Psychology Unsafety in Schools: The Development and Validation of a Scale This article illustrates the test development process. It will help you to understand many of the ideas in this week’s course readings.

Module Two Short Paper Guidelines and Rubric.html

PSY 550 Module Two Short Paper Guidelines and Rubric

Overview

In this short paper, you will investigate what makes a good test and identify the various aspects of a good test. This will help you understand what goes into test development, why people choose a test, the advantages and limitations of tests, and who tests are developed for. It is important for you to understand this information in order to provide an analysis/evaluation of the chosen tests for the final project (including why the tests could answer the referral question, whether the tests are appropriate, and what the strengths and limitations of the test are).

Prompt

In this 3- to 5-page paper, you will explore the various aspects of a “good” test and address the following questions:

• How do developers make a test a good test?
• How do developers ensure validity and reliability?
• What are some cultural, environmental, and ethical considerations when creating a test?
• How is a test normed for a population?
• What are the differences between self-reported and administered tests? What are the strengths and weaknesses of each?

What to Submit

Your paper should be a 3- to 5-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Be sure to cite any references in APA format.

Module Two Short Paper Rubric

Criteria	Proficient (100%)	Needs Improvement (75%)	Not Evident (0%)	Value
A Good Test	Explains how developers make a good test	Explains how developers make a good test, but with inaccuracies or minimal details	Does not explain how developers make a good test	10
Validity and Reliability	Explains how developers ensure validity and reliability	Explains how developers ensure validity and reliability, but with inaccuracies or minimal details	Does not explain how developers ensure validity and reliability	20
Cultural, Environmental, and Ethical Considerations	Describes cultural, environmental, and ethical considerations when creating a test	Describes cultural, environmental, and ethical considerations when creating a test, but with inaccuracies or minimal details	Does not describe cultural, environmental, and ethical considerations when creating a test	30
Normed for a Population	Explains how a test is normed for a population	Explains how a test is normed for a population, but with inaccuracies or minimal details	Does not explain how a test is normed for a population	10
Self-Reported and Administered Tests	Differentiates between a self-report and an administered test, and describes strengths and weaknesses of each	Differentiates between a self-report and an administered test, and describes strengths and weaknesses of each, but with inaccuracies or minimal details	Does not differentiate between a self-report and an administered test, and does not describe strengths and weaknesses of each	20
Articulation of Response	Submission has no major errors related to citations, grammar, spelling, syntax, or organization	Submission has errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas	Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas	10
Total:	100%