PSY355 Cappella Analysis of test to the Code of Fair Testing Practices in Education Proof read , check for errors, put in proper APA formatNeeds to stay in

PSY355 Cappella Analysis of test to the Code of Fair Testing Practices in Education Proof read , check for errors, put in proper APA formatNeeds to stay in this template but need to be put in proper APA format,spacing, ect Report to the Court
Assessment 4: Report to the Court: (Name of Test)
Learner’s Name
PSY-FP7610, Section (__)
(Quarter, Year)
Capella University
Dr. __________________
1
Assessment 4: Report to the Court
Abstract
Conducting an analysis to evaluate if a test is done as per the practices outlined in the code
of fair testing is crucial. To carry out the analysis, there are various elements that have to
be put into consideration. The elements help us in determining whether the test is done in
the right way. The elements are nine in number and they are all crucial in the analysis.
The first element is a purpose which states why the test is conducted. The second is
appropriateness which is concerned with how the test is conducted and assessing if it is
appropriate. The third element is materials. It is crucial to use the correct materials to
achieve viable information. The fourth element is training. Training is crucial for test
users. The other elements include technical quality, test items and format, group
differences, modifications and accommodation, and test procedures and materials. The
paper also gives an executive summary and various recommendations.
2
Assessment 4: Report to the Court
Analysis of test to the Code of Fair Testing Practices in Education
Element 1. Purpose: Define the Purpose for Testing, the Content, and Skills Tested
It is crucial to acknowledge that 16PF – Fifth Edition (16PF 5) has various strengths
including the ability to provide an in-depth assessment of an individual. 16PF – Fifth
Edition (16PF 5) helps in comprehensively measuring personality and is applicable in
various settings (Bornstein, 2016). The main weakness of 16PF – Fifth Edition (16PF 5)
is that it measures various components of personality which makes it tedious. Based on
my evaluation, I recommend that 16PF – Fifth Edition (16PF 5) be used as opposed to
other instruments as it provides in-depth details about personality.
Element 2. Appropriateness: Evaluate Appropriateness of Test Content, Skills Tested, and
Content Covered
A critical examination of the 16PF – Fifth Edition (16PF 5) indicates that it is appropriate in
terms of the content and skills. 16PF – Fifth Edition (16PF 5) covers various factors that
are crucial in the measurement of skills and content for personality evaluation (Cooper,
2015). Additionally, the NEO Personality Inventory – 4 (NEO-4) is also appropriate for
personality evaluation. It is crucial to acknowledge that 16PF – Fifth Edition (16PF 5) is
the most appropriate as it covers various factors for personality evaluation and hence it is
likely to give more viable results.
Element 3. Materials: Evaluate Materials for Which Clear, Accurate, and Complete
Information Is Provided
With regards to element 3, it is crucial to acknowledge that 16PF – Fifth Edition (16PF 5)
3
Assessment 4: Report to the Court
provides various materials that ensure that the information it gives clear and accurate as
much as possible. The major strength of 16PF 5 is that it provides clear and accurate
information. Additionally, the information provided by NEO Personality Inventory – 4
(NEO-4) is also clear and accurate as it shows correlation with longer questionnaires
(Konstabel et al., 2017). The major weakness of the information provided by NEO-4 is
that it is less accurate, especially as the personality traits are inconsistent with the central
purpose of the instrument to assess employment training. Moreover, MCMI-IV also
provides clear and accurate information as it has the largest number of items and thus the
information is more specific (Choca & Grossman, 2015). I would highly recommend that
MCMI-IV be used more often to achieve better results with regards to personality traits.
Element 4. Training: Test Users have Appropriate Knowledge, Skills, and Training
With regards to 16PF 5, there is a specific level of professional knowledge required for the
interpretation of the information availed. It is, therefore, crucial to acknowledge that only
test users who have the knowledge would be able to interpret such information. With
regards to the above statement, it is evident that 16PF 5 may pose various challenges in
the analysis of the information and thus there is a need to have test users who possess the
required knowledge and skills. On the other hand, NEO-4 has a professional manual used
to interpret the information collected and this makes it more viable for test users as it
does not a certain level of professionalism. Additionally, MCMI-IV works on the same
principle as 16PF 5 as it requires test users with professional knowledge to interpret the
information gathered. Importantly, test users are expected to have completed a graduate
program to understand Millon’s theory (Choca & Grossman, 2015). Based on the above
evaluation, it is crucial to acknowledge that 16PF 5 and MCMI-IV meets the
4
Assessment 4: Report to the Court
requirements of element 4.
Element 5. Technical Quality
Synthesis of evidence of reliability.
With regards to reliability, MCMI-IV shows high levels of reliability as it is grounded on
principles that allow for consistency in the results gathered. Additionally, research
indicates that MCMI-IV has a strong item reliability index which makes more reliable
(Millon & Grossman, 2016). Moreover, there is internal consistency in the data availed
by MCMI-IV and as a result, it is reliable (Neo, 2019).
Synthesis of evidence of validity.
Based on validity, MCMI-IV has been proven to be valid. Research indicates that MCMIIV has a correlation between the recipients and demographics (Weiner, 2017). The
researchers found that the correlation was moderately high and as a result, MCMI-IV is
deemed valid. It is crucial to acknowledge that MCMI-IV is the most reliable and valid
test, as a result, it is most frequently used in the clinical field.
Element 6. Test Items and Format: Evaluate Test Items, Test Format, Directions, Manuals
and Scores
It is crucial to acknowledge that MCMI-IV has a format that makes it universally acceptable
for use as it also accommodates individuals with disabilities. Moreover, there are various
types of scores that are available for the test which makes it be used to assess personality
traits in diverse subgroups. One other reason why MCMI-IV is viable is that it has an
exhaustive test score which helps in providing better treatment to individuals with
psychological disorders (Grossman, 2015).
Element 7. Test Procedures and Materials: Evaluate Test Procedures and Materials to
5
Assessment 4: Report to the Court
Ensure That Potentially Offensive Content or Language is Avoided
Research indicates that MCMI-IV has positive aspects, especially in its test materials which
help in minimizing any offensive language and content. Additionally, MCMI-IV has
items that conform to DSM-5 criteria which makes it suitable in the diagnosis of
psychological disorders. Moreover, the test is administered by professionals which help
in eliminating abusive language.
Element 8. Modifications and Accommodations: Evaluate if Tests Provide Appropriately
Modified Forms or Procedures for Test Takers With Disabilities
A critical examination of MCMI-IV test indicates that it has modified administrations which
helps it to accommodate individuals with disabilities. Additionally, there are test formats
that apply to individuals with hearing impairment (Choca & Grossman, 2015). Advances
in technology have ensured that electronic test forms can be administered even to
individuals with disabilities.
Element 9. Group Differences: Evaluate Evidence on Performance of Test Takers of
Diverse Subgroups
The joint committee on Testing practices (JCTP) is a coordinating body that approves and
brings together organizations that have shown efforts to advance in the quality testing
practices. BASC is one of the basement methods that have been proved by JTCP since it
follows all the codes of research. In the past few months, JTCP completed its study on
developing the laws of the fair in testing practices in education. The system is a
professional guide that is meant to fulfill the obligations to provide as well as use the test
regardless of the sexual orientation, ethnicity, race, religion, origin, among other factors.
6
Assessment 4: Report to the Court
That is the main reason as to why element nine of this code is essential since it focuses on
fairness. In aspect nine, being fair is a primary consideration when all the components
tested are carefully standardized, and the administration conditions have helped in
ensuring they perform in the area of testing. Every test taker should be given an
opportunity to prepare for the test as well as being briefed about the general nature of the
test. The code mainly applies in the education, so it is convenient for all mode of testing
such as pencil and paper or computer-based test (Pearson 2017).
Having to understand the different types of standardized testing which are available is an
essential aspect for actually being able to incorporate test as well as measurements in the
field of psychology. The learner future goals are working in the children expert so as to
be able to deal with the troubled youth. Having a better understanding of the behavioral
test as well as all the elements of testing is very important for these goals. This is very
important to learn all through the course where the learner is supposed to focus on the
behavior of the children all through the course. This paper will evaluate the strength as
well as the weakness of element nine and give some recommendations on how to
improve that element. More so it provides a better understanding as well as further
suggestions on how it can be used best.
Element nine mostly focuses on the outcomes of diverse subgroups. There is very little or
no information at all about the effectiveness of behavioral basement of children in the
different ethnic groups. By evaluating the available evidence on the performance of the
test taker of a diverse group, then there is a need for determining the feasible performance
that might have been caused by unrelated skills. The testing requires children from the
age of 3 to 21, and the scores will vary depending on mental illness, level of competency
7
Assessment 4: Report to the Court
as well as gender. Whenever teacher or parent sees that a particular behavior might
influence their children behavior even in the future, then they should be put into an
individual assessment.
The main reason there is limited information after the BASC assessment is that the test is only
available in English and Spanish; hence, other groups are left outside. However, this
assessment is very active in trying to diagnose children behaviors. For instance, in a
situation where one is trying to understand how some diseases might affect their children
behavior in their academic performance or gender, then the assessment will provide
better results. The assent is essential, too at youth at risk. According to Thompson 2013,
BASC assessment acts as a great tool in assessing child at risk and hence being proven to
be a successful tool in the evaluation the student learners. When choosing the assent tool,
the administrator is supposed to consider various factors such as age as well as behavior
patterns that are underlying with the diagnosed mental illness, among other factors
(Thompson, 2013).The assessment looks into more in-depth perspectives on both the
stretch as well as the weaknesses of many individuals and especially children at
adolescent. For element 9, for instance, the assessment is looking into a diverse subgroup
of people. The information at this level is limited since it only focuses on two ethnic
groups; however, the learners believed that this is an excellent assent tool to identify the
various risk youth go through. At this point when they are blown to assess the behavioral
weaknesses, it is supposed to provide a treatment plan to the weakest group as well as
being able to provide solutions as to how they would strengthen their weaknesses. BASC
basement formula has the triangular approach that makes it even more useful. The three
methods are developing, enhance as well as have its preventive care. The assessment
8
Assessment 4: Report to the Court
incorporates many people in a broader spectrum that test takers are left with a lot of
varieties to choose and accommodate where applicable. Therefore, it includes all the
diverse subgroups (Dugbartey, 2017).
The primary purpose of the BASC assessment is trying to target the weakness of an
individual at an early age. This one will reduce cases of risk youth where many people at
their youth stage in life become difficult to be corrected. Understanding one’s behavior
earlier can help in improving their environment nice they will be able to provide a
targeted plan hence outcome all the difficulties associated with age or gender. At youth,
most of the people experience behavioral problems as well as peer influence. Especially
in colleges, hence having this assent will help in solving these problems that target most
youth. It will provide solutions on how to tackle their weaknesses educationally, socially,
or even at home.
Executive Summary
The paper discusses various aspects of tests with regards to the code of fair testing practices
in education. It is crucial to acknowledge that tests should be fair to achieve the set goals.
In the case where tests are not fair, then the results obtained would be biased and
inaccurate. There are various elements that are crucial in ensuring that tests are fair to
obtain valid and accurate results. The first element is purpose. Purpose help in explaining
the issues to be addressed. In this case, the matter of interest is personality traits. With
regards to the research conducted, 16PF 5 was found to the most viable as it helps in
providing detailed information about personality traits. 16PF 5 helps in providing an indepth assessment of an individual and, especially their personality traits. Additionally, the
other element is appropriateness. There is a dire need to ensure that the test content, skills
9
Assessment 4: Report to the Court
and scope of the content is appropriate for the population in question. With regards to the
assessment, both 16PF 5 and NEO-4 were found to be appropriate for the test as they
contain factors that are vital for the test and they exhaustively measure the skills and
content which is vital for personality evaluation. Moreover, the next element is materials.
It is crucial to acknowledge that materials used to be able to provide clear and accurate
information. Research indicates that 16PF 5 usually avails materials that can provide
clear and accurate information. On the other hand, NEO-4 also has the ability to provide
clear and accurate information although the accuracy of the information is questionable
since the personality traits under test are inconsistent with the key purpose of the
instrument. The other element is training. It is crucial to acknowledge that the test chosen
on should allow for training of the test users. With regards to the above statement, both
16PF 5 and MCIM-IV allow for training. Research indicates that 16PF 5 requires a
specific level of professional knowledge to allow the test users to interpret the
information obtained. Additionally, MCMI-IV also requires test users to have a certain
level of knowledge and should have pursued a graduate program for training. Moreover,
technical quality is the other element of the code of fair testing. A critical examination of
technical quality indicates that there are two major aspects taken into consideration, that
is, reliability and validity. From the evaluation of the test, it was evident that MCMI-IV is
the most suitable for the exercise as it is both reliable and viable. The other element is test
items and format. A critical examination of MCMI-IV indicates that it exists in multiple
formats which makes suitable for use for various subgroups including individuals with
disabilities. The other element is test procedures and materials. Research indicates that
MCMI-IV has the best test procedures and materials which make it suitable as a test.
10
Assessment 4: Report to the Court
Moreover, modifications and accommodation is the other element. MCMI-IV has various
modifications which make it suitable for all groups of people including those with
disabilities. The last element is group differences. With regards to group differences, it is
crucial to acknowledge that various tests should be employed for various groups of
people including children and adults. It is crucial to acknowledge that the BASC
assessment is usually not effective for every individual as it is only available in English
and Spanish.
Recommendations
There are various recommendations that should be employed in the test to improve on
various issues. The first recommendation is that the BASC assessment should be written
in other languages apart from English and Spanish which limits other people form
learning. Writing the BASC assessment in other languages would greatly promote
diversity as various groups of people would understand such assessments. Additionally, I
would recommend that there is a need to understand the behavior of various individuals
before conducting such test as this would ensure various needs of the groups of people
are catered for. Moreover, there is a need for extensive and intensive research, especially
on other tests apart to compare results obtained and make informed decisions about
personality evaluation and provide the best treatment to individuals with psychological
disorders.
11
Assessment 4: Report to the Court
References
Bornstein, R. F. (2016). Personality traits and dynamics. In APA handbook of clinical
psychology: Applications and methods, Vol. 3 (pp. 81-101). American Psychological
Association.
Choca, J. P., & Grossman, S. D. (2015). Evolution of the Millon Clinical Multiaxial Inventory.
Journal of Personality Assessment, 97(6), 541–549.
https://doi.org/10.1080/00223891.2015.1055753
Cooper, C. (2015). Individual differences and personality. Routledge.
Dugbartey, A. (2017). Test review of the BASC. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson
(Eds.), The twentieth mental measurements yearbook. Retrieved from the Burros
Institute’s Mental Measurements Yearbook online database.
Farrell, A. D., Sullivan, T. N., Goncy, E. A., & Le, A. H. (2016). Assessment of adolescents’
victimization, aggression, and problem behaviors: Evaluation of the problem behavior
frequency scale. Psychological Assessment, 28(6), 702-714. doi:10.1037/pas0000225
12
Assessment 4: Report to the Court
Gladman, M., & Lancaster, S. (2003). A Review of the Behavior Assessment System for
Children. School Psychology International, 24(3), 276-291.
doi:10.1177/01430343030243002
Hass, M.R., Brown, R.S., Brady. B., Johnson, D.B. (2010). Validating the BASC_TRS for Use
with Children and Adolescents with an Educational Diagnosis of Autism. Remedial and
Special Education, 33(3), 173-183. doi: 10.1177/0741932510383160
Kirk, J. W., Hutaff-Lee, C. F., Connery, A. K., Baker, D. A., & Kirkwood, M. W. (2014). The
relationship between the self-report BASC-2 validity indicators and performance validity
test failure after pediatric mild traumatic brain injury. Assessment, 21(5), 562-569.
10.1177/1073191114520626
Konold, T. (2017). Test review of the Behavior Assessment System for Children, Third Edition.
J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements
yearbook. Retrieved from the Burros Institute’s Mental Measurements Yearbook online
database.
Konstabel, K., Lönnqvist, J.-E., Leikas, S., García Velázquez, R., Qin, H., Verkasalo, M., &
Walkowitz, G. (2017). Measuring single constructs by single items: Constructing an even
shorter version of the “Short Five” personality inventory. PLOS ONE, 12(8), e0182714.
https://do…
Purchase answer to see full
attachment