Norm Referenced Assessments, reliability and Validity, Assessment development – Excelsior Writers | excelsiorwriters.com
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needs to be backed up with references 4 paragraphs please for each assignment.

Assignment 1

Norm-Referenced Assessment

An important aspect of using a norm-referenced assessment is the degree to which the norming group is representative of the target population to be assessed. Analyze available reviews for the Substance Abuse Subtle Screening Inventory (SASSI-3) in the Mental Measurements Yearbook. Evaluate the appropriateness of using SASSI-3 with young adult clients presenting problem drinking on a college campus. Incorporate one scholarly peer-reviewed article from the Capella Library to support your evaluation.

Link: for the assignment

Substance Abuse Subtle Screening Inventory–3 (The) By: Miller, Glenn A., 19830101, Vol. 15

Assignment 2

Reliability and Validity

Describe the relevance of psychometric properties in psychological testing.

After using the Reliability and Validity Exercise, further distinguish the types and significance of validity and reliability in test creation, application in counseling settings, and potential consequences of using assessment tools. Apply Coffman, Guerin, and Gottfried’s evaluation of the Parent-Child Relationship Inventory as a guide.

Links:

Reliability and validity of the Parent-Child Relationship Inventory (PCRI): Evidence from a longitudinal cross-informant investigation. By: Coffman, Jacqueline K., Guerin, Diana Wright, Gottfried, Allen W., Psychological Assessment, 10403590, 20060601, Vol. 18, Issue 2

This exercise reviews the fundamental concepts related to reliability and validity in assessment. There is one tab for reliability and one tab for validity. You will need to match the word or concept with the correct definition. You can use the exercise as many times as you need until you feel confident with your knowledge of these fundamental principle of reliability and validity.

RELIABILITY

Average Inter-Item Correlation

Correlations are added together and the average is computed for the groups of related items.

Average Item-Total Correlation

This approach uses inter-item correlations. For example, a total score is computed for six items, and the total is the seventh variable in the analysis.

Cronbach’s Alpha

This is the mathematic equivalent to the average of all possible split-half estimates for scores of a given sample.

Internal Consistency Reliability

Used to assess the consistency of the results across items within a test. This form of reliability measures the degree to which items on a test or scale measure the same construct.

Inter-Rater or Inter-Observer Reliability

Used to assess the degree to which different raters/observers give consistent estimates of the same phenomenon.

Parallel-Forms Reliability

Used to assess the consistency of the results of two tests constructed in the same way from the same content domain. This measure of reliability requires that there are multiple items designed to measure the same construct.

Reliability

Assesses the accuracy or precision of a measurement.

Split-Half Reliability

Assesses correlations between two halves of a test.

Test-Retest Reliability

Used to assess the consistency of a measure from one point in time to another.

VALIDITY

Concurrent

How well scores from two different tests given at same time correlate with each other.

Construct

How well a test or instrument measures a given psychological trait.

Content

Degree to which an instrument contains items related to the domain it is designed to measure.

Convergent

Correlation between scores obtained from different tests, which measure similar constructs.

Criterion Related

Degree to which a test correlates with some measure of performance.

Discriminant

Correlation between scores obtained from different tests, which measure different constructs.

Face

Degree to which an instrument measures what it appears to measure.

Predictive

Degree to which an instrument predicts some aspect of human behavior or performance.

Assignment 3

Inept Assessment Development

If you have not already done so, watch the Inept Assessment Development video in this unit’s study. Identify three errors in the creation of the presented assessment tool. Incorporate your text to apply key assessment concepts that demonstrate why identified methods were flawed.

Link:

Inept Assessment Development


Researcher 1 (R1): I have identified an area where there are no current assessment tools. If we can add this to our catalog, there is no doubt that we can make some sales. It is a no-brainer.

Researcher 2 (R2): Sounds great. What is it?

R1: The Fall Color Appreciation Test. The F-CAT.

R2: What is it? Who will want it?

R1: Who cares? It just sounds cool. There are plenty of assessments that do not measure anything useful. Someone will want to know who really appreciates fall color.

R2: OK, keep going. How will it measure fall color appreciation?

R1: This will be a true-false test with 20 items related to fall color. We will have items that will inquire whether the test-taker likes the colors associated with fall…red, orange, yellow, burnt umber.

R2: Burnt Umber? I remember that one from crayon boxes! Love it.

R1 – Next, we can see if the person likes other sensory experiences associated with fall, like the crunching of leaves and really earthy smells. The last group of items will explore whether the subject likes chilly weather.

R2 – This will be a piece of cake to put together! You put together a test group and I will have the FCAT ready to go in no time!

Two Weeks Later…

R1 – This is great! The F-CAT has nearly perfect reliability. The test-retest results are in. The same test group that I used from the office next door two weeks ago just took the F-CAT again. Their scores are nearly identical! We have got a winner!

R2 – Well, reliability is great, but what about validity? Did you see the faces of those people taking the test? They were completely annoyed. I heard one guy mutter that you have really lost it. If it wasn’t for the $5 gift cards I was handing out, they would not have stuck around.

R1 – Huh? Aw, come on. Just throw something together and make it look good. We just need to get this thing on the Internet so people can start buying it.

R2 – What does this stupid test really measure anyway? I mean, who cares if someone likes the sound of crunchy leaves? What does that have to do with their appreciation for fall color?!

R1 – Statistics can say anything we want! You just fix it up to look good. This is just a trait test. It is stable so it must be valid. I even checked the split half reliability and it is solid.

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