Psychological Assessment Project: Test Report Guidelines

Test Report Guidelines

Project: Final Project Guidelines: Test Report For your Final Project, you complete a psychological assessment project consisting of two parts. First, you design an original testing instrument. Then, instead of gathering data on your own test, you are provided with a set of test data to analyze. You compile the description of your test and the results of your analysis of the provided dataset into a 5- to 7-page APA Results Section report. Your Project report (your APA Results Section) must include: Your construct, test specifications, and test items Statistical analysis on dataset provided (MoneyData.sav -- found in the Week 2 Resources), including analysis of factor analysis, classical statistics, and reliability and validity measures REQUIRED READINGS Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 18, “Ethical and Social Considerations in Testing” American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational ). Are culture fair intelligence tests possible and necessary? Journal of Research and Development in Education, 12(2), 3–13. Cattell, R. B., Are culture fair intelligence tests possible and necessary?, Journal of Research and Development in Education. Copyright 1979 Journal of Research and Development in Education. Used with permission from the College of Education, University of Georgia via the Copyright Clearance Center. Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Washington, DC: American Psychological Association.. Rich, J., & Delgado, A. (2010). Measurement of vocational and educational aspiration and satisfaction among mental health clients. International Journal of Psychosocial Rehabilitation, 15(2), 91–98. Retrieved from http://www.psychosocial.com/IJPR_15/Vocational_Measurement_Rich.html. Sackett, P. R., Borneman, M. J., & Connelly, B. S. (2008). High stakes testing in higher education and employment: Appraising the evidence for validity and fairness. American Psychologist, 63(4), 215–227. Thissen, D., Steinberg, L., & Gerrard, M. (1986). Beyond group-mean differences: The concept of item bias. Psychological Bulletin, 99(1), 118–128. Zumbo, B. D. (2007). Three generations of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), 223–233. Three generations of DIF analyses: Considering where it has been, where it is now, and where it is going. Language Assessment Quarterly, 4(2), by Zumbo, the Copyright Clearance Center. Assignments pertain to the topic. Week 2 assignment Instructor comments: X, you identified an important construct. I look forward to seeing what survey items you create to assess your construct. Introduction to Assessment Project a brief description of the construct of interest for your Final Project to your Instructor for approval, including cited evidence from the empirical literature that helped you create an operational definition of this construct. The construct of interest for the final project will be on performance advances when concentration improves, according to Bailey, 2015. The psychological test will measure the concentration construct. "Concentration is the act of bringing together or focusing, as, for example, bringing one's thought processes to bear on a central problem or subject" (APA, 2020). The operational definition is defining concentration in performance and how concentration can affect adults' performance. We will use online surveys to conduct the tests because it is inexpensive (Saris, 2014).There are many different factors affection concentration mentioned in the tests, such as fatigue, stress, and noise. The test's validity will be provided because it will precisely measure the claim (Irwing et al., 2018). The tests' consistency and stability will be measured to ensure that the results are reliable (Cripps, 2017). Finally, the project will include the factors that can affect concentration positively and negatively. References APA (2020). Retrieved from: Improving Concentration: A Professional Resource for Assessing and Improving Concentration and Performance. London: Taylor and Francis Irwing, P., Booth, T., & Hughes, D. (2018). The Wiley handbook of psychometric testing: A multidisciplinary reference on survey, scale and test development. Hoboken, NJ: John Wiley & Sons Ltd Cripps, B. (2017). Psychometric testing: Critical perspectives. Chichester: Wiley Blackwell Saris, W. E. (2014). Design. Hoboken: Wiley. don Week 3 Instructor comments: Excellent work explaining your construct. I look forward to seeing your items once you have developed them. I did not see a sample item in your template, however. Test Specifications Template Determine whether you want to measure a trait, ability, emotional state, disorder, interest, attitude, or other construct: r Ability, such as musical skill, writing skill, intelligence, or reading comprehension, r Personality Trait, such as extroversion, creativity, or deviousness, r Disorder, such as anxiety, depression, or psychotic thought disorder, r Emotion, such as happiness or anger, r Attitude, such as authoritarianism or prejudice, r Interest, such as career-related interests. r Other: Describe the specific construct you want to measure in a word or two: Concentration impact on performance. Now describe the construct using several sentences. What behaviors are associated with the construct? Does it include more than one quality or dimension? Concentration is the ability to focus on one specific task at a time. The behaviors associated with concentration are stress, fatigue, loud noise, lack of sleep. Electronic devices will be used for distraction. The test will be conducted twice with different objectives. Describe your process for initially generating items. Will you interview experts? Review textbooks or journal articles? Look at diagnostic criteria in the DSM? Surveys will be used to test the participants, and the Lickert scale will measure the respondents’ perceptions of the test. The test scores will be recorded from the answers to the questionnaires. Textbooks will be use during the study. Think about the format and phrasing of your items. For instance, some tests use first-person statements, such as “I enjoy swimming,” while others use questions, such as “Do you enjoy swimming?” Other tests might use single-word prompts, such as “Swimming,” and ask for the test-taker to rate this and other words on a scale of 1–5 in order to indicate the degree of interest or enjoyment. Some tests use pictures rather than words, and some are administered to an informant other than the client, such as a parent or work supervisor. Think about the response format for your items. Yes/No responses or a Likert scale are popular for personality tests. If you use a Likert scale, consider how many response options there will be and whether your scale will have a neutral midpoint. Multiple-choice is a format that is familiar in academic tests. (Some tests use open-ended responses, but this is difficult to score and too complex for this exercise.) Now write one typical item for your test, demonstrating your item and response format: Self-reported and performance will be use during the study. The respondents will able to give their perceptions of the tests, and the Likert scale will use. How many items will your initial test include? Keep in mind that you need to create about twice as many test items initially, because you will discard about half of them during your item analysis. ______10____ Week 5 assignment Developing test items Instructor comments: Nice work creating interesting questions for this assignment Impact of concentration on performance This construct will measure the impact of concentration on performance. I developed a survey for individuals who have encountered concentration issues and behaviors that affected their performance. The survey consists of 20 questions where five questions are related to concentration history, ten questions are linked to concentration indications, and five questions are related to the effects of concentration on performance. I created open-ended, close-ended, self-reported, and 5-point Likert scale questions to allow interpretation and a clear understanding of the questions. Concentration history questions 1) How old are you?

2) How often do you concentrate when conducting an activity?

3) What challenges have you encountered on concentration?

4) Do you take any illicit drugs such as alcohol? Yes / No

5) Do you have any mental/memory issues such as depression? Yes / No Concentration indications

6) How would you rate your concentration level today?

7) How has your concentration level affected performance?

8) What is your degree of interest in concentration?

9) Have you ever experienced any concentration issues? Yes/ No

10) Do you experience anger or loss of control when addressing situations? Yes / No

11) Do you encounter challenges in concentrating at work? Yes/ No

12) How satisfied are you with your work performance on a scale of 1 to 5?

13) What factors affect your concentration level on performance?