PLEASE USE TEMPLATE ATTACHEDIn Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test.In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code's sixth, seventh, and eighth elements. The Code (2004) states that test users, "(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations."For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test's construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the "Combined Review Allowed" column is marked "Yes," you can supplement your review with articles addressing the designated prior version of the test.Note: In future courses, you may use the Capella library's Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. Note which tests have been designated as acceptable for searching prior test editions.If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.Instructions for the content of the paper are in the template located in the Resources. Write your assignment using the u07a1 Assignment Template [DOCX].Additional RequirementsYour paper should meet the following requirements:References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).Length of paper: At least five pages (not including title page, abstract, or references).Note: Your instructor may use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.ReferenceJoint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-t...

Understanding governance involves not only identifying who are the stakeholders but also how they interact and influence campus policy. By sharing insights from your own campus with classmates, you can better deduce how stakeholders affect, and are affected by, human resources.Post your response to the following questions:Which stakeholders would you rank most influential in your institution, and why?Which are lacking in power or influence, and why?What are these stakeholders’ primary concerns in regard to human resources and governance?How do you think human resources can best meet the needs of these diverse stakeholders? Required ReadingsKaplin, W. A., & Lee, B. A. (2009). A legal guide for student affairs professionals. (2nd ed.). San Francisco, CA: Jossey-Bass. Sec. 1.3, “The Governance of Higher Education"Copyright 2009 by Jossey-Bass. Reprinted by permission of Jossey-Bass via the Copyright Clearance Center.American Association of University Professors (AAUP). (n.d.). Statement on government of colleges and universities.Note: Retrieved July 18, 2011, from http://www.aaup.org/report/1966-statement-governme...Focus on the different stakeholders listed by this organization of university professors regarding their recommendations for productive governance, originally written in 1940 with notes added as recently as 2002.Garfield, T. K. (2008). Governance in a union environment. New Directions for Community Colleges, (141), 25–33.Morrison, J. D. (2008). Faculty governance and nontenure-track appointments. New Directions for Higher Education, (143), 21–27.The Regents of the University of California. Policy on student participation in governance at the University of California. (2011)Note: Retrieved from http://www.ucop.edu/ucophome/coordrev/ucpolicies/a...Thedwall, K. (2008). Nontenure-track faculty: Rising numbers, lost opportunities. New Directions for Higher Education, (143), 11–19. Required MediaCampus StakeholdersNote: The approximate length of this media piece is 8 minutes.Lauren Turner, Associate Vice Chancellor of Human Resources and Equal Opportunity and Outreach at the University of Massachusetts/Lowell, introduces the world of human resources in higher education from her perspective of almost 31 years in human resources at Mount Holyoke College in Massachusetts. TranscriptOptional ResourcesHolub, T. (2003). Contract faculty in higher education [Digest]. Washington, DC: ERIC Clearinghouse on Higher Education.Note: Retrieved from ERIC Education Research Information Center: http://eric.ed.gov/?id=ED482556Losey, M. R., Meisinger, S. R., & Ulrich, D. (2005). The future of human resource management: 64 thought leaders explore the critical HR issues of today and tomorrow. Hoboken, NJ: Wiley.Note: Retrieved from the Walden Library ebrary: http://auth.waldenulibrary.org/ezpws.exe?url=http:... . Section IV Section VBirnbaum, R. (1988). How colleges work: The cybernetics of academic organization and leadership. San Francisco, CA: Jossey-Bass.Chapter 1, “Problems of Governance, Management, and Leadership in Academic Institutions"