Unformatted Attachment Preview
Created by Joshua Brown, Alexandra Mannerino, & Victoria Jacob*
Tutoring Resource Guide
For PSYC 421
Joshua Brown
2014-2015
*This document may not be
reproduced or distributed without the authors’ permission
Table of Contents
Introduction
2
Resources to Help Improve Studying and Test-Taking Skills
3
Resources Related to Content in Each Module
4
Six-Step Guide for Accessing Free Online Tutoring
7
1
Introduction
Given that it is difficult for me to provide custom one-on-one instruction for each
student in an online environment, this tutoring guide has been created to equip you with
a few extra resources that may help you as you learn the material for this course. While
you may find this additional material helpful, you are primarily
responsible for the formulas, format, and requirements presented in this
course’s lectures and assignment instructions.
This resource is not by any means exhaustive, and you may benefit from doing your own
searches for information with which you are particularly struggling. There are many
YouTube and Khan Academy videos as well as multiple reading materials on other
university websites that are available to help explain various statistics topics. You must
verify that the extra resources you are accessing are presenting information that is
accurate and consistent with this course’s textbook, lectures, and assignment
instructions. These three primary sources for the course should be used first and
foremost to learn this material. Any additional materials you choose to access should be
used simply to enhance the course content.
I hope you find this beneficial for your online learning experience.
Regards,
Joshua Brown
Adjunct Professor of Psychology
2
Resources to Help Improve Studying and Test-Taking Skills
Online Resources from Liberty University’s Bruckner Learning Center:
http://www.liberty.edu/index.cfm?PID=10554 – See list of free eBooks at bottom
of page for information on succeeding in college coursework
Khan Academy (free videos on multiple academic fields):
https://www.khanacademy.org/
The Online Writing Center:
http://www.liberty.edu/academics/graduate/writing/index.cfm?PID=17176
3
Resources Related to Content in Each Module
Module 1:
1. Reading material about key components of psychological testing and
assessment: http://psychcentral.com/lib/2011/what-is-psychologicalassessment/
2. Reading material on the history of psychological testing:
http://historyofpsychologicaltesting.wordpress.com/timeline/
3. Reading material on the history of psychological ethics:
http://www.thesapiensblog.com/2012/08/31/a-short-history-of-psychologicalethics/
_______________________________________________
Module 2:
1. Video on opening and uploading a file in SPSS:
http://www.youtube.com/watch?v=U3W4OkrOJNI
2. Video on basic SPSS review:
http://www.youtube.com/watch?v=g0G_GAdo268
3. Video on obtaining frequencies and descriptive statistics in SPSS:
https://www.youtube.com/watch?v=4CWeHF3Mn00
4. Video on the normal curve:
https://www.youtube.com/watch?v=gV1gUdFvI54
5. Video on putting charts into Word from SPSS:
http://www.youtube.com/watch?v=FDwGnWC5nQY
6. Video on APA formatting for tables:
http://www.youtube.com/watch?v=RM8Qj8KB_CI
7. Video on APA formatting for charts in Excel:
http://www.youtube.com/watch?v=GPCkfTDy7Fg
8. Video on creating subscale scores:
https://www.youtube.com/watch?v=ob-nnWkEhms
9. Video on obtaining SPSS Help:
http://www.youtube.com/watch?v=_wh8TbY5Keo
_______________________________________________
4
Resources Related to Content in Each Module
Module 3:
1. Reading material on reliability and validity:
http://www.uni.edu/chfasoa/reliabilityandvalidity.htm
2. Videos on calculating internal consistency in SPSS:
http://www.youtube.com/watch?v=2gHvHm2SE5s
http://www.youtube.com/watch?v=9rS49o1rdnk
3. Video on coding variables in SPSS:
https://www.youtube.com/watch?v=S4ULCYIXcoQ
4. Video on reverse scoring in SPSS:
https://www.youtube.com/watch?v=lrI_2N3LlQM
5. Video on choosing the best chart to represent your data:
https://www.youtube.com/watch?v=D9ker9SOIn8
6. Video on Paste Special: http://www.youtube.com/watch?v=ELajtj6g0sk
* Note on Paste Special: When trying to copy/paste a chart from SPSS to MS Word, I recommend using the
“Paste Special” feature. Edit labels, axes, and normal curves as necessary in SPSS using the Chart Editor feature.
Once you have the image (histogram, pie graph, etc) finalized in the Chart Editor, copy it. Go to MS Word and
select the ARROW below the paste icon and click on Paste Special. From there select the Enhanced Metafile
option and then OK. You can then resize the image accordingly. There is not a Youtube video on this for SPSS
but here is how it would look if doing it from Excel (they use the link option, you would not).
_______________________________________________
Module 4:
1. Video on types of scales: https://www.youtube.com/watch?v=hZxnzfnt5v8
2. Reading material on item analysis:
https://www.msu.edu/dept/soweb/itanhand.html
_______________________________________________
Module 5:
1. Video on Nature vs. Nurture debate: https://www.youtube.com/watch?v=PD33oWiOEg
2. Reading material on Wechsler Scales:
http://www.education.com/reference/article/measures-intelligence/
_______________________________________________
5
Resources Related to Content in Each Module
Module 6:
1. Reading material on Achievement and Aptitude Tests:
http://psychology.ucdavis.edu/sommerb/sommerdemo/stantests/mental.htm
2. Video on authentic assessment:
https://www.youtube.com/watch?v=v8TIEPuRwrg
_______________________________________________
Module 7:
1. Reading material on personality testing:
http://psychology.about.com/od/personality-testing/f/personality-testing.htm
2. Reading material on projective tests:
http://psychology.about.com/od/psychologicaltesting/f/projective-tests.htm
_______________________________________________
Module 8:
1. Reading material on uses of psychological assessment:
http://psychcentral.com/lib/2011/how-is-psychological-assessment-used/
2. Video on the different reasons for psychological testing:
https://www.youtube.com/watch?v=1Jj4yLVk5-w
3. Video on The Barnum Effect:
https://www.youtube.com/watch?v=si2HoscBLIw
6
Six-Step Guide for Accessing Tutoring Online
This tutoring is available for free from Liberty’s website. It offers you:
Free one-on-one tutoring sessions, available 24/7
Instant replays of previous sessions
More than 2,000 qualified tutors available
The ability to study with your favorite tutors and have access to their schedule of
availability
Access to services from your mobile phone with the Tutor.com To-Go app
To Access:
1. Go to the log-in page (be sure you are currently logged into your LU
online account)
2. Type “tutor.com” into the search bar
7
3. Click on “The Math Center”
4. Select “Statistics” (there is no tutoring option for Psychology, but
the math tutors will be able to help you with Statistics questions you
may have within this course; however, they may not be able to
help you with SPSS related questions)
8
5. After filling in the information about what you need help on, click the
orange “Connect” button at the bottom of the screen.
6. After clicking the Connect button, you will be connected with a tutor
who can help you. You will also have the option to upload your
homework documents so the tutor can see exactly what you are
working with.
9
PSYC 421
TEST EVALUATIONS PAPER INSTRUCTIONS
Psychometric Evaluation of Test
Each student will evaluate 3 psychological tests that are not covered in the textbook or in class
lectures. Utilize the Mental Measurement Yearbook found through the LibertyOnline Library to
help you select your tests. You are expected to choose 3 different psychological tests and report
on the psychometric properties of each test as well as explain why you chose the test. The
evaluation should be approximately 2 pages in length for each test. Current APA format is
expected.
This assignment will account for 200 points. Evaluations of each test will be graded on your
coverage of the purpose and design of the test, psychometric properties of the test, the
justification of why you choose the particular test, and the quality of your writing.
Psychometric Properties
1. Purpose: What is the purpose of the test (personality, screening, Marriage counseling,
placement for children, etc.)? Who developed it and why? How is it used?
2. Type: Paper and pencil? Computer based? What kind of items (T/F, likert, etc)? What kind of
score(s) do you get (percentile rank, z score, T, total and /or subscales?)
3. Norms & Administration: describe the normative sample. How is the test administered and
scored? Who can purchase?
•Norming data: define both the number and the specific type of individuals included in
the normative sample
4. R & V: reliability and validity information.
•Reliability data: correctly use the terms in the course to define the type of reliability
reported and provide the specific numerical value of the reliability statistic
•Validity data: correctly use the terms for two types of validity and provide statistical or
conceptual information for each
Justification
Why are you selecting this test for review? How is this relevant to what you are doing now
and/or future career plans?
Writing & Citations
On the first page of each review, give the full reference for the test itself(author(s), date
published/revised, name of test, and the publisher). In your evaluation, you will provide the
reviewer’s information about the quality of the test. There are several sources for tests reviews,
but the main ones are the Mental Measurements Yearbook (MMY) or Test in Print (TIP). If the
first source you choose does not have the information needed, find additional sources using the
LUO Library.
Page 1 of 2
PSYC 421
The following information you need for the Test Selection Assignment, and the Test Evaluation
Paper:
**A reference for a standardized test that is available through a publisher would look like this:
Kaufman, A. S., & Kaufman, N.L (1983a). Kaufman Assessment Battery for Children (K-ABC).
Circle Pines, NH: American Guidance Service.
**A reference for the RBI would look like this, since it is NOT available through a publisher, but
is only available through a journal article.
Eidelson, R. J., & Epstein, N. (1982). Cognition and relationship maladjustment: Development
of a measure of dysfunctional relationship beliefs. Journal of Consulting and Clinical
Psychology, 50(2), 715-720.
In-text citations will be necessary to cite the reviewer(s) of each of the tests you review. Then,
you should include a reference page with the full information about the test, as well as these
reviewers’ references (probably from the MMY or TIP). Include both the reference for the test
itself and the test reviews on the references page.
Here are the elements of the test review citation that would appear on the reference page.
1. Last name, first initial of author of the review
2. Year of MMY edition
3. Name of test being reviewed
4. Name(s) of the MMY editors
5. Title of the MMY edition
6. Indication that it is the electronic version of the MMY
7. Retrieved statement
Example of a citation to a test review
Anastasia, A. (1983). Test review of the K-ABC. In J.V. Mitchell, Jr. (Ed.), The ninth mental
measurements yearbook [electronic version]. Retrieved from the Buros Institute's Mental
Measurements Yearbook online database.
In the text, you would cite Anastasia (1983) to refer to the review, and Kaufman if you were
referring to information from the actual K-ABC administration manual or information from the
publisher.
•
Just a note of clarification: a test website should provide all the necessary psychometric
information about the test, but you shouldn’t be using that site for the review of the test.
That is where the MMY comes in. You need to look to the expert reviewers of a test for
their opinion on the psychometric properties and utility of the test, not just the test
creators’ perspective.
Page 2 of 2
Running head: TEST EVALUATIONS
1
Please Note: This is a sample paper meant to illustrate the general expectations and
parameters of the assignment. However, it is not meant to be an example of a perfect Test
Evaluation paper, as there are spelling and grammatical issues, as well as a lack of
complete information on all psychometric properties. Use this as a guide, but continue to
follow the guidelines outlined in the Test Evaluation Paper Instructions document.
Test Evaluations
Student of the Week
Liberty University
TEST EVALUATIONS
2
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
The AAMD Adaptive Behavior Scale School Edition (ABS-SE) is a first-person or third
party assessment designed to measure children’s personal independence and social skills. The
Adaptive Behavior Scale School Edition is a revision of the AAMD Adaptive behavior Scale,
Public School Version (ABS-PSV). The revision of this test includes an increase in the size of
the representativeness of the standardization sample, an extension of the age norms, the
development of factor scores, and the inclusion of an interpretive guide for parents making it the
most wide-ranging, standardized measure of adaptive behavior available (Elliott, 1981).
The ABS-SE is made up of 95 items which are grouped into 21 domains. The item format
varies among four types which are displayed somewhat irregularly in a 15 page assessment.
Elliott (1981), states that with his previous experience with this testing instrument he would
suggest that unless the respondent is familiar with the scale, it is best to complete at least part of
the assessment using the third party or interview arrangement. Most of the items are written in
behavioral or objective terms; but a few of the items are vague and subjective. A distinctive trait
of some of the items on the assessment is the ability to personalize the inventory. Elliott (1981),
explains that this is carried out by adding an explanation of a behavior of concern that fits within
am established sub-domain so its frequency can be rated. There are spate norms for males and
females and for children from different ethnic groups, ranging in age from 3 to 17.
Reliability data for this scale is limited. The only form of reliability in the technical
manual is the internal consistency of each factor using the coefficient alpha. The coefficient
alphas are high ranging from .71 to .97 (Elliot, 1981). Two types of validity data are given in the
ABS-SE manual, data on the relationship between adaptive behavior ratings and intelligence test
TEST EVALUATIONS
3
performance and data on the predictive power of the ABS-SE for accurately classifying normal
and mentally disabled children.
My younger brother has Oppositional Defiant Disorder, his disorder effects the way he
interacts with his teachers, peers, and family. Having a test that would aid our family and his
teachers in understanding how he adapts to new environments and situations would make
transitions at home and school much easier.
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
The Pediatric Attention Disorders Diagnostic Screener (PADDS) is designed to assist in
the diagnosis of Attention Deficit Hyperactivity Disorder in children between the ages of 6 and
12 years old. This screener uses many different measuring tools including a computer
administered diagnostic interview. Administration of the PADDS takes approximately 25-30
minutes, with an additional 10 minutes to enter data from parent and teacher reports, checklist
data, and behavioral observations. The assessment consists of three computer administered tasks.
Each task is given after a short period of practice and instruction that needs to be completed
before the program will allow a participant to move on to the next task. Feedback is given after
each response; correct or wrong will show on the screen depending on the response given to a
question. If the participant does not respondent within five seconds, the program will stop, and
that trial will ne scored as missed. Scoring is preformed immediately by the computer. The
results of the assessment give standard t-scores, z-scores, and percentile ranks.
Psychometric properties of the PADDS have been reported for internal consistency, testretest reliability reported ti be .85, concurrent validity (reported by correlation coefficients of -
TEST EVALUATIONS
.39 to .43 between three PADDS tests), convergent validity, discriminant validity, and construct
validity. The internal consistency coefficient has been reported to be .86 and the test-retest
reliability has been reported as .85. the test- retest interval was 1 to 2 years.
This test is used for identifying ADHD in young children. My younger brother was
diagnosed as having both Attention Deficit Disorder with Hyperactivity as well as an
Oppositional Defiant Disorder at the age of 9. This test would have been helpful because it tests
for ADHD at such a young age, and it would have saved a lot of unnecessary disciplinary action
given at home as well as in school. It would have helped in placing him in the proper schools
with teachers equip to handle students with multiple behavioral disorders earlier.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent FL: Lutz
The Personality Assessment Inventory- Adolescent (PAI-A) is a self report personality
questionnaire for clinical assessment for adolescents ranging in age from 12 to 18 years old.
Kade & Sandoval (2007) identifies this assessment as an objective test for personality, designed
to give insight on vital client variables in professional settings. The manual for the test provides
that there are 264 items that take participants 30-45 minutes to complete and examiners 10-15
minutes to score. Each item is answered on a 4-point likard scale ranging from false/not at all
true, to very true. The option of having computer based administration, scoring, and interpretive
report software is available. Analysis of the test instructions and items shows reading
comprehension at a fifth grade level is required for test completion.
Norms for the scores were based in 707 participants. The sample was not random,
because data was collected on 1,032 participants in matching demographics. Norms are not
4
TEST EVALUATIONS
5
broken down by age, ethnicity, or gender because observed group differences were typically
within the range of measurement error and account for less than 5% of the variance in scores.
There was an average test-retest reliability coefficient of .78 for the scales after a mean of
18 days. Kade & Sandoval (2007) explain that six validity studies were completed with samples
ranging from 77 to 1,160 and support the assessments criterion related validity. Kade &
Sandoval also provide that the PAI-A gives a much better alternative to the growing number of
other self report measures available for this age group in clinical decision making.
This test will be very helpful for my brother, whom I have previously mentioned in this
test evaluation, when he is older and starts venturing into more professional settings. It would be
very beneficial to be knowledgeable about the different aspects of his personality when sending
him to college or into the work place so that he may be as effective and productive as possible.
Knowing what affect his other behavioral disorders have on his personality will enable our
family to equip him with the tools necessary to succeed and achieve to his fullest potential.
TEST EVALUATIONS
6
References
Elliott, S. N. (1981). Test review of the AAMD Adaptive Behavior Scale, School Edition (ABSSE.) In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook. Retrieved from
the Buros University Mental Measurements Yearbook online database.
Kade, H. D.,Sandoval, J. (2007). Test review of the Personality Assessment InventoryAdolescent. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook.
Retrieved from the Buros University Mental Measurement Yearbook online database.
Mishra, R. K., Reed, J. (2008). The review of the Pediatric Attention Disorders Diagnostic
Screener. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurements yearbook. Retrieved
from the Buros University Mental Measurement Yearbook online database.
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent. FL: Lutz
PSYC 421
TEST EVALUATION PAPER GRADING RUBRIC
Evaluations of each test will be graded on your coverage of the psychometric properties of the
test, the justification of why you choose the particular test, and the quality of your writing.
Points
Possible
Psychometrics
Analyzes tests fairly and
rigorously
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
45
Identifies all major
psychometric properties
45
Logical synthesis of reviews
into own words
10
Justification
Points
Possible
Evidence that tests fit with goals
and/or experience
40
Writing
Points
Possible
Correct format for each
reference
20
Well written. Absence of
grammatical and spelling errors
20
Current APA format correct
throughout (title page, abstract,
in-text citations, reference page,
etc.)
Total
20
200
PSYC 421
TEST EVALUATIONS PAPER INSTRUCTIONS
Psychometric Evaluation of Test
Each student will evaluate 3 psychological tests that are not covered in the textbook or in class
lectures. Utilize the Mental Measurement Yearbook found through the LibertyOnline Library to
help you select your tests. You are expected to choose 3 different psychological tests and report
on the psychometric properties of each test as well as explain why you chose the test. The
evaluation should be approximately 2 pages in length for each test. Current APA format is
expected.
This assignment will account for 200 points. Evaluations of each test will be graded on your
coverage of the purpose and design of the test, psychometric properties of the test, the
justification of why you choose the particular test, and the quality of your writing.
Psychometric Properties
1. Purpose: What is the purpose of the test (personality, screening, Marriage counseling,
placement for children, etc.)? Who developed it and why? How is it used?
2. Type: Paper and pencil? Computer based? What kind of items (T/F, likert, etc)? What kind of
score(s) do you get (percentile rank, z score, T, total and /or subscales?)
3. Norms & Administration: describe the normative sample. How is the test administered and
scored? Who can purchase?
•Norming data: define both the number and the specific type of individuals included in
the normative sample
4. R & V: reliability and validity information.
•Reliability data: correctly use the terms in the course to define the type of reliability
reported and provide the specific numerical value of the reliability statistic
•Validity data: correctly use the terms for two types of validity and provide statistical or
conceptual information for each
Justification
Why are you selecting this test for review? How is this relevant to what you are doing now
and/or future career plans?
Writing & Citations
On the first page of each review, give the full reference for the test itself(author(s), date
published/revised, name of test, and the publisher). In your evaluation, you will provide the
reviewer’s information about the quality of the test. There are several sources for tests reviews,
but the main ones are the Mental Measurements Yearbook (MMY) or Test in Print (TIP). If the
first source you choose does not have the information needed, find additional sources using the
LUO Library.
Page 1 of 2
PSYC 421
The following information you need for the Test Selection Assignment, and the Test Evaluation
Paper:
**A reference for a standardized test that is available through a publisher would look like this:
Kaufman, A. S., & Kaufman, N.L (1983a). Kaufman Assessment Battery for Children (K-ABC).
Circle Pines, NH: American Guidance Service.
**A reference for the RBI would look like this, since it is NOT available through a publisher, but
is only available through a journal article.
Eidelson, R. J., & Epstein, N. (1982). Cognition and relationship maladjustment: Development
of a measure of dysfunctional relationship beliefs. Journal of Consulting and Clinical
Psychology, 50(2), 715-720.
In-text citations will be necessary to cite the reviewer(s) of each of the tests you review. Then,
you should include a reference page with the full information about the test, as well as these
reviewers’ references (probably from the MMY or TIP). Include both the reference for the test
itself and the test reviews on the references page.
Here are the elements of the test review citation that would appear on the reference page.
1. Last name, first initial of author of the review
2. Year of MMY edition
3. Name of test being reviewed
4. Name(s) of the MMY editors
5. Title of the MMY edition
6. Indication that it is the electronic version of the MMY
7. Retrieved statement
Example of a citation to a test review
Anastasia, A. (1983). Test review of the K-ABC. In J.V. Mitchell, Jr. (Ed.), The ninth mental
measurements yearbook [electronic version]. Retrieved from the Buros Institute's Mental
Measurements Yearbook online database.
In the text, you would cite Anastasia (1983) to refer to the review, and Kaufman if you were
referring to information from the actual K-ABC administration manual or information from the
publisher.
•
Just a note of clarification: a test website should provide all the necessary psychometric
information about the test, but you shouldn’t be using that site for the review of the test.
That is where the MMY comes in. You need to look to the expert reviewers of a test for
their opinion on the psychometric properties and utility of the test, not just the test
creators’ perspective.
Page 2 of 2
Running head: TEST EVALUATIONS
1
Please Note: This is a sample paper meant to illustrate the general expectations and
parameters of the assignment. However, it is not meant to be an example of a perfect Test
Evaluation paper, as there are spelling and grammatical issues, as well as a lack of
complete information on all psychometric properties. Use this as a guide, but continue to
follow the guidelines outlined in the Test Evaluation Paper Instructions document.
Test Evaluations
Student of the Week
TEST EVALUATIONS
2
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
The AAMD Adaptive Behavior Scale School Edition (ABS-SE) is a first-person or third
party assessment designed to measure children’s personal independence and social skills. The
Adaptive Behavior Scale School Edition is a revision of the AAMD Adaptive behavior Scale,
Public School Version (ABS-PSV). The revision of this test includes an increase in the size of
the representativeness of the standardization sample, an extension of the age norms, the
development of factor scores, and the inclusion of an interpretive guide for parents making it the
most wide-ranging, standardized measure of adaptive behavior available (Elliott, 1981).
The ABS-SE is made up of 95 items which are grouped into 21 domains. The item format
varies among four types which are displayed somewhat irregularly in a 15 page assessment.
Elliott (1981), states that with his previous experience with this testing instrument he would
suggest that unless the respondent is familiar with the scale, it is best to complete at least part of
the assessment using the third party or interview arrangement. Most of the items are written in
behavioral or objective terms; but a few of the items are vague and subjective. A distinctive trait
of some of the items on the assessment is the ability to personalize the inventory. Elliott (1981),
explains that this is carried out by adding an explanation of a behavior of concern that fits within
am established sub-domain so its frequency can be rated. There are spate norms for males and
females and for children from different ethnic groups, ranging in age from 3 to 17.
Reliability data for this scale is limited. The only form of reliability in the technical
manual is the internal consistency of each factor using the coefficient alpha. The coefficient
alphas are high ranging from .71 to .97 (Elliot, 1981). Two types of validity data are given in the
ABS-SE manual, data on the relationship between adaptive behavior ratings and intelligence test
TEST EVALUATIONS
3
performance and data on the predictive power of the ABS-SE for accurately classifying normal
and mentally disabled children.
My younger brother has Oppositional Defiant Disorder, his disorder effects the way he
interacts with his teachers, peers, and family. Having a test that would aid our family and his
teachers in understanding how he adapts to new environments and situations would make
transitions at home and school much easier.
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
The Pediatric Attention Disorders Diagnostic Screener (PADDS) is designed to assist in
the diagnosis of Attention Deficit Hyperactivity Disorder in children between the ages of 6 and
12 years old. This screener uses many different measuring tools including a computer
administered diagnostic interview. Administration of the PADDS takes approximately 25-30
minutes, with an additional 10 minutes to enter data from parent and teacher reports, checklist
data, and behavioral observations. The assessment consists of three computer administered tasks.
Each task is given after a short period of practice and instruction that needs to be completed
before the program will allow a participant to move on to the next task. Feedback is given after
each response; correct or wrong will show on the screen depending on the response given to a
question. If the participant does not respondent within five seconds, the program will stop, and
that trial will ne scored as missed. Scoring is preformed immediately by the computer. The
results of the assessment give standard t-scores, z-scores, and percentile ranks.
Psychometric properties of the PADDS have been reported for internal consistency, testretest reliability reported ti be .85, concurrent validity (reported by correlation coefficients of -
TEST EVALUATIONS
.39 to .43 between three PADDS tests), convergent validity, discriminant validity, and construct
validity. The internal consistency coefficient has been reported to be .86 and the test-retest
reliability has been reported as .85. the test- retest interval was 1 to 2 years.
This test is used for identifying ADHD in young children. My younger brother was
diagnosed as having both Attention Deficit Disorder with Hyperactivity as well as an
Oppositional Defiant Disorder at the age of 9. This test would have been helpful because it tests
for ADHD at such a young age, and it would have saved a lot of unnecessary disciplinary action
given at home as well as in school. It would have helped in placing him in the proper schools
with teachers equip to handle students with multiple behavioral disorders earlier.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent FL: Lutz
The Personality Assessment Inventory- Adolescent (PAI-A) is a self report personality
questionnaire for clinical assessment for adolescents ranging in age from 12 to 18 years old.
Kade & Sandoval (2007) identifies this assessment as an objective test for personality, designed
to give insight on vital client variables in professional settings. The manual for the test provides
that there are 264 items that take participants 30-45 minutes to complete and examiners 10-15
minutes to score. Each item is answered on a 4-point likard scale ranging from false/not at all
true, to very true. The option of having computer based administration, scoring, and interpretive
report software is available. Analysis of the test instructions and items shows reading
comprehension at a fifth grade level is required for test completion.
Norms for the scores were based in 707 participants. The sample was not random,
because data was collected on 1,032 participants in matching demographics. Norms are not
4
TEST EVALUATIONS
5
broken down by age, ethnicity, or gender because observed group differences were typically
within the range of measurement error and account for less than 5% of the variance in scores.
There was an average test-retest reliability coefficient of .78 for the scales after a mean of
18 days. Kade & Sandoval (2007) explain that six validity studies were completed with samples
ranging from 77 to 1,160 and support the assessments criterion related validity. Kade &
Sandoval also provide that the PAI-A gives a much better alternative to the growing number of
other self report measures available for this age group in clinical decision making.
This test will be very helpful for my brother, whom I have previously mentioned in this
test evaluation, when he is older and starts venturing into more professional settings. It would be
very beneficial to be knowledgeable about the different aspects of his personality when sending
him to college or into the work place so that he may be as effective and productive as possible.
Knowing what affect his other behavioral disorders have on his personality will enable our
family to equip him with the tools necessary to succeed and achieve to his fullest potential.
TEST EVALUATIONS
6
References
Elliott, S. N. (1981). Test review of the AAMD Adaptive Behavior Scale, School Edition (ABSSE.) In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook. Retrieved from
the Buros University Mental Measurements Yearbook online database.
Kade, H. D.,Sandoval, J. (2007). Test review of the Personality Assessment InventoryAdolescent. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook.
Retrieved from the Buros University Mental Measurement Yearbook online database.
Mishra, R. K., Reed, J. (2008). The review of the Pediatric Attention Disorders Diagnostic
Screener. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurements yearbook. Retrieved
from the Buros University Mental Measurement Yearbook online database.
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent. FL: Lutz
PSYC 421
TEST EVALUATION PAPER GRADING RUBRIC
Evaluations of each test will be graded on your coverage of the psychometric properties of the
test, the justification of why you choose the particular test, and the quality of your writing.
Points
Possible
Psychometrics
Analyzes tests fairly and
rigorously
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
45
Identifies all major
psychometric properties
45
Logical synthesis of reviews
into own words
10
Justification
Points
Possible
Evidence that tests fit with goals
and/or experience
40
Writing
Points
Possible
Correct format for each
reference
20
Well written. Absence of
grammatical and spelling errors
20
Current APA format correct
throughout (title page, abstract,
in-text citations, reference page,
etc.)
Total
20
200
PSYC 421
TEST EVALUATIONS PAPER INSTRUCTIONS
Psychometric Evaluation of Test
Each student will evaluate 3 psychological tests that are not covered in the textbook or in class
lectures. Utilize the Mental Measurement Yearbook found through the LibertyOnline Library to
help you select your tests. You are expected to choose 3 different psychological tests and report
on the psychometric properties of each test as well as explain why you chose the test. The
evaluation should be approximately 2 pages in length for each test. Current APA format is
expected.
This assignment will account for 200 points. Evaluations of each test will be graded on your
coverage of the purpose and design of the test, psychometric properties of the test, the
justification of why you choose the particular test, and the quality of your writing.
Psychometric Properties
1. Purpose: What is the purpose of the test (personality, screening, Marriage counseling,
placement for children, etc.)? Who developed it and why? How is it used?
2. Type: Paper and pencil? Computer based? What kind of items (T/F, likert, etc)? What kind of
score(s) do you get (percentile rank, z score, T, total and /or subscales?)
3. Norms & Administration: describe the normative sample. How is the test administered and
scored? Who can purchase?
•Norming data: define both the number and the specific type of individuals included in
the normative sample
4. R & V: reliability and validity information.
•Reliability data: correctly use the terms in the course to define the type of reliability
reported and provide the specific numerical value of the reliability statistic
•Validity data: correctly use the terms for two types of validity and provide statistical or
conceptual information for each
Justification
Why are you selecting this test for review? How is this relevant to what you are doing now
and/or future career plans?
Writing & Citations
On the first page of each review, give the full reference for the test itself(author(s), date
published/revised, name of test, and the publisher). In your evaluation, you will provide the
reviewer’s information about the quality of the test. There are several sources for tests reviews,
but the main ones are the Mental Measurements Yearbook (MMY) or Test in Print (TIP). If the
first source you choose does not have the information needed, find additional sources using the
LUO Library.
Page 1 of 2
PSYC 421
The following information you need for the Test Selection Assignment, and the Test Evaluation
Paper:
**A reference for a standardized test that is available through a publisher would look like this:
Kaufman, A. S., & Kaufman, N.L (1983a). Kaufman Assessment Battery for Children (K-ABC).
Circle Pines, NH: American Guidance Service.
**A reference for the RBI would look like this, since it is NOT available through a publisher, but
is only available through a journal article.
Eidelson, R. J., & Epstein, N. (1982). Cognition and relationship maladjustment: Development
of a measure of dysfunctional relationship beliefs. Journal of Consulting and Clinical
Psychology, 50(2), 715-720.
In-text citations will be necessary to cite the reviewer(s) of each of the tests you review. Then,
you should include a reference page with the full information about the test, as well as these
reviewers’ references (probably from the MMY or TIP). Include both the reference for the test
itself and the test reviews on the references page.
Here are the elements of the test review citation that would appear on the reference page.
1. Last name, first initial of author of the review
2. Year of MMY edition
3. Name of test being reviewed
4. Name(s) of the MMY editors
5. Title of the MMY edition
6. Indication that it is the electronic version of the MMY
7. Retrieved statement
Example of a citation to a test review
Anastasia, A. (1983). Test review of the K-ABC. In J.V. Mitchell, Jr. (Ed.), The ninth mental
measurements yearbook [electronic version]. Retrieved from the Buros Institute's Mental
Measurements Yearbook online database.
In the text, you would cite Anastasia (1983) to refer to the review, and Kaufman if you were
referring to information from the actual K-ABC administration manual or information from the
publisher.
•
Just a note of clarification: a test website should provide all the necessary psychometric
information about the test, but you shouldn’t be using that site for the review of the test.
That is where the MMY comes in. You need to look to the expert reviewers of a test for
their opinion on the psychometric properties and utility of the test, not just the test
creators’ perspective.
Page 2 of 2
Running head: TEST EVALUATIONS
1
Please Note: This is a sample paper meant to illustrate the general expectations and
parameters of the assignment. However, it is not meant to be an example of a perfect Test
Evaluation paper, as there are spelling and grammatical issues, as well as a lack of
complete information on all psychometric properties. Use this as a guide, but continue to
follow the guidelines outlined in the Test Evaluation Paper Instructions document.
Test Evaluations
Student of the Week
TEST EVALUATIONS
2
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
The AAMD Adaptive Behavior Scale School Edition (ABS-SE) is a first-person or third
party assessment designed to measure children’s personal independence and social skills. The
Adaptive Behavior Scale School Edition is a revision of the AAMD Adaptive behavior Scale,
Public School Version (ABS-PSV). The revision of this test includes an increase in the size of
the representativeness of the standardization sample, an extension of the age norms, the
development of factor scores, and the inclusion of an interpretive guide for parents making it the
most wide-ranging, standardized measure of adaptive behavior available (Elliott, 1981).
The ABS-SE is made up of 95 items which are grouped into 21 domains. The item format
varies among four types which are displayed somewhat irregularly in a 15 page assessment.
Elliott (1981), states that with his previous experience with this testing instrument he would
suggest that unless the respondent is familiar with the scale, it is best to complete at least part of
the assessment using the third party or interview arrangement. Most of the items are written in
behavioral or objective terms; but a few of the items are vague and subjective. A distinctive trait
of some of the items on the assessment is the ability to personalize the inventory. Elliott (1981),
explains that this is carried out by adding an explanation of a behavior of concern that fits within
am established sub-domain so its frequency can be rated. There are spate norms for males and
females and for children from different ethnic groups, ranging in age from 3 to 17.
Reliability data for this scale is limited. The only form of reliability in the technical
manual is the internal consistency of each factor using the coefficient alpha. The coefficient
alphas are high ranging from .71 to .97 (Elliot, 1981). Two types of validity data are given in the
ABS-SE manual, data on the relationship between adaptive behavior ratings and intelligence test
TEST EVALUATIONS
3
performance and data on the predictive power of the ABS-SE for accurately classifying normal
and mentally disabled children.
My younger brother has Oppositional Defiant Disorder, his disorder effects the way he
interacts with his teachers, peers, and family. Having a test that would aid our family and his
teachers in understanding how he adapts to new environments and situations would make
transitions at home and school much easier.
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
The Pediatric Attention Disorders Diagnostic Screener (PADDS) is designed to assist in
the diagnosis of Attention Deficit Hyperactivity Disorder in children between the ages of 6 and
12 years old. This screener uses many different measuring tools including a computer
administered diagnostic interview. Administration of the PADDS takes approximately 25-30
minutes, with an additional 10 minutes to enter data from parent and teacher reports, checklist
data, and behavioral observations. The assessment consists of three computer administered tasks.
Each task is given after a short period of practice and instruction that needs to be completed
before the program will allow a participant to move on to the next task. Feedback is given after
each response; correct or wrong will show on the screen depending on the response given to a
question. If the participant does not respondent within five seconds, the program will stop, and
that trial will ne scored as missed. Scoring is preformed immediately by the computer. The
results of the assessment give standard t-scores, z-scores, and percentile ranks.
Psychometric properties of the PADDS have been reported for internal consistency, testretest reliability reported ti be .85, concurrent validity (reported by correlation coefficients of -
TEST EVALUATIONS
.39 to .43 between three PADDS tests), convergent validity, discriminant validity, and construct
validity. The internal consistency coefficient has been reported to be .86 and the test-retest
reliability has been reported as .85. the test- retest interval was 1 to 2 years.
This test is used for identifying ADHD in young children. My younger brother was
diagnosed as having both Attention Deficit Disorder with Hyperactivity as well as an
Oppositional Defiant Disorder at the age of 9. This test would have been helpful because it tests
for ADHD at such a young age, and it would have saved a lot of unnecessary disciplinary action
given at home as well as in school. It would have helped in placing him in the proper schools
with teachers equip to handle students with multiple behavioral disorders earlier.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent FL: Lutz
The Personality Assessment Inventory- Adolescent (PAI-A) is a self report personality
questionnaire for clinical assessment for adolescents ranging in age from 12 to 18 years old.
Kade & Sandoval (2007) identifies this assessment as an objective test for personality, designed
to give insight on vital client variables in professional settings. The manual for the test provides
that there are 264 items that take participants 30-45 minutes to complete and examiners 10-15
minutes to score. Each item is answered on a 4-point likard scale ranging from false/not at all
true, to very true. The option of having computer based administration, scoring, and interpretive
report software is available. Analysis of the test instructions and items shows reading
comprehension at a fifth grade level is required for test completion.
Norms for the scores were based in 707 participants. The sample was not random,
because data was collected on 1,032 participants in matching demographics. Norms are not
4
TEST EVALUATIONS
5
broken down by age, ethnicity, or gender because observed group differences were typically
within the range of measurement error and account for less than 5% of the variance in scores.
There was an average test-retest reliability coefficient of .78 for the scales after a mean of
18 days. Kade & Sandoval (2007) explain that six validity studies were completed with samples
ranging from 77 to 1,160 and support the assessments criterion related validity. Kade &
Sandoval also provide that the PAI-A gives a much better alternative to the growing number of
other self report measures available for this age group in clinical decision making.
This test will be very helpful for my brother, whom I have previously mentioned in this
test evaluation, when he is older and starts venturing into more professional settings. It would be
very beneficial to be knowledgeable about the different aspects of his personality when sending
him to college or into the work place so that he may be as effective and productive as possible.
Knowing what affect his other behavioral disorders have on his personality will enable our
family to equip him with the tools necessary to succeed and achieve to his fullest potential.
TEST EVALUATIONS
6
References
Elliott, S. N. (1981). Test review of the AAMD Adaptive Behavior Scale, School Edition (ABSSE.) In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook. Retrieved from
the Buros University Mental Measurements Yearbook online database.
Kade, H. D.,Sandoval, J. (2007). Test review of the Personality Assessment InventoryAdolescent. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurement yearbook.
Retrieved from the Buros University Mental Measurement Yearbook online database.
Mishra, R. K., Reed, J. (2008). The review of the Pediatric Attention Disorders Diagnostic
Screener. In J. V. Mitchell, Jr. (Ed.), The ninth mental measurements yearbook. Retrieved
from the Buros University Mental Measurement Yearbook online database.
Nihira, K., Foster, R., Shellhaas, M., & Leland, H. (1981). AAMD Adaptive Behavior Scale,
School Edition (ABS-SE). American Association on Mental Deficiency (AAMD).
Pedigo,T.K.,Pedigo, K. L., Scott, V. B. Jr., Swanson, J. M., Nolan, W., & Pelham, W. E. (2008).
Pediatric Attention Disorders Diagnostic Screener. Targeted Testing Inc. FL:
Okeechobee.
Psychological Assessment Resources, Inc. (2007). Personality Assessment InventoryAdolescent. FL: Lutz
PSYC 421
TEST EVALUATION PAPER GRADING RUBRIC
Evaluations of each test will be graded on your coverage of the psychometric properties of the
test, the justification of why you choose the particular test, and the quality of your writing.
Points
Possible
Psychometrics
Analyzes tests fairly and
rigorously
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
Points
Earned
Instructor’s Comments
45
Identifies all major
psychometric properties
45
Logical synthesis of reviews
into own words
10
Justification
Points
Possible
Evidence that tests fit with goals
and/or experience
40
Writing
Points
Possible
Correct format for each
reference
20
Well written. Absence of
grammatical and spelling errors
20
Current APA format correct
throughout (title page, abstract,
in-text citations, reference page,
etc.)
Total
20
200