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Full download Test Bank for Psychological Testing: History, Principles and Applications, 7/E 7th Edition : 0205961061 file pdf free all chapter
Full download Test Bank for Psychological Testing: History, Principles and Applications, 7/E 7th Edition : 0205961061 file pdf free all chapter
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Test Bank for Psychological Testing: History,
Principles and Applications, 7/E 7th Edition:
0205961061
Topic 1A
Definition of a Test
Types of Tests
Uses of Testing
Summary
Key Terms and Concepts
Extramural Assignments
2. Students may gain insight into the ethics of testing if they are encouraged to
poll
others about the extent of cheating on standardized tests. It would be
interesting to ask
other students (anonymously, of course) to recount instancesin which they or
others cheated on any kind of standardized test, whether group or individual.
Students could
produce a brief catalog of these instances, discussing the likely effect on test
validity,
etc.
3. Tests come in an amazing variety of types and purposes. Ask students to
review the
latest editions of the journals listed at the end of Topic 1A to write brief
descriptions of
new tests. Offer to give a small prize (e.g.,extra credit) for the student who
finds the
most unique or peculiar test.
5. Divide the class into two to four groups and have each group collect data on
a digit
span task under different conditions. For example, the rate of presentation
might be the
independent variable, with different groups presenting at .5, 1.0, 1.5, and 2.0
seconds
between digits. The groups could bring their data back to class and compare
the effects
of varying the presentation methods.
Classroom Demonstrations
2. The textbook outlines eight different kinds of tests. For some of the tests in
each
category, it would be possible to demonstrate sample items. Instructors need
to be
sensitive to their own responsibilities, but it is usually possible to demonstrate
tests
without breaching test security. For example, college students can be shown
sample
items from earlier editions of intelligence tests with no harm;MMPI items can
be read to
show students the range of item types; the structure of interest inventories
can be
discussed without invaliding them; and so on.
6. Divide the class in half. Have both groups develop a simple and benign test
that they
can administer in class (i.e. how many times they can flip a coin in 30 seconds,
how
many fairy tales they can name in a minute,etc.). Once they have created a
test,
instruct them to test each member intheir group and record scores to create a
standardized sample. Then have each group administer their test tomembers
of the
opposite group and record where each individualfalls in relation the
standardized
sample. They can chart the results on the blackboard. This is an interactive way
to
familiarize students with the basic features of norm-referenced tests.
Essay Questions
5. Define test anxiety and summarize the research findings with respect to its
correlates.
6. Describe desirable procedures for the administration of group tests.
7. Describe how a correction for guessing can be used in test scoring. For
example,
with a 50-item multiple choicetest that has four optionsper question, what
should be
the corrected score for an individual who answered 35 items correctly,
answered 9
items incorrectly, and left 6 items blank? Clarify your answer.
8. Name two mild disabilities that are frequently overlooked in testing. Identify
some
signs that will help the examiner detect these impairments and describe
adjustments
they should make when testing these individuals.
9. Why is comprehensive training in test administration critical to proper
utilization of tests,
and how has this been shown to be insufficient in past studies?
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