• Compare and Contrast the Constructs and Measures of Intelligence and Achievement.

Content validity is achieved when the content of the assessment matches the educational objectives. Criterion validity is demonstrated by the ability of the test to relate to external requirements. Construct validity takes into account the educational variables, such as the native language of the students, to predict the test outcomes. Reliable assessments have consistent results; Reliability refers to the consistency of a measure. A test is considered reliable if we get the same result repeatedly.

As you know, the Advanced Placement (AP) Psychology exam involves 100 multiple-choice questions and two free response essay questions. The goal of the exam is to accurately measure knowledge of psychological concepts and to communicate to colleges which students would most likely succeed in a college-level psychology course. Each year, few students receive composite scores of 1 and 5, and more students receive scores of 2, 3, or 4. Use the following terms to describe how the College Board most likely developed and evaluates the AP Psychology exam. • Recognition • Recall • Standardization • Normal curve • Reliability (test-retest reliability or split-half reliability) • Content validity • Predictive validity

Validity refers to whether the research conducted is what it intended to be. Validity involves dependability, which means, a valid measure must be reliable. But, reliability doesn’t have to link to validity, a reliable measure is not required to be valid.

Neuropsychological testing is a series of tests and questionnaires for assessment of cognitive functions that cannot be fully administered following the injury since the test takes several days when the injured person requires cognitive rest. In the period of recovery, neurocognitive testing (along with symptom assessment, clinical evaluation, etc.) may help in the diagnosis and management of

It is made up of four major parts: standards for particular applications, technical standards for test construction and evaluation, professional standards for test use, and standards for administrative procedures. A test that is technically adequate meets the criteria for validity, reliability, and norms. Validity is “the appropriateness, meaningfulness, and usefulness of the specific inferences” that can be made from the test results. (American Psychological Association 9) Validity is the degree to which a test measures what it is intended to measure. Reliability is the extent to which the test results are dependable and consistent. Unrelated to the purpose of the test, errors in measurement can be viewed through inconsistencies in the performance, motivation, or interests of students being tested. Norms can be shown in age or grade equivalence, standard scores, and percentiles. They are generally shown in charts showing the performance groups of students who have taken the test. Norms show the comparison of the performance of new groups of test takers with the samples of students on whom the test was standardized. Goodwin and Driscoll (59-60) note that standardized tests have the following qualities: They provide a “systematic procedure for describing behaviors, whether in terms of numbers or categories.” They have an established format and set materials. Also, they present the same tasks and

The validity of a test if very important, because it can make or break a test. The purpose of a test is to measure something specific. If the test has low validity it is not measuring what it supposed to measure. The Holland codes validity is measured through the different personality types. The test has shown to accurately predict a possible career choice for each participants (O’Connell 1971).

Reliability refers to coherence, stability and dependability in test results, generally using internal consistency to express the levels of reliability in the test. The higher reliability indicates the higher level of accordance, stabilization and dependability in test results. Reliability is the precondition of validity (Guba and Lincoln, 1981). The same findings may not generate if the same research is repeated, because many influencing factors may work in the process of research. The process of establishment in reliability research includes: the research rigorously collect and explain data in consistent investigation (internal checks); the process is transparent (sample design, field work, inquiry and rational data). Patton (1987) suggests that the use of triangulation in multiple approaches can increase the reliability in results.

In order to be able to class a research method as reliable, it must produce consistent results each time it is used. The exact same results will not be obtained each time as participants and situations vary, but a similarity between the results of the same test will indicate reliability.

Reliability is one of the most important elements in the quality test. It has to do with consistency, or repeatability, the examinee's performance on the test. For example, if you are to administer tests with high reliability of the examinee's twice, you will very likely to reach the same conclusion about the examinee's performance both times. Tests with poor reliability, on the other hand, may lead to very different marks to examinee across two test administration. If the test result is not consistent scores, it may be unethical to take any substantive action on a test basis. There are several methods for computing the reliability of the test including test-retest reliability, parallel

Internal consistency--The application and appropriateness of internal consistency would be viewed as reliability. Internal consistency describes the continuous results provided in any given test. It guarantees that a range of items measure the singular method giving consistent scores. The appropriateness would be to use the re-test method in which the same test is given to be able to compare whether the internal consistency has done its job (Cohen & Swerdlik, 2010). For example a test that could be given is the proficiency test which provides three different parts to the test, but if a person does not pass the test the same test is given again.

In order to determine the content domain of any given test, the developer needs to first define the construct that they wish to measure and then identify specific content that contains their domain of interest. To do this, a literature search and source materials are often located so that the developer can sample appropriate content from the materials (Griffith, 2017). As part of the methods used in this case, the reliability material was research using two sources of content: (1) the class textbook called Psychological Testing: Principles, Applications, and Issues (Kaplan & Saccuzzo, 2013); and (2) the lecture from the third week of class on reliability (Griffith, 2017). These two sources of content were selected primarily because they

A test is dened in the Oxford Dictionary as: A procedure intended to establish

Reliability is defined, within psychometric testing, as the stability of a research study or measure(s). Reliability can be examined externally, Inter-rater and Test-Retest, as well as internally; which is seen in internal consistency reliability methods.

In many cases, therapists use these tests to learn qualitative information about a client. Some therapists may use projective tests to encourage the client to discuss issues or examine thoughts and emotions. Additionally, projective tests that do not have standard grading scales tend to lack both validity and reliability. Validity refers to whether or not a test is measuring what it purports to measure, while reliability refers to the consistency of the test results (Cohen, et al., 2013)

Woodcock Johnson Tests of Cognitive Abilities Third Edition It’s comprehensive battery is strong and well normed. Client can pick and choose the subtests. Limitations: This is an expensive test to administer and it is cumbersome to get full picture of client in one hour with this tool.