Psychology in Action

Robert F. Bornstein believed in the Process-Focused Model of Test Score Validity. Unlike the traditional approach that validity comes from the outcome of the test in relation to the predictor scores, the process- focused model emphasizes that validity comes from the process not just from the outcome (Bornstein, R . 2011). In the traditional view, validity has been seen as statistics based off of results from an assessment that measures a specific construct. Correlation is the basis of traditional models, while experimental methods are the basis for the process-focused

In this example, the school psychologist understands the purpose of grade-normed tests is to gauge and understand how the score of a student compares with that of their same grade peers (Cohen et al., 2013). More specifically termed developmental norms, which refers to the traits, abilities, skills, and other that could be affecting the developmental progress of the child. Ultimately, the school psychologist then would test for any prevailing deficiencies.

~ Petrina and Horace will rate the bananas chosen for the sample on a scale from 1 to 5. The data collected will be ordinal. Using Petrina and Horace is valid because they both have a keen sensibility for the quality of bananas. Each of them has a broad experience in tasting bananas. They are capable of discerning many gradations of banana quality. They are reliable because they are both accounting professionals and can be trusted to accurately and precisely rate each banana they taste. Using Petrina and Horace is practical because their office is next to the warehouse where all the bananas are stored.

Firstly, one very controversial topic in America: Standardized testing. There are two most common cons associated with standardized tests. Firstly, standardized tests are not essential. Secondly, hypothetically speaking if standardized testing were a resourceful scale to weigh a student’s appropriate academic level, the costs correlated with these tests is too pricey.

Consequently, my third research was titled A Defense of Standardized Tests. In this reading the author discusses the various setbacks

Validity is known as the quality or correctness of what is being measured and reliability is

The SB5 and WAIS-IV are examples of standardized IQ tests. How are tests like these standardized and normed? How can standardization and norming lead to cultural biases in such tests?

You must mark all your answers on this answer sheet. Use only a No. 2 pencil. You may not use a pen.  When you fill in the circles, make heavy black marks.  If you make a mistake, erase it completely.  Make no stray marks. Do not make any marks on the back of the answer sheet. These instructions are something we have all nearly fallen asleep to over our years of standardized tests. I myself can be included with you in that experience and I hope to give you a little more information on these all too familiar tests this afternoon. Today we are going to look at the origins of standardized testing, the purpose of standardized testing, and standardized tests around the world. But first, I want to ask you another question: what is standardized

When thinking of reliability let us assume there is kitchen scale if one weigh 5 pound of oranges and the scale is reliable. Likewise the scale register 5 pound of oranges hours later. The assessment should not make any the different whether the assessment was taken in the morning or afternoon. Though, reliability is not a characteristic of a test or other instrument. (McMillan, 2012). “But the “reliability of score was adequate (McMillan,

Any time a test is conducted, one of the major concerns is if the test is valid or not. Testing the validity of a test is the measurement of how well what is being tested is measured. “For example, a test might be designed to measure a stable personality trait but instead measure transitory emotions generated by situational or environmental conditions. A valid test ensures that the results are an accurate reflection of the dimension undergoing assessment” (Cherry, 2016). There are two main types of validity: content – related validity and criterion – related validity.

In tests and assessments validity refers to the degree where theoretical and empirical evidence supports the meaning and interpretation of the test scores (Reynolds & Livingston, 2013). Validity is important in testing and assessment as validity refers to credibility from a trustworthy source. In this respect, validity is important for scientist and professionals to select appropriate methods that support the meaning and interpretation of test scores.

Validity or valid: the extent to which a measurement accurately reflects the concept, which is intended to measure

In order for test results to be accurately applied and interpreted, it is important that it be valid. Validity refers to the degree in which an instrument measures what it is supposed to measure (Cohen, Swerdlik, & Sturman, 2013). To validate a test, one must accumulate evidence or data that will provide a solid scientific basis for the suggested test score interpretations (Bornstein, 2011). Although there are many widely used traditional approaches to validity, Robert Borstein, has offered a more modern approach known as the process focused (PF) model in which we will take a look at both approaches.

However, validity is the most important characteristic of a test. According to (Hogan, 2007, p. 157), it is the imprecise to question the validity of a test, but rather “refer to the

Validity is often defined as the extent to which an instrument measures what it purports to measure. Validity requires that an instrument is reliable, but an instrument can be reliable without being valid. For example, a scale that is incorrectly calibrated may yield exactly the same, albeit inaccurate, weight values. A multiple-choice test intended to evaluate the counselling skills of pharmacy students may yield reliable scores, but it may actually evaluate drug knowledge rather than the ability to communicate effectively with patients in making a recommendation. While we speak of the validity of a test or instrument, validity is not a property of the test itself. Instead, validity is the extent to which the interpretations of