Part One: Test Administration, Scoring, and Interpretation
A big error that can occur with administration of psychological tests is not giving the instructions to the test subjects verbatim (Roberts, & Davis, 2015). The next error is a basal error which is when the administrator of the test does not use the most appropriate items for the test subject’s age (Quevedo, & Figueiredo, 2011). For example, giving a computer exam to a 2-year-old instead of using pictures or blocks. Another error is query errors. Query errors are when the examiner did not query the correct answers or didn’t do it correctly (Quevedo, & Figueiredo, 2011). For example, marking answers on a test incorrect when it is the correct answer.
Item error can occur while scoring …show more content…
The second step will be test takers are provided with appropriate instructions, study materials, and other support in order to reduce construct-irrelevant variance (AERA, APA, & NCME, 2014). The third step will be reasonable efforts are taken in order to ensure the integrity of the test scores by eliminating the possibility of fraudulent means (AERA, APA, & NCME, 2014). All appropriate steps will be taken to make sure cheating on tests doesn’t occur. The fourth step that will be taken in order to minimize testing errors in order to not violate APA principles are scoring protocols will be established (AERA, APA, & NCME, 2014). The fifth step that will be taken is adequate training will be provided to the ones responsible for scoring the tests (AERA, APA, & NCME, 2014). The sixth and final step that will to be taken to minimize testing errors in order to not violate APA principles are in simple language the interpretation will describe what the test covers, what the scores represent, the reliability of the scores, and how scores are intended to be used (AERA, APA, & NCME, …show more content…
The lack of a large normative sample and demographic characteristics not being represented adequately in the norm group can result in test bias (Kirk & Vigeland, 2014). The difference in manuals between states and lack of a standardized sample can result in a test bias as well (Spaulding, Szulga, & Figueroa, 2012).The additional sources of test bias are administration, scoring, interpretation, test content and differential validity. In a study conducted by Mrazik, Janzen, Dombrowski, Barford, & Krawchuk (2012), administration errors of college students were studied. It was discovered that errors of graduate students decreased only after receiving feedback on the number and types of errors that were committed. Graduate students are prone to these errors, even after more than one administration. This shows that graduate students showed be carefully monitored. According to Mrazik, Janzen, Dombrowski, Barford, & Krawchuk (2012), scoring accuracy could be improved by including more defined outcomes. Important validity information can be gathered by evaluating test content of all aspects of the construct it is intended to measure (Kirk, & Vigeland, 2014). If the predictive validity of a group varies from group to group this then leads to an indication that it is not appropriate to make predictions and the scores may have different meanings across groups, this makes it a test bias (Warne, Yoon, & Price,
A big error that can occur with administration of psychological tests is not giving the instructions to the test subjects verbatim (Roberts, & Davis, 2015). The next error is a basal error which is when the administrator of the test does not use the most appropriate items for the test subject’s age (Quevedo, & Figueiredo, 2011). For example, giving a computer exam to a 2-year-old instead of using pictures or blocks. Another error is query errors. Query errors are when the examiner did not query the correct answers or didn’t do it correctly (Quevedo, & Figueiredo, 2011). For example, marking answers on a test incorrect when it is the correct answer.
Item error can occur while scoring …show more content…
The second step will be test takers are provided with appropriate instructions, study materials, and other support in order to reduce construct-irrelevant variance (AERA, APA, & NCME, 2014). The third step will be reasonable efforts are taken in order to ensure the integrity of the test scores by eliminating the possibility of fraudulent means (AERA, APA, & NCME, 2014). All appropriate steps will be taken to make sure cheating on tests doesn’t occur. The fourth step that will be taken in order to minimize testing errors in order to not violate APA principles are scoring protocols will be established (AERA, APA, & NCME, 2014). The fifth step that will be taken is adequate training will be provided to the ones responsible for scoring the tests (AERA, APA, & NCME, 2014). The sixth and final step that will to be taken to minimize testing errors in order to not violate APA principles are in simple language the interpretation will describe what the test covers, what the scores represent, the reliability of the scores, and how scores are intended to be used (AERA, APA, & NCME, …show more content…
The lack of a large normative sample and demographic characteristics not being represented adequately in the norm group can result in test bias (Kirk & Vigeland, 2014). The difference in manuals between states and lack of a standardized sample can result in a test bias as well (Spaulding, Szulga, & Figueroa, 2012).The additional sources of test bias are administration, scoring, interpretation, test content and differential validity. In a study conducted by Mrazik, Janzen, Dombrowski, Barford, & Krawchuk (2012), administration errors of college students were studied. It was discovered that errors of graduate students decreased only after receiving feedback on the number and types of errors that were committed. Graduate students are prone to these errors, even after more than one administration. This shows that graduate students showed be carefully monitored. According to Mrazik, Janzen, Dombrowski, Barford, & Krawchuk (2012), scoring accuracy could be improved by including more defined outcomes. Important validity information can be gathered by evaluating test content of all aspects of the construct it is intended to measure (Kirk, & Vigeland, 2014). If the predictive validity of a group varies from group to group this then leads to an indication that it is not appropriate to make predictions and the scores may have different meanings across groups, this makes it a test bias (Warne, Yoon, & Price,