Chapter 6 Process and Procedures of Testing Robert J. Drummond and Karyn Dayle Jones Assessment Procedures for Counselors and Helping Professionals, 6

Chapter 6Chapter 6Process and Procedures Process and Procedures

of Testingof Testing

Robert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Decision Theory ModelDecision Theory ModelA decision theory model provides a frame of A decision theory model provides a frame of

reference in deciding whether to test and how to reference in deciding whether to test and how to locate and select a test. locate and select a test.

1.1. Making judgments and decisions (What kinds of Making judgments and decisions (What kinds of judgments or decisions have to be made?)judgments or decisions have to be made?)

2.2. Identifying the type of information neededIdentifying the type of information needed

3.3. Identifying available informationIdentifying available information

4.4. Strategies to obtain additional informationStrategies to obtain additional information

5.5. Locating appropriate testsLocating appropriate tests

6.6. Evaluating and selecting testsEvaluating and selecting testsRobert J. Drummond and Karyn Dayle JonesAssessment Procedures for Counselors and Helping Professionals, 6th editionCopyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

Locating TestsLocating Tests

Buros Mental Measurement YearbookBuros Mental Measurement Yearbook Test CritiquesTest Critiques Publisher’s catalogPublisher’s catalog ERIC websiteERIC website Journal articlesJournal articles TextbooksTextbooks Experts in the fieldExperts in the field Specimen setsSpecimen sets


Forms of test administrationForms of test administration

Self-administeredSelf-administered Group-administeredGroup-administered Individually-administeredIndividually-administered Computer-assisted/computer-adaptiveComputer-assisted/computer-adaptive Videotape-administeredVideotape-administered Audiotape-administeredAudiotape-administered


Components of the Test ManualComponents of the Test Manual Rationale and uses of test discussedRationale and uses of test discussed Studies presented on general and specific usesStudies presented on general and specific uses Special qualifications of users statedSpecial qualifications of users stated Test manual updated and revised when new edition of test was Test manual updated and revised when new edition of test was

publishedpublished Test administration conditions and modes explainedTest administration conditions and modes explained Test interpretation easy to understandTest interpretation easy to understand Norming groups describedNorming groups described Validity presentedValidity presented Reliability presentedReliability presented Evidence presented on whether construct being measured Evidence presented on whether construct being measured

corresponds to nature of assessment intendedcorresponds to nature of assessment intended Rationale for specific combination of subtests and justification of Rationale for specific combination of subtests and justification of

interpretive relationships among scores includedinterpretive relationships among scores included Gender and relevant racial or ethnic group information presentedGender and relevant racial or ethnic group information presented


Criteria for selecting a testCriteria for selecting a test What is the purpose of the test?What is the purpose of the test? Does the test measure what needs to be assessed?Does the test measure what needs to be assessed? Does the test have validity information? Is the test Does the test have validity information? Is the test

reliable?reliable? Does the test provide the necessary information to Does the test provide the necessary information to

make a proper interpretation?make a proper interpretation? Does the test provide interpretive feedback for the Does the test provide interpretive feedback for the

examinee?examinee? Is the test appropriate for the examinee?Is the test appropriate for the examinee? Is the test free from bias?Is the test free from bias? What level of competency is needed to administer What level of competency is needed to administer

the test?the test? Is the test a practical one to select?Is the test a practical one to select?


Practical Measurement ConceptsPractical Measurement Concepts

To be considered in the evaluation of the test:To be considered in the evaluation of the test:

Time of testingTime of testing Cost of testingCost of testing Format of the testFormat of the test ReadabilityReadability Ease of administrationEase of administration Ease of scoringEase of scoring Use of interpretationUse of interpretation Usefulness of the test manualUsefulness of the test manual


Test Administration Guidelines and Test Administration Guidelines and ProceduresProcedures

A test has to be administered under A test has to be administered under standardized or controlled conditions. standardized or controlled conditions.

If the examiner does not administer the If the examiner does not administer the test as directed, the results may be test as directed, the results may be different from those obtained under different from those obtained under standard procedures, and nonstandard standard procedures, and nonstandard results may affect the accuracy of the results may affect the accuracy of the interpretation. interpretation.


Major competencies needed Major competencies needed by test administrators:by test administrators:

Adequate trainingAdequate training Knowledge of the content being measuredKnowledge of the content being measured Knowledge of test constructionKnowledge of test construction Awareness of measurement conceptsAwareness of measurement concepts Knowledge of good assessment practicesKnowledge of good assessment practices


Standards for Test AdministrationStandards for Test Administration

Proper procedures in administering tests. Proper procedures in administering tests. Carefully follow the standardized procedures for Carefully follow the standardized procedures for

administration and scoring specified by the test administration and scoring specified by the test publishers.publishers.


Examiner KnowledgeExaminer Knowledge The examiner needs to review the test booklet, The examiner needs to review the test booklet,

test manuals, and answer sheet. test manuals, and answer sheet. Be familiar with the content of the test, the type Be familiar with the content of the test, the type

of test items, and the directions for administering of test items, and the directions for administering the test. the test.

One of the best ways to become familiar with the One of the best ways to become familiar with the test is to follow the procedures and actually take test is to follow the procedures and actually take the test. the test.


Management DetailsManagement Details Maintain the security of testing materials before and Maintain the security of testing materials before and

after the testing.after the testing. Avoid labeling students based on a single test score.Avoid labeling students based on a single test score. Adhere strictly to the copyright law and under no Adhere strictly to the copyright law and under no

circumstances photocopy or otherwise reproduce circumstances photocopy or otherwise reproduce answer forms, test booklets, or other materials.answer forms, test booklets, or other materials.

Administer, score, interpret, and use tests exactly as Administer, score, interpret, and use tests exactly as specified in the manual.specified in the manual.

Release results only to authorized persons in a form Release results only to authorized persons in a form consistent with the accepted principles of test consistent with the accepted principles of test interpretation.interpretation.


Training Test AdministratorsTraining Test Administrators When testing a large number of clients or When testing a large number of clients or

students, the examiner will need help from other students, the examiner will need help from other individuals such as teachers, administrators, or individuals such as teachers, administrators, or counselors. counselors.

The training of these assistants needs to be The training of these assistants needs to be specific to the test being administered. specific to the test being administered.


Documents

Chapter 6 Process and Procedures of Testing Robert J. Drummond and Karyn Dayle Jones Assessment Procedures for Counselors and Helping Professionals, 6