In Week 2, you selected three standardized tests from one category that have relevance to your academic and professional goals or a related profession. Your Week 2 assignment focused on the purpose,...

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In Week 2, you selected three standardized tests from one category that have relevance to your academic and professional goals or a related profession. Your Week 2 assignment focused on the purpose, contents and constructs assessed, norms, and required training of psychological tests. For this assignment, you will complete a deeper analysis of the technical quality of your three selected tests by focusing on reliability and validity evidence. To complete this assignment, you will draw upon the knowledge you gained in Weeks 3 and 4 about psychometrics in general and reliability and validity in particular.


For this assignment, use the three tests you selected for your assignment in Week 2. Locate and summarize a minimum of two articles related to the technical qualities for each selected test. You are encouraged to use thePSY7610 Library Research Guideto assist your search.


Foreacharticle:



  • List the APA reference for each journal article (a minimum of six).

  • Identify if the article addresses reliability or validity.

  • Discuss if the article addresses sources of error variance, reliability estimates, evidence of validity, or bias and fairness.

  • Identify the specific type of reliability or validity (for example, test-retest reliability, predictive validity, etc.).

  • Identify the overall results of the research, including any psychometric or statistical outcome.


Guidelines for Selecting the Literature


Use the most current sources you can find. You may cite older sources if they are classics, if you want to show the chronology of something, or if you have another good reason (i.e., the test was published more than 8 years ago). If you choose to use older sources, you will need to explain why. Use current, peer-reviewed journal articles for more current tests. Do not use sources without an author or a publication date. Do not use quotes; use only your own words. Please seeAcademic Honesty & APA Style and Formattingfor concerns with high content matching in papers. Evaluate whether the results support the use of your test as appropriate for your field and populations to be served.


Note: The articles you need to complete this assignment should be available inside the library collection. In future courses, you may use the Capella library's Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to theList of Tests by Type [DOCX]document. Note which tests have been designated as acceptable for searching prior test editions.


Instructions for the content of the paper are in theu05a1 Assignment Template [DOC].


Additional Requirements


Your paper should meet the following requirements:



  • References: A minimum of six journal articles (textbooks, websites, literature reviews, and the MMY book reviews do not count for these references but can be used to supplement).

  • Length of paper: Evaluation must be at least six double-spaced pages, not including the title page or references (an abstract is not required).

  • APA format: Current APA format and style is required throughout. Be sure to use the correct format and style for each respective type of reference, for example, website site versus journal). Refer to theAcademic Writerfor guidance.


  • Competencies Measured


    By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:



    • Competency 2: Analyze key psychometric properties related to tests and measurement, with an emphasis on reliability and validity.


      • Review the reliability evidence for three tests and support the analysis by citing at least two peer-reviewed journal articles for each test.

      • Review the validity evidence for three tests and support the analysis by citing at least two peer-reviewed journal articles for each test.


    • Competency 3: Evaluate the properties, techniques, and applications used in psychological evaluation.


      • Synthesize information from the articles to evaluate the current technical quality of three tests and their status as appropriate quality tools in the field.


    • Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological profession.


      • Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.




Answered 6 days AfterAug 13, 2022

Answer To: In Week 2, you selected three standardized tests from one category that have relevance to your...

Shubham answered on Aug 15 2022
61 Votes
PAGE
8
U05a1 Evaluation of the Technical Quality of Three Tests
Learner’s Name
Psy7610, Section __
(Quarter, Year)
Capella University
Dr. ______________
Introduction
Three standardized tests include Kaufman Assessment Battery for Children - Second Edition (KABC-II), Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V), and Woodcock-Johnson Tests of Cognitive Abiliti
es - Fourth Edition (WJIV:COG). In three different tests, the anticipated population is children that are aged between 6-18 years. The psychological condition required information that is based on the ability of children that provides understanding for conscious awareness and visual information. It includes factors like reasoning, concentration, and attention.
Technical Review Article Summaries
Kaufman Assessment Battery for Children - Second Edition (KABC-II)
Article 1
Lichtenberger, E. O., Volker, M. A., Kaufman, A. S., & Kaufman, N. L. (2006). Assessing gifted children with the Kaufman assessment battery for children—second edition (KABC-II). Gifted Education International, 21(2-3), 99-126.
Kaufman Assessment Battery for Children - Second Edition (KABC-II) allows clinicians to select a model for each child and it is best suited for understanding individuals’ backgrounds. This construct provides with underlying test with useful insights for children's problem-solving strategy and learning ability (Lichtenberger et al. 2006).
KABC-II is considered a psychometrically strong instrument and it provides detailed information on validity and reliability. The average consistency coefficient is .95 for MPI and it is at both ages 7-18 and ages 3-6, in FC, it means.97 for ages 7-18 and .96 for ages 3-6. The internal value of consistency ranges from .9 to .92 for the 7-18 age groups which provides a consistency value that is renegades from .74 to .93. The validity of KABC-II is supported by factors like co-relational data, clinical group studies, and analysis studies. KABC-II is the predecessor and it reduces differences between cultural groups and various ethics.
The test is reliable and valid for MPI for ages 3-5 is .86, ages 7-12 is .89 and ages 13-18 is .91. In the average test and retest that coefficient for FCI can be found as .90, .91 and .94. The validity of above result is supported with correlation data and provided results are based on confirmatory factor analysis across age levels that are supported by different batteries at different age level. The correlations ranges from .71 to .91 that provides global scale for validity.
Article 2
Drozdick, L. W., Singer, J. K., & Lichtenberger, E. O. (2018). The Kaufman Assessment battery for children—Second Edition and KABC-II normative update. Contemporary intellectual assessment: Theories, tests, and, (4th), 333-359.
KABC-II includes both expanded and core batteries and the core battery is required for yielding the scale profile of the child. The expanded battery offers a supplementary subset for increasing the breadth of constructs that can be measured by the core battery and it is followed up by hypotheses. In KABC-II, the core battery for the Luria model includes 5 subsets (Drozdick, Singer & Lichtenberger, 2018).
The KABC-II test is reliable and it includes coefficient is in the mid-90s and it means that the MPI coefficient is .95 for ages 7-18 and ages 3-6. The core subset has to mean reliability coefficients of .80 and it is greater at ages 7-18 and 3-6. The construct validity provides strong support for providing results that include confirmatory factor analysis. It supports 4 factors for ages 4 and 5-6 and 5 factors for ages 7-12 along with a factor structure that supports scale structure for broad age groups. KABC-II has data that can fit better into factors that have broad ability factors that are provided for older children.
The test is valid along with strong support by results gathered for...
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