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Testing and Assessment in Psychology - Coggle Diagram

- - - - a set of standards pertaining to professional and technical issues of test development and use in education, psychology, and employment.
      - 3 sections
        
        Test Construction, Evaluation, and Documentation
        
        Fairness in Testing
        
        Testing Application
    - - a set of 31 guidelines aimed at both test developers.
      - to ensure the development of quality CBT products, and end users of these products.
      - to ensure proper administration and interpretation of computer-based psychological tests.
      - general aim: to recommend standards for good practices for development and use of CBTs.
      - recommendations
        
        give due regard to the technological issues in computer-based and Internet testing.
        
        attend to quality issues in CBT and Internet testing.
        
        provide appropriate levels of control over CBT and Internet testing
        
        make appropriate provision for security and safeguarding privacy in CBT and Internet testing.
- - - - testing is mandated by law or governmental regulations
      - informed consent is implied because testing is conducted as a routine educational, institutional or organizational activity
      - one purpose of the testing is to evaluate decisional capacity.
  - - - provide needed professional services
      - obtain appropriate professional consultations
      - protect the client/patient, psychologist, or other from harm
      - obtain payment for services from a client/patient
  - - - Protected health information refers to information
        
        created or received by a health care provider, health plan, public health authority, employer, life insurer, school or university, or health care clearinghouse
        
        relates to the past, present, or future physical or mental health or condition of any individual, the provision of health care to an individual, or the past, present, or future payment for the provision of health care to an individual
    - - pertains issues of confidentiality and release of information in the educational setting.
  - - - it is important that psychologists explain the potential for test data to be misused if the people interpreting the test data do not have the proper qualifications to do so when examinees provide a release to request test data for themselves or identified others.
      - psychologists may refrain from releasing test data to the examinees or others if the release may result in substantial harm resulting from misuse or interpretation of the test data.
      - psychologists are obligated to document the specific rationale for why they believe that the test data would result in substantial harm.
    - - psychologists are obligated to release test data when the disclosure is required by the law or court order.
      - when release of test data is court mandated, psychologist are recommended to seek legal counsel to determine the legitimacy of the request and ascertain their legal responsibility to release the test data.
      - psychologists request the court for a protective order to prevent the inappropriate disclosure of the confidential test data and recommend that test data be reviewed by another health care professional who is qualified to provide appropriate and competent interpretations
      - psychologists are recommended to make reasonable efforts to notify examinees when the test data are released to the court and to document these efforts.
  - - - providing specific and clear guidelines for qualified test users with regard to the proper and standardized procedure for administering and scoring tests and assessments
      - specifying the scoring cutoffs and norms for the populations for which the tests and assessments were developed and intended to be used.
    - - defined as the degree to which the theoretical basis for the assessment and accumulated empirical evidence support the intended interpretation of the scores for which the assessment was designed.
      - refers to the degree to which an assessment measures what it purports to measure.
      - types (content-related and criterion-related)
    - - obligated to provide reliability estimates which is degree to which the assessment results are consistent over repeated administrations of their tests and assessments
      - several methods (internal consistency, test-retest, split-half test, and alternative-form comparisons)