Please enable JavaScript.

Coggle requires JavaScript to display documents.

assessmentia - Coggle Diagram

- - - - Percentiles
        
        The percentage of people in a sample who score below a specific raw score
      - Standard Score
        
        Expresses the distance from the mean in SD units
  - - - Test-Retest
        
        Administrations at different points in time
    - - Alternate or Parallel Forms
        
        Correlations between different forms of the test
    - - Split-Half
      - Coefficient Alpha
      - Kuder-Richardson Estimate
      - Correlations Between Items
    - - Administrations with more that one Assessor, Results Correlated
    - - Minimum Level depends on Intended Application and Consequences of Test Scores
      - Diagnosis and Intervention Planning
        
        Require Higher Levels of Reliability
  - - - The relationship between test performance and independently observable facts about the behaviour in the test
      - Related to the use of the test
      - A test is valid to the extent that it measures what it is supposed to be measuring
    - - Face Validity
        
        Not a specific element
        
        Does not offer evidence to support conclusions about the test
        
        A test has good face validity if: It looks valid to Examiners and Examinees
        
        Does it look good?
        
        Does it look like it's measuring what it should?
      - Content Validity
        
        Determined by the degree to which the questions, tasks, or items on a test are representative of the entirety of the behaviour the test was designed to measure
        
        Definition
        
        Operationalisation of the construct being measured
        
        Relevance
        
        The extent to which the items of the test are appropriate markers of the construct
        
        Representativeness
        
        The degree to which the elements are proportional to domains and facets of the construct
        
        Substantive Validity
        
        The extent to which a measure or theory could be wrong
        
        Extent to which an item is perceived to represent its intended construct or an unintended construct
      - Criterion Validity
        
        When a test is shown to be effective in estimating an examinee's performance on another outcome measure
        
        Criterion
        
        Variable of Primary Interest
        
        Relevant to Test Purposes
        
        Adequate Psychometric Properties
        
        Readily Measurable
        
        Free from Bias
        
        Types of Criterion Validity
        
        Concurrent
        
        Test scores and criterion information obtained simultaneously
        
        Job performance in current employees
        
        Predictive
        
        Test scores are used to estimate outcomes to be measured at a later date
        
        Admission test results predicting future university performance
        
        Estimates examinee performance on some outcome measure
      - Construct Validity
        
        Construct
        
        Theoretical, intangible quality or trait in which individuals differ
        
        IQ
        
        Determines the extent to which a test measures a psychological construct or trait
        
        Types of Construct Validity
        
        Convergent
        
        Demonstrated when a test correlates highly with other variables or tests with which it shares an overlap of constructs
        
        Discriminant
        
        Demonstrated when a test does not correlated with variables or tests from which it should differ
- - - - Clear Instructions
      - Behaviour Sample
      - Scoring System
      - Norms and Standards
      - Prediction of Non-Test Behaviour
  - - - Standardised tests that are designed to compare and rank test-takers in relation to one-another
      - IQ Tests
      - NAPLAN
      - Aptitude and Achievement Tests
      - Personality Tests
    - - Standardised tests whose results are often based on the number of correct answers provided by test-takers, and scores are often expressed as a % of the totla number correct
      - University Exams
      - Driver's License Tests
  - - - Program Placement
      - Screening
      - Certification
      - Selection
    - - DSM-5-TR or ICD-11
      - Appropriate Treatment Options
    - - Learning about oneself; one's own strengths and challenges
    - - Progress with a Treatment
      - Intervention Review
      - Research and Discovery
  - - - Standardised Procedures
        
        Test Manuals
      - APS and AHPRA Standards
      - Procedure for Testing Examinees with Disabilities
      - Standard for Education and Psychological Testing
    - - Examiners Familiar with Materials and Test Directions
      - Common Administration Errors Known and Accounted For
        
        Student Examiners and Multiple Examiners
    - - Rapport with Client
        
        Influence of Demographics
        
        Sex
        
        Age
        
        Race
      - Holds Best Interest of Clients
      - Explain Confidentiality
      - Ensure Appropriate Expertise
      - Obtain Informed Consent
      - Ensure Use of Up-To-Date Tests
      - Practice Responsible Report Writing
      - Communicate Test Results
      - Consider All Relevant Individual Differences
    - - Ethical and Professional Standards for Testing
      - Special Consideration
        
        Cultural and Linguistic Minorities
        
        Disabled
    - - Ensure Correct Timing of Tests
      - Direction Clarity
      - Control Environmental Noise
      - Explain Why and If Examinees should Guess or Skip an item
    - - Test Anxiety
        
        Normal
        
        Fear of Failure
        
        Fear that they will not get the treatment they require
        
        Negative Correlation with Achievement, Aptitude, and Intelligence Scores
      - Motivation
        
        Malingering
        
        Social Desirability
    - - Ensure Test is Not Released Prematurely
      - Ensure Appropriate and Ethical Advertising
      - Ensure Competence of Test Purchasers
        
        Level A, B, C training requirement
- - - - Low Base Rate
        
        Measures used to rule out a disorder
      - High Base Rate
        
        Measures used to rule in disorders (not out)