Empirical and Psychometric Flaws and Its Assertions - Assignment Example

? Psychology Flynn effect Flynn (2007) describes Flynn effect, as the rise in the ability scores based on the three intelligence quotient (IQ) points that researchers have observed over generations. More so, the research results indicated that IQ scores of populations have undergone linear and interrupted change over time, as individuals experience an increase in the average human capabilities. More than often, the Flynn effect has become evident in Flynn test on Chinese Americans children as they grew up (Flynn, 2007). Results indicated that the IQ level of the Chinese was lower than that of the Americans as they joined school. Thereafter, the IQ level of the Chinese grew more rapidly as they portrayed a steady increase in their level of intelligence later on as they joined high school and university. Role of test bias vs. test validity in assessed different groups When researchers are carrying out an assessment of different groups they consider both the test validity and test bias, as the main characteristics of test scores. The role of test validity is to assess the degree at which the test meets the criterion’s generally accepted standards set for the research. In most cases, the test validity measures the level of meaningfulness, appropriateness, and usefulness of the definite inferences of the research finding and its applicability at personal level (Bond & Fox, 2001). On the other hand, test bias features on the psychometric adequacy of an instrument its test of validity depends on whether test results remain valid when administered to a different group of individuals. For example, research carried out and used on children from a different racial and ethical background could proof that a test is bias. Empirical and psychometric flaws and its assertions With the use of psychometric test to measure the psychological aspect of an individual one can ascertain an individual’s level of personality, motivation and ability. Psychometric properties considered during test include item response, reliability, validity, item response and characteristics. Empirical criteria will involve selections of individuals through patients’ endorsement. Robert Sternberg’s theory on intelligence In Robert Sternberg’s perspective intelligence among individuals involves interplay of creative, analytical and practical abilities within a socio-cultural environment. More significantly, analytical abilities involved the evaluation and analysis of information while creative and practical abilities involved the generation of new ideas. Nevertheless, Sternberg adapted his conception and focused on the theory of successful intelligence. This intelligence level portrays how individuals can ensure that they work on maximizing their varied strengths in order to cover up for their own relative weakness. As a cognitive psychologist, Sternberg has also focused on how the theory of intelligence applies to cognitive giftedness. More significantly, Sternberg demonstrates analytical, practical and cognitive giftedness as common attributes that indicate the level of intelligence of gifted individuals. Ethical Dilemma of IQ Test Intelligence quotient tests are meant to test the level of ability of individuals in understanding. Ethical dilemma in the use of IQ test arises as a result, of the application of standardized tests that have been known to be culturally biased (Bond & Fox, 2001). This is because the tests are administered to a group of individuals who have varied cultural background. Compare and Contrast Trait Vs Function Psychometric Strategies While trait psychometric strategies takes into consideration the circumstances of an individuals account function psychometric remains inflexible and does not take into account individuals circumstances. While function psychometric strategy may be modeled in a variety of mathematical structures, trait psychometric strategy involves personal characters of an individual. True Score In analysis of research, the true score is considered, as the point whereby the observed response of individual subjects lie outside the expected normal range (Merrell, 2003). In most cases, the true score focuses on single individual based on the expected mean of observed scores based on the propensity distribution of the research observed values. Define and compare psychological and physical true score Psychological score describes a student’s performances based on a given test compared to a given representative sample of students of similar age from the general population who take the same test. Psychological true tests scores are either based on standard scores or percentiles (Merrell, 2003). In most cases, psychological tests do not measure individual’s ability perfectly this is because such tests always contain errors or unreliability. On the other hand, physical true score measures the emotional state of an individual, as it gives an assessment of an individual’s ability to perform. Define and describe objective test In most cases, an objective test is usually used to measure the abilities of individual's abilities. The objective test involve a number of sentence completion, multiple choice, true and false and matching tests that are to be scored without bias or judgment (Bond & Fox, 2001). In some cases, the construction of an objective test involves the dedication of a lot of time. Nonetheless, the construction of new objective tests ensures that the teaching learning model is checked into detail. More so, the advancements in psychometric theory, personality theory and statistical analysis has overseen the improvement of objective personality assessment (Merrell, 2003). For a test to qualify as an objective test it must meet four basic criteria set under differences among individuals in response to test stimuli that are subsequent over time in different situations based on the test items. In addition, the assessment device of the objective test must include normative data to allow comparison over a larger population. Furthermore, the administration of objective test involve the comparison of an individual response to that of other individuals in a consistent manner besides ensuring that the objective test assist in predicting behavior of individuals in order to meet the validity requirement. Compare and contrast norm referenced and criterion referenced tests Either criterion or norm referenced test can be used for two purposes at the same time. Criterion referenced tests are known for measuring the level of school mastery while norm referenced test measures whether or not the learners have learnt the content taught. While the criterion referenced test measures an individual’s level of mastering a specific body of knowledge and skills the norm referenced test compare test takers to each other. In most cases, the criterion referenced tests use multiple choices tests and therefore, individuals can earn a passing score by accumulating correct points unlike the norm referenced test that ranks the test takers into the best and the worst and reports based on percentage rank. Minimum competency testing More than often, minimum competency tests are used to measure the attainment of skills that are deemed essential for a particular education level. It involves reading, arithmetic and writing skills as adopted by the sates under the American education system (Rust & Golombok, 2009). However, the application of minimum competency test in the education system has meet several set backs based on its impact on the control of school curricula or either wise the teachers instructional practices. Nonetheless, the administration of minimum competency test is set to oversee the denial of educational credentials to students who do not achieve the desired score. More so, it serves as a way of degrading some students who later on feel they are incompetent and cannot progress with their studies as they wished. Probability of an item in terms of item facility Item facility is a term that refers to the application of knowledge based tests. The probability of an item under an item facility gives a right or wrong response. However, it is more significant for all items to score in a similar direction. Under persons based tests the scores give more than two responses as it gives more than just the normal items right and wrong. Describe factor analysis and its benefits in test construction Factor analysis is applied in psychometric test construction as it involves analysis of all the item correlations in a questionnaire and as a result, acts as an alternative technique to item analysis. Factor analysis involves the conceptual structure of test specifications to achieved through the development of a test that measures one factor at a time. Compare and contrast four tests of reliability in test construction Test construction involves testing of errors that are prone to occur when undertaking research due to natural human variability and test imprecision so as to maintain reasonably accepted limits of errors (Merrell, 2003). Reliability is a measure that estimates the degree of test variance that is caused by error. The four measures of reliability involve teat and retest, which tests for consistency levels, split half and coefficient alpha that measures internal consistency , alternate form that focuses on relative accuracy of a test and interscorer that focuses on degree of agreement between examiners. Test and retest reliability is advantageous as it gives results of actual change rather than random fluctuations in feature being measured. However, it has a limitation based on the fact that the intervals can affect reliability. In addition, it affects the speed and memory tests as it focuses on practice to improve on performance. On the other hand, alternate forms eliminates the effects of many carryovers while it also has drawbacks based on whether the alternate forms used are equal or delays in the administration of one form to the next. Split half and coefficient alpha is used mainly for the determination of reliability in a trait with a higher degree of fluctuation. Its main advantage as compared to other reliability tests is that it is administered only once. The acceptance range identifies and depends partially on variable being measured. More so, alternate form of reliability is considered as the lowest level of actual reliability test while split-half provides a higher estimate. Concurrent validity and its role in constructing new tests Concurrent validity stipulates that tests need to show significant correlation with other measures that are theoretically related to it. Concurrent validity role in constructing new tests is that it involves the administration of new rating scales (Frick, Barry & Kamphaus, 2009). It therefore, ensures that the new tests correspond to the students score on a known valid test of same constructs. As a result, concurrent validity studies assist in the identification of easy to use tests that are considered less complex and less expensive. Problems faced with face validity Face validity of a test is recognized when test takers measure what was intended to be measured. It therefore, focuses on gaining acceptance of the test by test takers (Frick, Barry & Kamphaus, 2009). Face validity problem arises when objectives of a given test are taken from task analysis. Norm referenced test faces face validity problems it uses test items that are selected to test separate test takers. As a desirable test quality, face validity does not fully test the true ability of a measure. Compare and contrast predictive and concurrent validity As a measure of prediction both predictive and concurrent validity make use of external criterion, which is a valid and reliable measure of the research variable being studied. They also fall under criterion validity. However, the two validity measures are different because predictive validity predicts the future performance while concurrent validity predicts current performance (Frick, Barry & Kamphaus, 2009). In addition, predictive validity involves comparative measure of present and future points of time while concurrent validity involves the administration of an instrument that compares scores of an external criterion within an approximately same time. Construct validity and its relation to test validity Construct validity is described as latent variable that is incidental from test scores. Therefore, construct validity gives the degree upon which a test measures hypothetical construction. Construct validity has relation to test validity because it is a component of predictive, content and concurrent validity (Frick, Barry & Kamphaus, 2009). More than often, construct validity of tests is measured based on experimental studies, factor analysis and cognitive process studies. Through construct validity, evidence based on relations of test scores under the performance criteria measures other constructs and group membership. References Bond, T. & Fox, C. (2001). Applying the Rasch model : fundamental measurement in the human sciences. Mahwah, N.J: L. Erlbaum. Flynn, J. (2007). What Is Intelligence?: Beyond the Flynn Effect. United Kingdom: Cambridge University Press. Frick, P., Barry, C., & Kamphaus, R. (2009). Clinical assessment of child and adolescent personality and behavior. New York :Springer. Merrell, K. (2003). Behavioral, social, and emotional assessment of children and adolescents. New York: Routledge. Rust, J. & Golombok, S. (2009). Modern psychometrics: the science of psychological assessment. Hove, East Sussex New York: Routledge. Read More