Evaluation Of Test Materials And Procedures

 an example is attached the work cannot be copied directly from example make it your own work.

Instructions

Use the test you selected in Assessment 1 for this assessment.

Assume the role in the scenario below:

Scenario:

The director of the setting in which you work has praised your previous analyses and asked you to continue to evaluate the selected test according to the sixth, seventh, and eighth elements of the “Code Fair Testing Practices in Education” (2004):

The code states that test users, “(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takers with disabilities who need special accommodations.”

Your analysis and summary will be reviewed by the executive team before you complete a final report.

Use the Assessment 3 Worksheet: Evaluation of Test Materials and Procedures​ Research, linked in the Required Resources, to complete this assessment. The worksheet contains 3 sections. Scoring guide criteria are italicized.

Section One: Test Review Table

Section Two: Summary and Rationale (minimum of 5 pages of content)

Use the Mental Measurements Yearbook reviews, publisher websites, and peer-reviewed journal articles to obtain information about the test under consideration.

Relate your findings for your selected test according to the sixth element of the Code.

Test Items and Format

• Evaluate a test’s sample items, practice tests, directions, answer sheets, manuals, and score reports for appropriateness and for the intended purpose of the instrument.​

Fair and Appropriate Materials

• Analyze a test’s procedures and materials as presented by the test developers for appropriateness and for the intended purpose of the instrument.​
• Analyze a test’s use or availability of modified forms or administration procedures for test-takers with disabilities who need special accommodations for appropriateness and for the intended purpose of the instrument.​
• Analyze how advances in technology have been used to address issues of test items, procedures, and appropriate and fair usage.​
• Evaluate one AERA standard for Supporting Documentation for Tests that is implicated in either the positive or negative aspects of the selected test.

Section Three: References

• Locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test-takers. You will not be required to have a copy of your test to complete this assessment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, Mental Measurements Yearbook (MMY) reviews, and publisher websites.

Additional Requirements

• The summary on Elements 6, 7, and 8 (See Section Two) must be at least 5 pages in length. These pages do not include the title page (Section One), or References (Section Three).
• Write clearly and logically, with correct use of spelling, grammar, punctuation, mechanics, and current APA format and style.
• Times New Roman font, 12 pt.
• Double-spaced.
• Use Turnitin to review your assessment before submitting it for grading.

Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.