The Role of Consequences in validity Theory

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72502/1/j.1745-3992.1998.tb00826.x.pd

Test development and use in five Iberian Latin American countries

The abundance of scholarship on test development and use generally is higher in English-speaking than in Iberian Latin American countries. The purpose of this article is to help overcome this imbalance by describing and identifying similarities and differences in test development and use in two Iberian (Portugal and Spain) and three of the largest Latin American (Argentina, Brazil, and Venezuela) countries. The stages of test development in each country, roles of professional associations, presence of standards for test use, professionals’ educational training, commonly used tests, together with prominent challenges to continued progress are discussed. Test development and use in these five countries are transitioning from a dependence on the use of translated tests to greater reliance on adapted and finally nationally constructed tests. Continued growth requires adherence to international standards guiding test development and use. Stronger alliance among professional associations in the Iberian Latin American countries could serve as a catalyst to promote test development in these regions.A abundância de estudos sobre o desenvolvimento do teste e usar geralmente é maior em Inglês de língua do que nos países latino-americanos ibéricos. O objetivo deste artigo é ajudar a superar este desequilíbrio, descrever e identificar semelhanças e diferenças no desenvolvimento de testes e uso em dois Ibérica (Portugal e Espanha) e três dos maiores países da América Latina (Argentina, Brasil e Venezuela). Os estágios de desenvolvimento do teste em cada país, os papéis das associações profissionais, presença de padrões para uso de teste, a formação dos profissionais da educação, os testes comumente utilizados, juntamente com desafios importantes ao progresso continuado são discutidos. Desenvolvimento de testes e uso nestes cinco países estão em transição de uma dependência do uso de testes traduzidos para uma maior dependência de testes adaptados e finalmente construídos nacionalmente. O crescimento contínuo exige a adesão a padrões internacionais orientadores desenvolvimento de testes e uso. Aliança mais forte entre as associações profissionais dos países latino-americanos ibéricos poderia servir como um catalisador para promover o desenvolvimento do teste nessas regiões

The Motivational Thought Frequency scales for increased physical activity and reduced high-energy snacking

The Motivational Thought Frequency (MTF) Scale has previously demonstrated a coherent four-factor internal structure (Intensity, Incentives Imagery, Self-Efficacy Imagery, Availability) in control of alcohol and effective self-management of diabetes. The current research tested the factorial structure and concurrent associations of versions of the MTF for increasing physical activity (MTF-PA) and reducing high-energy snacks (MTF-S).Study 1 examined the internal structure of the MTF-PA and its concurrent relationship with retrospective reports of vigorous physical activity. Study 2 attempted to replicate these results, also testing the internal structure of the MTF-S and examining whether higher MTF-S scores were found in participants scoring more highly on a screening test for eating disorder.In Study 1, 626 participants completed the MTF-PA online and reported minutes of activity in the previous week. In Study 2, 313 participants undertook an online survey that also included the MTF-S and the Eating Attitudes Test (EAT-26).The studies replicated acceptable fit for the four-factor structure on the MTF-PA and MTF-S. Significant associations of the MTF-PA with recent vigorous activity and of the MTF-S with EAT-26 scores were seen, although associations were stronger in Study 1.Strong preliminary support for both the MTF-PA and MTF-S was obtained, although more data on their predictive validity are needed. Associations of the MTF-S with potential eating disorder illustrate that high scores may not always be beneficial to health maintenance

Development and Examination of a Tool to Assess Score Report Quality

The need for quality in score reporting practices is represented in the Standards for Educational and Psychological Testing (American Educational Research Association American Psychological Association National Council on Measurement in Education, 2014). The purpose of this study was to introduce a ratings-based instrument to assess the quality of score reports and examine the reliability of scores obtained. Quality criteria were derived from best-practices published within the literature (Hambleton and Zenisky, 2013). The rating scale was used to assess a sample of 40 English-language individual student score reports for K-12 accountability tests representing 42 states and five provinces in the United States and Canada. A two-facet generalizability study (i.e., sr x d x r) was completed with an overall reliability coefficient of G = 0.78. Application of the rating scale may provide a means to support empirical study of relationships between score report quality and stakeholder outcomes including interpretation, use, and impact

Retest effects in operational selection settings: Development and test of a framework

This study proposes a framework for examining the effects of retaking tests in operational selection settings. A central feature of this frame-work is the distinction between within-person and between-person retest effects. This framework is used to develop hypotheses about retest ef-fects for exemplars of 3 types of tests (knowledge tests, cognitive ability tests, and situational judgment tests) and to test these hypotheses in a high stakes selection setting (admission to medical studies in Belgium). Analyses of within-person retest effects showed that mean scores of re-peat test takers were one-third of a standard deviation higher for the knowledge test and situational judgment test and one-half of a standard deviation higher for the cognitive ability test. The validity coefficients for the knowledge test differed significantly depending on whether ex-aminees ’ test scores on the first versus second administration were used, with the latter being more valid. Analyses of between-person retest ef-fects on the prediction of academic performance showed that the same test score led to higher levels of performance for those passing on the first attempt than for those passing on the second attempt. The implications of these results are discussed in light of extant retesting practice. In employment settings, the Uniform Guidelines on Employee Selec-tion Procedures (1978) state that organizations should provide a reasonable opportunity to test takers for retesting. Hence, most organizations in the private and public sector have installed retesting policies in promotion and hiring situations (e.g., Campbell, 2004; McElreath, Bayless, Reilly, & Hayes, 2004). In the educational domain, the Standards for Educational and Psychological Testing (APA/AERA/NCME, 1999) state that retest op-portunities should be provided for tests used for promotion or graduation decisions. The opportunity for retesting is also mandated for tests used in making admission, licensing, or certification decisions. A previous version of this manuscript was presented at the Annual Convention of th