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Extensive Lecture Summary Test Construction 2018/2019

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Test Construction (PSMM6)

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Rijksuniversiteit Groningen (RuG)

Summary of all the lectures of Test Construction in the year 2018/2019. Done in English! I have watched all the lectures with the recordings on nestor and added some more information if I thought it was necessary. I am not a native speaker, so I am sorry if there are some grammar/spelling mistake...

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Aantal pagina's 42
Geschreven in 2018/2019
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Lecture Notes Test Construction
07-02-2019: Lecture 1 – Introduction: Developing maximum and typical performance tests
Psychological and educational tests
- Test Construction
o Development and application
 What does the test look like?
 Instructions for administration, scoring and interpretation
 Actual administrations of tests
 What information does it give?
 What is the usefulness of this information, and for whom
(individuals, policy)?
- Test theory
o Statistical theory about behavior of item scores and test scores
 Examples: classical test theory, item response theory
 Important issues: quantitive measures for the quality of items and
tests for target groups of respondents
Both are needed for a sensible use of tests

Use of tests: in practice
1. Human Resource Management
a. Personnel selection and development
2. Education: individual development and performance of students
a. Identify deviating patterns of development (pupil assessment system (=
leerlingvolgsysteem)
b. Prediction of most suitable type of high school (end of primary school  cito
toets in groep 8)
3. Psychodiagnostics
a. Neuropsychology, clinical psychology, developmental psychology
Judgments on individuals

Use of tests: in research
- Testing of hypothesis, theory: theory building
o E.g., ‘Location and size of brain damage determines type and severity of
behavioural difficulties in the long term’
o Variables:
 Indicators of location and size of brain damage
 Behavioural difficulties
 e.g., Anxiety, Agression, Childish behaviour, Apathy, Lack of
Insight
Judgments on populations

Definition: ‘A psychological or educational test is an instrument for the measurement of a
person’s maximum or typical performance under standardized conditions, where the
performance is assumed to reflect one or more latent attributes.’

,Test types
- Typical performance test
o Typifies person – no correct answers  you can use them to describe a
person or they give you some information about a person.
 E.g. personality, attitude, mental health
- Maximum performance test
o Person’s achievement, there are correct and incorrect answers.
 E.g. intelligence, ability level

Standardization
- Test conditions are fixed
o E.g test material, instructions, administration procedure, score computing
- Aim: to ensure comparability of test performance between persons and test
occasions
- Difficult to achieve perfect standardization
- Specific aspects to standardize dependent on for example test or target population

Latent attribute
- Attribute that can’t be measured directly
o E.g. verbal ability, arithmetic skills,
severity of depression
- Test score (X) should reflect the latent attribute
of interest (T; True score)
o Causal relationship between attribute and test score  so the true score
influences the test score. But there is always a measurement error. That’s
why there isn’t a perfect measure possible.
o Thus: if 2 persons differ on the attribute, the test sores differ as well, and the
other way around

Some important terminology:
- Item
o Smallest test unit, on which a person is scored
o Score can be the same as persons response
- Subtest (also denoted as subscale, or just scale)
o Independent part of a test
o Indicative of an attribute
o Consists of various items

Example of a maximum performance test
- Bayley-III
o Aims to assess the developmental level of young children (1-42 months)
o Individual, standardized assessment
o Normed scores
o Assessing the developmental level by playing ( observational instrument)
- Aims of use:
o For children with concerns about development

, o Diagnosis of developmental delays, in order to plan and/or evaluate
interventions
- Bayley-III consists of 5 (or 7) subscales
o Administered with child interaction
 Cognition
 Language
 Reception
 Production
 Motor
 Fine
 Gross
o Parent questionnaires
 Social-emotional
 Adaptive behavior

Steps of Test construction:
- 1. Define the construct of interest
o Constructs  abstract, theoretical
concepts
o Literature research
o Homogeneity(1 construct and the
indicators fit together) and dimensionality (do I want to measure 1 construct
or more that tell me something about a certain subject e.g. personality)
- 2. Develop the test
o Essential aspects
 Measurement mode of the test
 Self-performance mode (intelligence test e.g.)
 Self-evaluation mode (personality tests e.g.)
 Other-evaluation mode (e.g. the bayley in which the parent
rates the behavior of the child)
 Example: SDQ slide 32 – 34: uses a multiple mode of tests:
other-evaluation mode and self-evaluation – which one of the
modes is used, depends on the context of assessment.
 Objectives of the test
 Research vs. practice
 Individual or group level
 Description vs. diagnosis vs. decision-making
 Population and subpopulations of testees
 Be as specific as possible
 Inclusion and exclusion criteria
 Too broad  implications for norm groups and their
representativeness
 Conceptual framework of the test
 More specific than just definition; it helps to write items
 Typical performance: three broad classes of strategies
o Intuitive: rational, prototypical

, o Deductive:
 Construct method: use of theoretical framework
(e.g. Koster et al)
 Facet design method: conceptual analysis of the
construct
o Inductive: constructs to be measured can’t be defined
beforehand, but are identified using association
measures (e.g. correlations)
 Internal: associations among items
 External: associations between items and
external criterion
 Item response mode
 There are many  see the book
 Frequently-used scales
o Dichotomous = binary
 E.g. yes/no, true/false, correct/incorrect
o Ordinal polytomous
 E.g. never/sometimes/often
 Administration mode
 Oral
 Paper and pencil
 Computerized
 Computerized adaptive test administration
 Item writing
 The book describes different concrete guidelines
o Both for typical and maximum performance test items
 In general:
o Each item represents one idea
o Be specific
o Use positive and negative formulated items
o Avoid expressions and jargon
o Consider the reading level of the user
o Avoid the use of ‘not’
- 3. Pilot study
o Check whether instructions and items are clear
o Three types of studies
 Experts’ pilot
 Concept items are reviewed by experts
 Test takers’ pilot
 Concept items are administred to small group test takers form
the target population
 E.g. use read-aloud protocol or think out loud protocol
 Raters’ pilot
 Yields important information to remove items, remove raters
and/or to improve training

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