team, e=see Pitunon EBT Guide UNIVERSITY OF CALICUT Soeilennd meqae10100e1 iJ Re-accredited by NAAC with ‘A’ Grade BSc PSYCHOLOGY Semester 3 oe PSYCHOLOGICAL MEASUREMENT AND TESTING www.pepponiine.inContent 1. Introduction to steps of test construction 2. Reliability © Types of reliabi 3. Validity lity © Types of validity 4, Norms © Types of norms www.pepponiine.inTEST CONSTRUCTION AND ADMINISTRATION Introduction to steps of test construction Planning: planning about the nature and content of the test is very important. We have to select the domain to be assessed, form the objectives, and collect reviews on the related studies. Writing: here we do write the items for the test construction of a specific domain. Item refers to individual units of interactions in a test. Meaning and purpose of item analysis: its of two kinds assessment like item difficulty and item discriminability. This helps to identify the item difficulty between each item and the discriminability between individuals in possessing a trait or attribute. Administration: it can be considered as pilot study. Only through pilot administration a test could be assessed for its practicability, reliability and validity. After pilot study itis tried with a very small sample for preliminary try-out and identify the major difficulties or uncertainty of items in the test. Later the test provided for actual try-out and evaluation is done through a process known item analysis. Item analysis: is the best method for selection of items into a test finally. Standardisation: this is a process by which we ensure consistency and objectivity of how tests are administered and scored. © Reliability Estimation of reliability: reliability refers to the overall consistency of a test. It is the capacity of a test to yield similar results when administered at different points of time. Reliability coefficient: the value of reliability coefficient ranges from 0 to 1. Higher the value of correlation coefficient greater would be the reliability of a test. Different methods to assess reliability 1. Test -rest method: method of comparing the scores obtained by a group of individuals on two different occasions. Test-retest reliability measures the consistency of results when you repeat the same test on the same sample at a different point in time. You use it when you are measuring something that you expect to stay constant in your sample. 2, Parallel form method: method requires 2 equivalent forms of a test. Parallel forms reliability measures the correlation between two equivalent versions of a test. You use it when you have two different assessment tools or sets of questions designed to ‘measure the same thing. www.pepponiine.in+ 3. Split half method: technique used to evaluate the internal consistency of a test. It is measure of the internal reliability of a test or how consistently the items perform within a test. The underlying assumption is if a test measures a single construct, then individuals should perform equally well on both halves of the test. Validity Estimation of validity: validity is about its accuracy. The different aspects of validity are © Construct validity: Does the test measure the concept that it’s intended to measure? which the measure tests a theoretical construct. Convergent validity- which assesses the same construct corresponds to each other. Discriminant Related to the distinctiveness of a test. © Content validity: Is the test fully representative of what it aims to measure? how adequately the test represents the concepts based on which it is developed. To establish content validity the test items should be carefully evaluated by expert judges. © Face validity: Does the content of the test appear to be suitable to its aims? subjective impression about the extent to which a test covers the concept which it is intended to measure. © Criterion validity: Do the results accurately measure the concrete outcome they are designed to measure? These are the evidence shows how well proposed test scores, correlates with an already established or standard criterion. This helps to predict various behaviour by evaluating its correspondence with other measures. Norms Norms represent the score distribution of a test in a representative sample, providing us the standard frame with which to compare individual scores. Test norms consist of data that make it possible to determine the relative standing of an individual who has taken a test. Norm-referenced: test results are compared to the results of a similar group of people and testers are ranked in relation to other testers. A norm-referenced test is a type of standardised test (that is, a test that is identical for every test-taker). After the items on a norm-referenced test are scored, the scores are compared to www.pepponiine.inthose of a comparison group, or norming group. Because the test-taker is compared to other people, the results can be considered subjective To develop a norm-referenced test, the test developers select a statistically relevant group of individuals and administer the test items. The scores of this norming group are used to create the scoring system for that test. Criterion-referenced: test results are compared to a set standard or criteria and testers are ranked in relation to the body of tested knowledge A criterion-referenced test is an objective assessment that compares a test-taker’s performance to aset of fixed standards or objectives. Some criterion-referenced tests are standardised, while others are not. Criterion-referenced tests come in many formats and may be administered on a large-scale or small-scale basis. What makes a test criterion-referenced is the scoring process. The reported score represents the number of correct answers out of a total, rather than the test- taker's performance in comparison to others. > Types of norms: Standard score: standard score is a converted raw score which expresses its position relative to the mean, in terms of standard deviation. It is denoted by *Z”. T score: it is a standard score with mean 50 and standard deviation 10. Stanine scores: also, the ‘standard nine’ score which transforms all the scores into a single digit number from 1 to 9. ‘Age equivalent norms are used to compare the performance of an individual with that of a normative age group. Highly used in assessing children’s abilities. Grade norms: these are derived by locating the performance of a test taker within the norms of students at each grade level in the standardisation sample. Percentiles and percentile ranks: this indicates the percentage of scores lying below it. It determines at which one hundredth part of the distribution of scores an individual is placed. www.pepponiine.in[ 4 ) ears of Premiey enronce Bcc. Preparation Program [74-[8] JOIN PEPP GUIDE WHATSAPP GROUP SUBSCRIBE PEPP YOUTUBE CHANNEL Download PEPP Learning App Fulfill your central university dream with the! coaching program in Kerala For Admission Related Queries: Call: +91 808925250, +91 8891359553 Visit: www.pepponline.inIF YOU HAVE A DREAM YOURE rN | Fulfill your central university dream with the coaching program in Kerala P2) Download PEPP Learning App Pe OSes elt Visit: www.