Test Construction Group Project Guidelines and Academic Construct Overview

Course Administration and Quiz Feedback

• Student Feedback on Quiz 1:
  • Requests were made for additional time on the written portion situated at the end of the quiz.
  • Multiple class sections are being gauged to determine if total quiz time should be expanded, with a potential increase to $15\,\text{minutes}$.
• Quiz Policy and Context:
  • The lowest quiz score of the semester will be dropped.
  • There are $3$ remaining quizzes left in the term.

Overview and Objectives of the Test Construction Group Project

• Primary Goal:
  • To develop and evaluate a original psychological assessment over the course of the semester.
• Core Project Steps:
  • Investigate a selected construct through a comprehensive literature review.
  • Select an assessment methodology (e.g., self-report scales, behavioral measures).
  • Draft original test items and collect peer feedback.
  • Formulate a theoretical study plan to evaluate the measure across test norms, fairness, reliability, and validity.
• Project Scope Limitation:
  • Students will not execute actual data collection or empirical testing, as this would require CITI certification and exceeds the available time frame of the course.
• Final Deliverables:
  • A written professional report detailing the test construction and evaluation process.
  • A formal group presentation delivered to the class at the end of the term.

Group Structure, Logistics, and Team Charter

• Group Formation:
  • Students are organized into groups of $5$ to $6$ members.
  • Groups are assigned based on ranked preferences across $8$ construct choices.
• Preference Survey Deadline:
  • The preference survey opens on Canvas at $11\text{:}45\,\text{AM}$.
  • The survey must be submitted by $12\text{:}00\,\text{PM}$ (noon) the following day to allow group assignments to be finalized before Thursday's class.
  • Failure to submit preferences results in automatic, random group assignment.
• Expectations for Participation:
  • All group members are required to contribute equally to the literature review, survey item development, written report, and class presentation.
• Team Charter Implementation:
  • Groups will establish a Team Charter during class to set operating norms.
  • The charter defines expectations for peer feedback delivery, acceptable communication channels (e.g., text messaging, GChat), and team interaction protocols.
  • Interpersonal or project issues must be brought to the instructor early to implement resolution strategies.

Project Components and Deliverables

• Component 1: Literature Review and Checkpoint:

  • Literature Review Checkpoint:
  • Accounts for $1\%$ of the total grade (graded on a completion basis).
  • Requires submission of a $1\text{-page}$ document outlining the article search strategy, search terms, a rough structural outline, and an update on group health and equal participation.
  • Literature Review Requirements:
  • Must summarize $2$ to $3$ scholarly articles formatted in full APA citation style.
  • Required contents per summary: primary research question, operationalization of constructs, concise description of methodology, findings, general conclusions, study limitations, and an evaluation of how the study informs the test development project.
  • Individual article summaries must not exceed $1\,\text{page}$ each (bullet points permitted).
  • The total length of the literature review document should not exceed $3\,\text{pages}$.

• Component 2: Final Report and Checkpoint:

  • Final Report Checkpoint:
  • Accounts for $1\%$ of the total grade (graded on a completion basis).
  • Requires a progress update on the final report several weeks in advance, along with a secondary team health and contribution status report.
  • Final Report Requirements:
  • Includes a thorough description of the target construct, item generation procedures, initial tryout items, response scales used, and a planned study design to establish reliability, validity, and test fairness.
  • Formatting: Must be $3$ to $5\,\text{pages}$ long, double-spaced, including a title cover page with the project title and names of all group members.
  • Bullet points are acceptable within the text body; strictly formatted APA style is not mandated for the body of the final report itself.
  • Due Date: Last official day of classes, as specified in the course syllabus.

• Component 3: Oral Presentation:

  • Format: A $15\text{-minute}$ oral presentation delivered during the final $2$ class sessions of the semester.
  • Participation: Every group member must actively present a portion of the material.
  • Evaluation Criteria: Content accuracy, logical organization, use of meaningful real-world applications, audience engagement, balanced group participation, and strict adherence to the $15\text{-minute}$ time limit.

• Component 4: Group Participation and Peer Evaluation:

  • Individual Grading Structure: While group members share identical grades for the literature review, final report, and presentation, individual participation grades are adjusted based on peer evaluations collected throughout the semester.

Construct Options for Assessment Development

• Option 1: Time Management Behavior:

  • Definition: A regulatory set of behaviors through which individuals direct their time usage, including goal setting, prioritizing, task planning, task organizing, and monitoring time expenditure.
  • Restriction: Introductory reference articles provided on Canvas for this topic cannot be counted toward the $2$ to $3$ required literature review articles.

• Option 2: Academic Self-Efficacy:

  • Definition: A student's global belief in their personal capability to successfully navigate and master diverse academic challenges encountered in a university setting.

• Option 3: Academic Resilience:

  • Definition: Adaptive cognitive, affective, and behavioral responses exhibited by students when facing adversity, setbacks (such as failing an exam or course), ongoing academic pressures, or institutional challenges.

• Option 4: Academic Procrastination:

  • Definition: The habitual tendency of students to delay essential academic tasks despite knowing that negative consequences will result from the delay.

• Option 5: Work-School Boundary Management:

  • Definition: The psychological and behavioral strategies students employ to build and maintain borders between employment or family obligations and academic demands.
  • Boundary Styles:
  • Integrators: Individuals who blend family, work, and academic domains together (e.g., discussing family openly across work and school settings).
  • Segmenters: Individuals who enforce rigid boundaries to keep personal, professional, and academic domains entirely separate.

• Option 6: AI Self-Efficacy:

  • Definition: A student's self-perceived capability to effectively apply artificial intelligence tools to complete tasks.
  • Dimensions: Confidence in selecting appropriate AI applications, crafting effective prompts, navigating AI interactions, and critically evaluating/verifying generated outputs.

• Option 7: Preference for Teamwork:

  • Definition: An individual's underlying attitudinal disposition toward collaborating with others within a group setting versus working independently.

• Option 8: Academic Stress:

  • Definition: Perceived psychological strain and tension resulting from academic expectations, heavy course workloads, or persistent concerns regarding academic performance.

Survey Instructions and Qualtrics Logistics

• Survey Access and Input Fields:
  • Accessible through a dedicated Qualtrics link embedded within Canvas.
  • Required information: Student First Name, Last Name, SJSU Email Address, and Academic Level.
• Preference Ranking Process:
  • Interface utilizes a drag-and-drop ranking system to order top $4$ preferences.
  • Box $1$ represents the first choice; Box $4$ represents the fourth choice.
  • Constraint: Exactly $1$ construct choice must be placed in each ranking slot. If multiple choices are placed in a single box, only the first choice listed will be recorded.
• In-Class Work Allocations:
  • Approximately $1$ or $2$ class sessions during the term will be dedicated exclusively to in-class group work, enabling teams to align on tasks, seek instructor advice, and establish external meeting schedules.

Questions and Student Discussion

• In-Class Group Work Provisions:
  • Question: Will students be provided dedicated class time during the semester to meet with their assigned project groups?
  • Response: Dedicated class time will be allocated approximately $1$ to $2$ times across the semester. These sessions serve as project checkpoints for teams to connect, ask questions, organize responsibilities, and coordinate schedules for outside work.