CHAPTER 1 PSYC 3377

Chapter 1: Why Measurement?

  • Source: Salkind, Tests and Measurement 3e. SAGE Publishing (2018)

Introduction to Testing

  • Question: When and where did testing begin?

A Five-Minute History of Testing

  • Timeline of Testing Developments:
    • Around 2200 B.C.E.: Public officials tested individuals in China.
    • 1644:
    • Quote by René Descartes: "If something exists, it exists in some amount. If it exists in some amount, then it is capable of being measured."
    • 1850:
    • Quote by Frances Galton: "Whenever you can, count."
    • 1869: Frances Galton publishes work on correlation.
    • 1890: James Cattell coins the phrase "mental test."
    • 1900: Creation of the College Entrance Examination Board.
    • 1905: Alfred Binet and Theodore Simon create the first intelligence test.
    • 1916: Publication of the Stanford revision of the Binet-Simon scale.
    • 1926: The College Board publishes the Scholastic Aptitude Test.
    • 1927: Carl Spearman introduces the notion of general and specific factors in intelligence.
    • 1938: First publication of the Mental Measurements Yearbook.
    • 1939: Development of the Wechsler-Bellevue Intelligence Scale.
    • 1940: Development of the Minnesota Multiphasic Personality Inventory (MMPI).
    • 1941: Raymond Cattell's theory of fluid and crystallized intelligence is introduced.
    • 1941: Invention of M&Ms, frequently used in classroom demonstrations regarding tests and measurement.
    • 1942: Initiation of the General Education Development (GED) program.
    • 1947: Establishment of the Educational Testing Service (ETS).
    • 1957: Donald Super formulates his theory of career development.
    • 1964: Enactment of the Civil Rights Act.
    • 1966: James Coleman's report on equality of education.
    • 1970: Launch of the National Assessment of Educational Progress (NAEP).
    • 1974: Implementation of the Family Educational Rights and Privacy Act (FERPA).
    • 1975: John Holland introduces his classification system for careers.
    • 1975: Enactment of Education for All Handicapped Children Act (Public Law 94-142).
    • 1979: Truth in Testing legislation is established.
    • 2001: Introduction of the No Child Left Behind Act.
    • 2010: Significant advancements in online and adaptive testing.
    • 2016: Reassessment of the No Child Left Behind Act.

The Founding Fathers of Testing

  • Key Figures in Testing Development:
    • Alfred Binet
    • Theodore Simon
    • Charles Darwin
    • Stanley Kaplan
    • James Cattell
    • Francis Galton
    • Charles Spearman
    • Donald Super

Purpose of Testing

  • What is a Test?
  • What do we Test?

Types of Testing

  • What We Test:
    • Achievement: Level of knowledge in a particular domain (e.g., midterms).
    • Personality: A unique and stable set of characteristics, traits, and attitudes (e.g., extroversion/introversion).
    • Aptitude: Potential to succeed in a particular area (e.g., salesperson).
    • Ability or Intelligence: Skill or competence (e.g., Stanford-Binet Intelligence Test, neuropsychological tests like the Boston Naming Test).
    • Vocation or Career: Job-related interests (e.g., Career Interest Inventory).

Reasons for Testing

  • Why We Test:
    • Selection for employment or placement in schools.
    • Diagnosis for psychological counseling.
    • Hypothesis testing in research.
    • Classification to determine career fit.

Important Reminders on Testing

  • Some behaviors can be observed more closely and precisely than others.
  • Our understanding of behavior is contingent on the quality of the measurement tools used.
  • Tests and measurement tools come in various forms.

Further Important Reminders

  • The interpretation of test results should consider the context of data collection.
  • Avoid misuse of test results.
  • Many achievement tests aim to differentiate between individuals who possess knowledge and those who do not.

Steps in the Development of a Test: Broad Description

  1. Identify the idea, trait, or characteristic to be tested.
  2. Select the best method for assessment (e.g., paper and pencil, performance, survey, interview).
  3. Develop items for testing.
  4. Pilot test items to gather preliminary data.
  5. Evaluate and revise any unsatisfactory items.
  6. Conduct a second pilot test of revised items.
  7. Finalize the determination of items to be included.
  8. Develop and revise administration instructions.
  9. Establish reliability and validity of the test.
  10. Revise items based on validity and reliability studies; create norms if necessary.
  11. Develop norms for interpretation and understanding of scores.
  12. Complete the test manual that provides essential information about the test.

So What’s New in Testing Theory?

  • Classical Test Theory (CTT):
    • Development of most tests follows this model.
    • Emphasizes accuracy in predicting the test taker’s true score, known as the actual value of a trait/characteristic/knowledge.
  • Item Response Theory (IRT):
    • Alternative approach to CTT.
    • Focuses on the examination of individual test items for their effectiveness.

Class Purpose

  • Question: Why are you taking Tests and Measurements?

Course Objectives

  • Distinguishes the student from peers and enhances their academic transcript.
  • Provides an intellectual challenge that promotes critical thinking.
  • Enhances proficiency in social and behavioral sciences.
  • Lays a solid foundation for future academic and professional pursuits.

Study Tips for Success in the Course

  • Don't underestimate your abilities.
  • Form a study group with peers for collaborative learning.
  • Ask questions to clarify concepts and deepen understanding.
  • Complete exercises provided at the end of chapters for practice.
  • Seek real-life applications of testing concepts to enrich learning.
  • Explore diverse resources for a broader perspective.
  • Be gentle on yourself, and remember that learning is a process.
  • Most importantly, have fun while engaging with the material!