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Lecture 2

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Anthony Ruocco

Lecture 2- January 17, 2012 The Consequences of Testing  School Tests  Learning disabilities: dyslexia  Giftedness  Vocational interest  Post Graduation  Job entry  Driver’s license  Security clearance  Personality function: lots of people fill out personality questionnaires online to figure out their personality  Marital compatibility: in certain churches, for ex. To see how compatible you are (no test will ever say you should not be getting married to getting this job, etc)  Developmental disability: tests  Brain dysfunction : help us understand whether someone has one type of dementia (alzheimers) versus another type of dementia Apgar Score for Newborns  The Apgar score rates:  Respiration, crying  Reflexes, irritability  Pulse, heart rate  Skin colour of body extremities  Muscle tone Video: (on powerpoint)  Nurses who conduct this assessment typically do get a score  Good score on the APGAR: baby is healthy’ Definition of a Test  A test is a standardized procedure for sampling behaviour and describing it with categories or scores  Standardized Procedure: a test has to be given in the same way every single time  Behaviour Sample  Scores or Categories: ex. on the Apgar there’s 1-10  Norms or standards: results can be these, meaning we give these tests to hundreds of thousands of people ; where you stand relative to thousands of these people  Prediction of Non-test Behaviour: in the end, we use the test to predict something useful (ex. is someone going to be able to live successfully as they age) AN EXAMPLE: The Independent Living Scales  Given to those who have cognitive limitations  If someone doesn’t know how to use their driving license  It’s a prediction of non-test behaviour  A qualified psychometric is aware of the limitations of these tests AN EXAMPLE: The Minnesota Multiphasic Personality Inventory (MMPI) True or Flase? “I like mechanics magazines”  It’s supposed to be predicative of schizophrenia  Qualitative way of measuring test scores: ex. if squiggly line, it means they had a tremor (motor problem)  The value put on the individual test items can depend on scientific research (what you value) or can be more predicative Further Distinctions in Testing  Norm versus Criterion Referenced Tests  Criterion-Referenced Test: Objective is where examinee stands with respect to strictly defined objectives (eg. 80% accuracy on 15-item test of 2-digit arithmetic problems)  His brother’s gf -> you need to be able to navigate an entire forest with no GPS  Norm-References Test: Performance of each examinee interpreted in reference to a relevant standardization sample (eg. IQ test) Types of Test  Group vs. Individual  Intelligence tests  Apitude tests: GRE -> predicts success later on  Achievement tests: compare intelligences wit
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