Relevant bibliographies by topics / Testing, assessment and psychometrics

Academic literature on the topic 'Testing, assessment and psychometrics'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Testing, assessment and psychometrics"

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Hunt, Earl, and Anne Thissen-Roe. "Interleaving Instruction and Assessment." Journal of Cognitive Education and Psychology 4, no. 1 (January 2004): 47–64. http://dx.doi.org/10.1891/194589504787382901.

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Assessment is conducted for three reasons; personnel selection in academic, industrial, and government situations, certification of individuals and accountability of training institutions, and to provide formative instruction. The first goal has dominated much of psychometrics over the past century, the second goal is relatively new, and the third is not yet in widespread use. We review the mathematics of personnel selection and argue that there is not a great deal to be gained by improvement of present testing methods for personnel selection unless the institution doing the selection is either extremely large or highly selective. We concentrate on the third use, providing formative instruction. Formative instruction ought to diagnose an individual’s capabilities and knowledge, rather than simply grading them on a satisfactory-unsatisfactory scale. However the idea of grading is, in some fashion, built into traditional psychometric forms of testing. We sketch the beginnings of a psychometric approach intended to provide analyses for formative testing. Examples are given from the field of science instruction.
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Woods, Stephen A. "Assessment in the digital age: Some challenges for Test Developers and Users." Assessment and Development Matters 10, no. 2 (2018): 22–25. http://dx.doi.org/10.53841/bpsadm.2018.10.2.22.

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Key digested messageHow should psychometrics specialists (test developers and users) respond to the challenges of the digital age? A broad challenge that faces the discipline of psychometrics is to avoid being rooted in old ways of thinking about testing, whilst simultaneously ensuring that key principles of best practice in the science of assessment are maintained and applied to the new methodologies of testing. This article explores key issues in this focal challenge.
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Davies, Mark G., Michael J. Rowan, and John Feely. "Psychometrics in assessing hepatic encephalopathy – a brief review." Irish Journal of Psychological Medicine 8, no. 2 (September 1991): 144–46. http://dx.doi.org/10.1017/s0790966700015135.

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AbstractHepatic encephalopathy is a neuropsychiatric disorder usually associated with severe hepatic insufficiency. It may however be divided into clinical and subclinical groupings. Psychometric testing, serial EEG's, EEG spectral analysis and event related potentials are all presently being used to quantify and differentiate between the various stages of hepatic encephalopathy. We review the use of psychometrics in hepatic encephalopathy and discuss evidence that these findings are comparable with the more objective data of electrophysiological studies. An adequate, simple and inexpensive assessment may be carried out using a battery of psychometric tests which include number connection tests and five pointed star construction.
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Shirinkina, E. V. "Psychometric Assessment Standards Based on the «Performance Based Assessment» Methodology." Quality and life 29, no. 1 (March 15, 2021): 15–19. http://dx.doi.org/10.34214/2312-5209-2021-29-1-15-19.

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The relevance of the study is due to the fact that there has been a request for a comprehensive assessment of knowledge and skills based on the methodology of competency-based assignments, which consists in a performance-based assessment. In the article, the author presents the psychometric standards and recommendations existing in foreign practice that are necessary for a fair, reliable and objective assessment of the learning outcomes of company employees. The purpose of the work is to study existing standards and recommendations for assessing learning outcomes in the KPI system. The empirical basis of the study was the data of the International Test Commission; British Psychological Society – British Psychological Society, BPS and others. The author analyzes the empirical base of the research and systematizes the existing standards and recommendations for assessing testing. The practical significance of the research results lies in the fact that, given the challenges and demands of the modern world, most organizations will allow them to form a systemic development of the measurement process and quickly respond to new challenges that arise before psychometrics.
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Cordier, Reinie, Renée Speyer, Matthew Martinez, and Lauren Parsons. "Reliability and Validity of Non-Instrumental Clinical Assessments for Adults with Oropharyngeal Dysphagia: A Systematic Review." Journal of Clinical Medicine 12, no. 2 (January 16, 2023): 721. http://dx.doi.org/10.3390/jcm12020721.

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This systematic review on non-instrumental clinical assessment in adult oropharyngeal dysphagia (OD) provides an overview of published measures with reported reliability and validity. In alignment with PRISMA, four databases (CINAHL, Embase, PsycINFO, and PubMed) were searched, resulting in a total of 16 measures and 32 psychometric studies included. The included measures assessed any aspect of swallowing, consisted of at least one specific subscale relating to swallowing, were developed by clinical observation, targeted adults, and were developed in English. The included psychometric studies focused on adults, reported on measures for OD-related conditions, described non-instrumental clinical assessments, reported on validity or reliability, and were published in English. Methodological quality was assessed using the standard quality assessment QualSyst. Most measures targeted only restricted subdomains within the conceptual framework of non-instrumental clinical assessments. Across the 16 measures, hypothesis testing and reliability were the most reported psychometrics, whilst structural validity and content validity were the least reported. Overall, data on the reliability and validity of the included measures proved incomplete and frequently did not meet current psychometric standards. Future research should focus on the development of comprehensive non-instrumental clinical assessments for adults with OD using contemporary psychometric research methods.
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McCredie, Hugh. "Heroes, landmarks and blind alleys in personality assessment." Assessment and Development Matters 6, no. 2 (2014): 16–18. http://dx.doi.org/10.53841/bpsadm.2014.6.2.16.

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This is a new series of four articles we have asked Hugh McCredie, a regular contributor to ADM and Vice-Chair of The Psychometrics Forum, to write to mark the centenary of the First World War. The articles will span the ages of psychological testing, and we hope you will enjoy reading about the testing milestones of the last 100 years.
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Schroeder, Amber N., Kaleena R. Odd, and Julia H. Whitaker. "Agree to disagree: Examining the psychometrics of cybervetting." Journal of Managerial Psychology 35, no. 5 (June 25, 2020): 435–50. http://dx.doi.org/10.1108/jmp-09-2018-0420.

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PurposeDue to the paucity of research on web-based job applicant screening (i.e. cybervetting), the purpose of the current study was to examine the psychometric properties of cybervetting, including an examination of the impact of adding structure to the rating process.Design/methodology/approachUsing a mixed-factorial design, 122 supervisors conducted cybervetting evaluations of applicant personality, cognitive ability, written communication skills, professionalism, and overall suitability. Cross-method agreement (i.e. the degree of similarity between cybervetting ratings and other assessment methods), as well as interrater reliability and agreement were examined, and unstructured versus structured cybervetting rating formats were compared.FindingsCybervetting assessments demonstrated high interrater reliability and interrater agreement, but only limited evidence of cross-method agreement was provided. In addition, adding structure to the cybervetting process did not enhance the psychometric properties of this assessment technique.Practical implicationsThis study highlighted that whereas cybervetting raters demonstrated a high degree of consensus in cybervetting-based attributions, there may be concerns regarding assessment accuracy, as cybervetting-based ratings generally differed from applicant test scores and self-assessment ratings. Thus, employers should use caution when utilizing this pre-employment screening technique.Originality/valueWhereas previous research has suggested that cybervetting ratings demonstrate convergence with other traditional assessments (albeit with relatively small effects), these correlational links do not provide information regarding cross-method agreement or method interchangeability. Thus, this study bridges a crucial gap in the literature by examining cross-method agreement for a variety of job-relevant constructs, as well as empirically testing the impact of adding structure to the cybervetting rating process.
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Remawi, Bader Nael, Amy Gadoud, Iain Malcolm James Murphy, and Nancy Preston. "Palliative care needs-assessment and measurement tools used in patients with heart failure: a systematic mixed-studies review with narrative synthesis." Heart Failure Reviews 26, no. 1 (August 3, 2020): 137–55. http://dx.doi.org/10.1007/s10741-020-10011-7.

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AbstractPatients with heart failure have comparable illness burden and palliative care needs to those with cancer. However, few of them are offered timely palliative care. One main barrier is the difficulty in identifying those who require palliative care. Several palliative care needs-assessment/measurement tools were used to help identify these patients and assess/measure their needs, but it is not known which one is the most appropriate for this population. This review aimed to identify the most appropriate palliative care needs-assessment/measurement tools for patients with heart failure. Cochrane Library, MEDLINE Complete, AMED, PsycINFO, CINAHL Complete, EMBASE, EThOS, websites of the identified tools, and references and citations of the included studies were searched from inception to 25 June 2020. Studies were included if they evaluated palliative care needs-assessment/measurement tools for heart failure populations in terms of development, psychometrics, or palliative care patient/needs identification. Twenty-seven papers were included regarding nineteen studies, most of which were quantitative and observational. Six tools were identified and compared according to their content and context of use, development, psychometrics, and clinical applications in identifying patients with palliative care needs. Despite limited evidence, the Needs Assessment Tool: Progressive Disease – Heart Failure (NAT:PD-HF) is the most appropriate palliative care needs-assessment tool for use in heart failure populations. It covers most of the patient needs and has the best psychometric properties and evidence of identification ability and appropriateness. Psychometric testing of the tools in patients with heart failure and evaluating the tools to identify those with palliative care needs require more investigation.
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Jenkinson, Josephine C. "Diagnosis of Developmental Disability: Psychometrics, Behaviour, and Etiology." Behaviour Change 14, no. 2 (June 1997): 60–72. http://dx.doi.org/10.1017/s0813483900003545.

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Diagnosis of developmental disability lacks precision, partly because of differences in definitions of the concept, but largely because of problems specific to the use of psychometric measures with children who have a developmental disability. These problems arise from inadequate evidence of reliability for psychometric measures at extremes of the normal distribution, from lack of comparability between different tests and between different editions of tests, and from practical considerations in the assessment of people with various disabilities. Adaptive behaviour assessment has been introduced to supplement intelligence testing, but lack of a clear conceptualisation of this concept and doubts about the appropriateness of United States norms for Australian children add to the difficulties of interpreting results of standardised scales. Systematic assessment of behavioural problems needs to be incorporated into diagnostic procedures. This paper argues that improvements in the accuracy of diagnosis are unlikely to come from further technical advances in psychometric assessment, and suggests that diagnosis in the future should take into account new technologies which link etiology to specific behavioural patterns to supplement existing procedures.
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Bachman, Lyle F. "Assessment and Evaluation." Annual Review of Applied Linguistics 10 (March 1989): 210–26. http://dx.doi.org/10.1017/s0267190500001318.

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Research and development in the assessment of language abilities in the past decade have been concerned both with achieving a better understanding of the nature of language abilities and other factors that affect performance on language tests and with developing methods of assessment that are consistent with the way applied linguists view language use. The way language testers conceptualize language abilities has been strongly influenced by the broadened view of language proficiency as communicative competence that has emerged in applied linguistics. And while this view of language proficiency provides a much richer conceptual basis for characterizing the language abilities to be measured, it has presented language testers with a major challenge in defining these abilities and the interactions among them with sufficient precision to permit their measurement. Language testing researchers have also been influenced by developments in second language acquisition, investigating the effects on test performance of other factors such as background knowledge, cognitive style, native language, ethnicity, and sex. Finally, language testing research and practice have been influenced by advances in psychometrics, in that more sophisticated analytic tools are being used both to unravel the tangled web of language abilities and to assure thhat the measures of these abilities are reliable, valid, efficient, and appropriate for the uses for which they are intended.
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Dissertations / Theses on the topic "Testing, assessment and psychometrics"

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Perry, Brittney Dawhn. "Ineffective Psychometric Testing: GRE Test Administration." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1202.

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The effectiveness of the GRE was measured through a mixed-methods study. Quantitative data was studied to determine a relationship between GRE scores and the completion of higher education. Students and employers were surveyed to clarify a link between the content the GRE measures and the skills that are needed in graduate school and the workforce. In addition, students were asked if test administration, time-constrained questions, and question bias had any effect of their GRE score. Together, these findings were inconclusive and do not suggest that the GRE is effective or ineffective in its measurement of potential graduate students in relation to test content, test administration, and question bias, time-constrained questions, and the accurate measurement of psychometrics.
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Shang, Tsu-Ching. "Development and testing an instrument of hope: The Hope Indicator Questionnaire." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187011.

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The purpose of this study was to develop and test an instrument, the Hope Indicator Questionnaire (HIQ), which was designed to measure the latent variable of hope; and to identify antecedent variables which impact upon hope. A nonexperimental study with four-week test-retest was designed to examine the psychometric properties of the HIQ. Reliability of the HIQ was tested by 4-week stability. Internal consistency reliability was also performed on the HIQA. Validity of the HIQ was examined by content validity, exploratory factor analysis, convergence, and predictive causal model testing. Data were collected and analyzed from 111 subjects who did not have life threatening health problems during their study participation. Sixty (54%) were female, 83 (75%) were religious believers. The majority (66%) were Caucasian. The age ranged from 18 to 79, with the mean age of 38.95 (S.D. = 16.12). Results showed that low stabilities were found in the HIQP and HIQB (.52 and .45). Stability coefficient and internal consistency for the HIQA were .71 and .92. Satisfactory content validity of the HIQA was demonstrated by a three-member panel. The exploratory factor analysis confirmed that a latent factor was extracted from the three scales in the HIQ. Convergent validity was established by satisfactory correlations with the Herth Hope Scale (HHS) (.58) and Beck's Hopelessness Scale (HS) (-.42). The proposed predictive model was partially supported by the study when perceived functional support was measured by a modified Shang's Perceived Functional Support measure. Antecedents for both HIQ and HHS hope were explored. Personal control and perceived functional support were direct antecedents for HIQ hope while HHS hope was directly affected by personal control and chance control. Other variables (i.e. support network, religion and demographics) were indirect antecedents to HIQ and HHS hope through those direct antecedents. Additional analysis was accomplished on comparisons of the HIQ and HHS, and a qualitative content analysis was done on the first five hopes identified by the subjects. In conclusion, the HIQ had low reliability. Possible resources contributing to this low reliability were discussed. Results related to the HIQ measure should be interpreted with caution although the convergence of the HIQ with the HHS and HS was supported.
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Sims, Caroline E. "New graduate nurse transition into practice : psychometric testing of Sims Factor H Assessment Scale." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601305.

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Factor H is a newly identified phenomenon which describes a constellation of attributes of the new graduate nurse reflecting personality traits, intellectual abilities, and clinical judgment. In a previous pilot study conducted by this researcher nurse managers and experienced Registered Nurse (RN) preceptors described characteristics demonstrated by new graduate nurses demonstrating Factor H and the new graduate nurse's ability to transition quickly and successfully into the RN role in the acute care environment. There is currently no instrument available to measure this phenomenon. The specific aim of this research was to develop and psychometrically test a scale designed to identify the presence of attributes of Factor H in the new graduate nurse. The Sims Factor H Assessment Scale (SFHAS) was developed and piloted with a sample of one hundred one new graduate nurses within three months of completing the their nursing program at one of three nursing schools in central and south central Indiana. Evidence of content validity was demonstrated through the use of the Content Validity Index conducted with a panel of four experts. Evidence of face validity was demonstrated through interviews with a group of new graduate nurses, nurse managers, and experienced RN preceptors. Principle Axis Factoring with Varimax rotation was used to demonstrate evidence of construct validity and the scale was found to have a single component which was identified as nursing personality. Evidence of criterion-related validity was demonstrated utilizing analysis of the SFHAS and the criterion scale for personality traits (NEO-FFI). Evidence of internal consistency reliability was demonstrated through analysis of inter-item correlations, Cronbach's coefficient correlations, and item-total correlations. Test re-test reliability using interclass correlation was also conducted to demonstrate stability of the scale. The SFHAS was found to be reflective of nursing personality and not general mental ability or clinical judgment. Use of the SFHAS will allow organizations to evaluate the nursing personality of the new graduate nurse for fit into the work environment. Further study is recommended to gain clarity around the attributes which support successful transition of the new graduate nurse into practice in the acute care environment, also known as Factor H.

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Haitana, Tracy Nicola. "Testing Tamariki: How Suitable is the PPVT-III?" Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1399.

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In New Zealand, Māori currently experience the "poorest health status of any ethnic group" characterised by high rates of physical and mental illness, educational underachievement, unemployment, criminal incarceration, and low socioeconomic status (Durie, 1998; Ministry of Health, 1999, 2002a, p. 2). Despite attempts to reduce the disparities between Māori and other New Zealanders, Māori continue to have a lower life expectancy than non-Māori (Durie, 1998; Reid, 1999). Māori children show similar levels of disadvantage experiencing high rates of illness and preventable death (Ministry of Health, 1998). Māori children also achieve poorly in educational settings, with literacy levels and overall involvement in education found to be below that of non-Māori (Ministry of Education, 2003a). Research findings have identified that health and educational disparities may be explained in part, by a mismatch between current approaches to practice and service delivery, and the values, beliefs, and experiences of Māori (Phillips, McNaughton, & MacDonald, 2004). In line with such findings, a number of standardised psychometric tests developed outside of New Zealand, have also been found to produce culturally biased results when used with Māori (Ogden, 2003; Ogden & McFarlane-Nathan, 1997). The Peabody Picture Vocabulary Test (PPVT-III) is one such test which is currently used in New Zealand to measure receptive vocabulary skills (Stockman, 2000). This research investigated the suitability of the PPVT-III with 46 Māori children from three different age groups. Results revealed that the PPVT-III appeared to be suitable for use with Māori, although a number of suggestions were made as to ways in which the administration and interpretation of PPVT-III test scores could be adjusted when working with Māori. Additional research is required to establish whether changes to culturally biased items may improve the validity of the PPVT-III for use with Māori.
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Olm-Madden, Tammie. "A reliable approach to psychological assessment using cognitive testing batteries." University of Southern Queensland, Faculty of Sciences, 2008. http://eprints.usq.edu.au/archive/00006240/.

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[Abstract]Cognitive tests are rarely used in isolation. Instead the collection of tests into batteries is common place in clinical assessment. Clinical batteries range from fixed collections of tests administered unchanged to each client, to batteries flexibly constructed according to a process of hypothesis testing whic varies between clients. Reviews of clinical practice indicate that clinicians predominantly employ a semi-flexibly constructed battery, comprised of a core group of measures with the addition of others drawn as needed from an available pool. While this accommodates for clinical concerns, the psychometric characteristics of such a battery tend to be unevaluated and clinicians draw inferences without reference to the resultant associated measurement error. This has been duly noted in the research literature which increasingly cites the need for psychometric evaluation at the battery level. The current investigation was undertaken to address this difficulty of clinical practice and aimed to develop a psychometrically and practically driven actuarial model with practicing clinicians could structure and analyse cognitive batteries with due reference to reliability, validity and clinical utility. To this end, a review of psychometric literature was undertaken to dermine theorical guidelines for the control and measurement of error at the individual test and battery level. Reviews indicated that to successfully accommodate for the impact of random measurement error, clinicians must apply reliability theory to evaluation of the error associated with domain-based combinations of tests. Additionally, to ensure the validity of test-based inferences and avoid errors in decision-making, clinicians must apply empirically vaidated structures of cognitive function to guide test selection and combination. Given the pressing necessity of battery flexibility, it was concluded that clinicians could best accommodate psychometrid and clinical factors by the use of flexibly constructed composite scores. A reliable approach to psychological testing (RAPT) was proposed which applied psychometric theory and clinical factors to the development of a robust battery structure. The RAPT method focussed on the use of composite scores of domain-specific tests, grouped according to empirically validated domains and moderated by direct estimation of composite reliability. The RAPT was developed with the aim of facilitating the application of psychometric, actuarial methodology to a flexible collection of cognitive tests. In explicating the RAPT model, fifteen primary algorithms were derived from psychometric literature and outlined according to 3 stages of battery usage: test selection; test analysis; and, test interpretation. The utility of the RAPT was examined in terms of its capacity to improve psychometric robustness within a flexible battery. Specifically, using simulated demonstration, RAPT was demonstrated to provide a means of formalising empirically validated structure within a battery of tests, of controlling and improving the reliability of domain-based composite scores, of reducing the impact of artifactual errors on domain-based inferences and of applying actuarial methods typically associated with fixed batteries to a flexible collection of measures. Following this, RAPT was demonstrated to replicate existing psychometrically valid and stable interpretative structures. Specifically, RAPT algorithms were used to re-create the normative information provided for the Wide Ranbe Achievement Test, Fourth Edition (WRAT-4)Reading Compoiste. Norms calculated using RAPT were compared with those provided in the WRAT-4 interpretative manual with minimal differences found. RAPT algorithms were then used to re-create normative and ipsative tables, summary scores intercorrelations, and reliability coefficients for the Wechsler Adult Intelligence Scale, Third Edition (WAIS-III) summary scores: Full Scale IQ (FSIQ); Verbal IQ (VIQ); Performance IQ (PIQ); Verbal Comprehensive Index (VCI); Perceptual Organisation Index (POI); Processing Speed Index (PSI); and, Working Memory Index (WMI). Again, RAPT, was demonstrated to successfully replicate these data. Finally, the clinical utility of RAPT was demonstrated with the illustration of case examples which outlined the capacity of RAPT to apply psychometrically sound methodology to the tasks of modifying existing composites, modifying existing battery structure and developing battery structure and analyses according to a factor analysis investigation of an Australian normative sample (n=1045). These investigations provided comprehensive evidence of the capacity of the RAPT to enable the direct application of psychometric theory to semi-flexible battery construction in a manner suitable for use in current clinical practice.
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Wolverton, Cheryl Lynn. "Staff nurse perceptions' of nurse manager caring behaviors| Psychometric testing of the Caring Assessment Tool-Administration (CAT-adm(c))." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133766.

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Caring relationships established between nurse managers and staff nurses promote positive work environments. However, research about staff nurses’ perceptions of nurse manager caring behaviors is limited. A 94-item Caring Assessment Tool-Administration (CAT-adm©) was developed to measure staff nurses’ perceptions of nurse managers’ caring behaviors; however, it lacked robust psychometric testing. This study was undertaken to establish the CAT-adm© survey as a reliable and valid tool to measure staff nurses’ perceptions of nurse managers’ caring behaviors.

The Quality-Caring Model® (QCM®) served as the theoretical framework. Specific aims were to 1) evaluate construct validity of the CAT-adm© survey by describing factors that account for variance in staff nurses' perceptions of nurse manager caring, 2) estimate internal consistency, and 3) conduct item reduction analysis. Four research questions were: 1) Will the factor structure of observed data fit an 8-factor solution? 2) What is the internal consistency reliability of the CAT- adm©? 3) What items can be reduced while maintaining an acceptable factor structure? and 4) What are staff nurses’ perceptions of nurse manager caring behaviors?

A cross-sectional descriptive design was used. A sample of 703 staff nurses from Midwestern, Midatlantic and Southern Regions of the U.S. completed the CAT-adm© survey electronically. Analysis included Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), univariate analysis, and descriptive statistics. CFA did not support an 8-factor solution. EFA supported a two-factor solution and demonstrated significant shared variance between the two factors. This shared variance supported a one-factor solution that could conceptually be labeled Caring Behaviors. Random selection reduced the scale to 25-items while maintaining a Cronbach’s Alpha of .98. Using the new 25-item scale, the composite score mean of staff nurses’ perceptions of nurse manager caring behaviors indicated a moderately high level of caring. Suggestions for nursing administration, nurse manager practice, leadership, education and for future research were given.

The new 25-item CAT-adm© survey has acceptable reliability and validity. The 25-item CAT-adm© survey provides hospital administrators, nurse managers, and researchers with an instrument to collect valuable information about the caring behaviors used by nurse managers in relationship with staff nurses.

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Piro, Karen. "Investigating the impact of a psychometric assessment technique in the South African automotive industry." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1381.

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This research takes place in a South African multinational automotive industry, which needs to be on the forefront for being globally competitive and sustainable to remain viable in the country. A strategic initiative was embarked upon to identify talent within their staff population, through the psychometric assessment of learning potential. The objective was to identify high potential employees and provide them with the requisite training and development to meet the demands of the rapidly advancing technology. The primary purpose of this study is to investigate the usefulness of the Ability, Process of Information and Learning Battery (APIL) as a psychometric assessment tool for identifying talent, within a heterogeneous workforce. This research adopts a cross-cultural approach as it is comparative in nature and addresses the adequacy of a psychometric instrument in a multicultural context. The Employment Equity Act has transformed the landscape of the use of psychological measurement in South Africa, in that it stipulates that no psychological test that is biased against any cultural group can be used. A sample of 841 heterogeneous staff employees was assessed with three major research objectives: (a) to ensure that the instrument could stand scientific scrutiny thereby complying with the Employment Equity Act; (b) to recommend ways the organisation can identify and understand employees’ talent more holistically; and (c) to manage talent more effectively. The heterogeneous sample was divided into six homogeneous subsets for statistical analysis. This research attempted to answer the first objective through the examination of internal consistency, bias and equivalence of the APIL. Results showed good internal consistency, very good construct equivalence and low item bias, demonstrating the APIL can be applied fairly in a multicultural industrial setting. The second objective was determined by investigating whether significant difference in mean learning potential scores occur among the identified subsets in the sample. Statistical analyses provide clear trend lines indicating that sociopolitical and socioeconomic factors of advantagement and disadvantagement, age and education influence learning potential. However it is also evident that there are individuals across all subsets that demonstrate strong cognitive potential. This supports the rationale on which the APIL was developed, in that it distinguishes people with high learning potential despite the fact that there may be gaps or limitations in skill repertoire due to past disadvantagement. Recommendations to address the third objective is provided by aligning learning potential with the performance management system to provide a holistic overview of the talent composition. This will assist in the identifying of strategic training and development interventions needed at the individual, functional and organisational level, which is key for the South African automotive industry to remain competitive and viable.
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Pretorius, Claudette. "The relationship between socio-demographic factors and psychometric screening performances of primary school children with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/9044.

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Inclusive education generally promotes a shift away from the use of psychometric assessment for the placement of learners in special education facilities. This study, however, examines the potential role of psychometric screening for inclusive education in South Africa. This was done by investigating the relationship between selected demographic factors of age, gender, parental levels of education, and caregiver employment status – and psychometric test performances in children identified as having barriers to learning. The participant sample consisted of 329 primary school children aged between 6 and 15 years from the Nelson Mandela Metropolitan area. Demographic data was collected by means of a questionnaire completed in collaboration with participants’ caregivers and their school authorities. Participants were psychometrically assessed by means of the Raven’s Coloured Progressive Matrices (CPM) and the Bender Gestalt Test (BGT), which are commonly used screening measures in the South African context. Results indicated a relationship between test scores and the demographic variables of age and gender on both the Raven’s CPM and the BGT. Paternal level of education was found to impact positively on the BGT scores when the father had achieved a Grade 10 level of education or higher. No statistically significant relationship was found between any of the other socio-demographic factors and the performance scores on the Raven’s CPM and the BGT. It was concluded that the measures appear to be free of undue influence or bias arising from demographic factors. They were found to be useful psychological measures which should be included in screening processes when identifying children with barriers to learning.
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Swanepoel, Crizelle. "The establishment of implicit personality perspectives among Tsonga-speaking people in South Africa / Crizelle Swanepoel." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1194.

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Cross-cultural assessment in South Africa has become more prominent since the first democratic elections held in April 1994, and stronger demands for the cultural appropriateness of psychological tests have arisen. The use of psychometric testing, including personality assessment in the workplace, is now strictly controlled by legislation, among others the Constitution of the Republic of South Africa (Act 108 of 1996), the Labour Relations Act (66 of 1995), and the Employment Equity Act (55 of 1998), and the Health Professions Act (56 of 1974). Much controversy has arisen regarding the relevance and applicability of assessment instruments in South Africa. The majority of assessment procedures still make use of imported instruments that are either used in their original or adapted form. Psychological assessment instruments imported from abroad have an insufficient suitability in the multicultural South African context. There are various perspectives regarding the appropriate measurement of personality across cultures. In this research study implicit perspectives of personality, the lexical approach, indigenous psychology and the emic approach were used to determine the personality perspectives of the Tsonga culture in South Africa. The objectives of this study were to investigate how personality is conceptualised in literature, to identify the problems surrounding personality measurement for the South African context, to explore how personality perspectives could be determined and to investigate the personality descriptive terms in the Tsonga language group. A qualitative research design was used to collect the data of this research. A total of 5 502 personality descriptors were obtained through the 1 0-item interview questionnaires. Content analysis was used to analyse, reduce and interpret the data obtained from the participants. The personality descriptors obtained were reduced by removing superfluous words. These personality descriptors were then interpreted and categorised into a total of 109 personality dimensions. These characteristics were categorised into nine clusters, namely Optimism, Agreeableness, Emotional Stability, Narrow-mindedness, Intelligence, Conscientiousness, Aggressiveness, Dominance and Sociability. The following personality dimensions had the highest frequency: Emotional Stability, Caring, Helpful, Hard working, Advising, Generous, Traditional, Aggression, Recreational, Substance use, Religious, Sociable and Loving. Recommendations for future research were made.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.
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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.

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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.
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Books on the topic "Testing, assessment and psychometrics"

1

Psychological testing and assessment. Boston: Allyn and Bacon, 2003.

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1931-, Aiken Lewis R., ed. Psychological testing and assessment. 7th ed. Boston: Allyn and Bacon, 1991.

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Gary, Groth-Mamat, ed. Psychological testing and assessment. Boston: Allyn and Bacon, 2006.

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Psychological testing and assessment. 6th ed. Boston: Allyn and Bacon, 1988.

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Psychological testing and assessment. 8th ed. Boston: Allyn and Bacon, 1994.

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Aiken, Lewis R. Psychological testing and assessment. 9th ed. Boston: Allyn and Bacon, 1997.

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Psychological testing and assessment. 5th ed. Boston: Allyn and Bacon, 1985.

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Aiken, Lewis R. Psychological testing and assessment. 6th ed. Boston, Mass: Allyn and Bacon, 1988.

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Psychological testing and assessment. Boston: Allyn and Bacon, 2000.

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Using psychometrics: A practical guide to testing and assessment. London: Kogan Page, 1994.

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Book chapters on the topic "Testing, assessment and psychometrics"

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Mislevy, Robert J., Seth Corrigan, Andreas Oranje, Kristen DiCerbo, Malcolm I. Bauer, Alina von Davier, and Michael John. "Psychometrics and Game-Based Assessment." In Technology and Testing, 23–48. New York: Routledge, 2015. http://dx.doi.org/10.4324/9781315871493-2.

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Hubley, Anita M., and Bruno D. Zumbo. "Psychometric characteristics of assessment procedures: An overview." In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology., 3–19. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14047-001.

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Camilli, Gregory, Derek C. Briggs, Finbarr C. Sloane, and Ting-Wei Chiu. "Psychometric perspectives on test fairness: Shrinkage estimation." In APA handbook of testing and assessment in psychology, Vol. 3: Testing and assessment in school psychology and education., 571–89. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14049-027.

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Epskamp, Sacha, Gunter Maris, Lourens J. Waldorp, and Denny Borsboom. "Network Psychometrics." In The Wiley Handbook of Psychometric Testing, 953–86. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118489772.ch30.

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Benisz, Mark, Ron Dumont, and John O. Willis. "From Psychometric Testing to Clinical Assessment: Personalities, Ideas, and Events That Shaped David Wechsler’s Views of Intelligence and Its Assessment." In Handbook of Intelligence, 163–79. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1562-0_12.

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Rust, John, Michal Kosinski, and David Stillwell. "Personality assessment in the workplace." In Modern Psychometrics, 113–28. Fourth edition. | Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315637686-7.

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Rust, John, Michal Kosinski, and David Stillwell. "The history and evolution of psychometric testing." In Modern Psychometrics, 1–19. Fourth edition. | Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315637686-1.

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Rust, John, Michal Kosinski, and David Stillwell. "Item response theory and computer adaptive testing." In Modern Psychometrics, 76–92. Fourth edition. | Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315637686-5.

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Connolly, K. J. "Psychometrics and nutrition." In Nutritional Status Assessment, 457–73. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-6946-0_11.

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Zec, Ronald F., Edward S. Landreth, Eden Bird, Rosemary B. Harris, Randall Robbs, Stephen J. Markwell, and Dennis Q. McManus. "Psychometric Strengths and Weaknesses of the Alzheimer Disease Assessment Scale in Clinical Testing: Recommendations for Improvements." In Alzheimer Disease, 444–49. Boston, MA: Birkhäuser Boston, 1994. http://dx.doi.org/10.1007/978-1-4615-8149-9_74.

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Conference papers on the topic "Testing, assessment and psychometrics"

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Mulyani, Sri, Intansari Nurjannah, and Sri Warsini. "Community Assessment System (CAS) as an Assessment tOol in nursing process A Psychometric Testing." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.68.

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Noviani, Wulan, Chong Mei Chan, and Tang Li Yoong. "Psychometric Testing of Instrument for Assessment of Nursing Students Professional Behavior in Indonesia." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihsn-19.2019.26.

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Tahiri, Jihane Sophia, Samir Bennani, and Mohammed Khalidi Idrissi. "An assessment system adapted to differentiated learning within Massive Open Online Courses using psychometric testing." In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760741.

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Mahnan, Arash, Jessica Holst-Wolf, and Jürgen Konczak. "A New System to Objectively Measure Ankle Proprioception." In 2020 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dmd2020-9094.

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Abstract Proprioceptive afferents from the ankle joint are essential feedback for maintaining balance. However, there is no widely accepted test or measurement system available for determining the proprioceptive accuracy of the human ankle joint. Here, we present a system with a novel hardware design that applies an established psychometric testing protocol that generates a Just-Noticeable-Difference (JND) threshold as a measure of ankle proprioceptive acuity at the end of testing. To establish the system validity, twelve healthy adult participants completed the assessment. Testing required 25 trials and took approximately 10 minutes to complete. We show exemplar data of the ankle JND threshold and the summary results for all twelve participants. This assessment has the potential to become a tool for clinicians to identify proprioceptive impairment at the ankle and to assess the efficacy of sensorimotor interventions for improving balance in clinical populations.
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Zahoor, Sarim, Juan Antonio Montes, and Angela Wahl. "ADCO’S Leadership Talent Psychometrics: Objective Measurement of Leadership Qualities for Potential Assessment and Development." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/172064-ms.

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Kazachenko, A. V., A. E. Vasyuk, and O. A. Esyakova. "ENVIRONMENTAL ASSESSMENT BY BIOLOGICAL TESTING." In ДАЛЬНЕВОСТОЧНАЯ ВЕСНА - 2021. Комсомольск-на-Амуре: Комсомольский-на-Амуре государственный университет, 2021. http://dx.doi.org/10.17084/978-5-7765-1472-2_2021_64.

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Everly, Patrick. "System operator testing/evaluation/assessment." In Energy Society General Meeting (PES). IEEE, 2009. http://dx.doi.org/10.1109/pes.2009.5276004.

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Robles, Roberto, Miguel Muñoz, and Antonio Santana. "Flanges Impact Testing Exemption Assessment." In ASME 2022 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/pvp2022-84867.

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Abstract Over the last decade, multiple carbon steel flanges brittle fracture failures have led the industry to issue a global alert on standard ASTM A105 flanges toughness values at temperatures higher than −20°F (−29°C), the minimum temperature allowed by the current editions of ASME B16.5 and ASME B31.3. The ASME BPV VIII Subgroup Toughness penalized these components by assigning the material the UCS-66 Curve A and modified UCS-66(c) to limit the minimum temperature of standard A105 flanges to 0°F (−18°C), unless the flanges have been normalized and manufactured to fine grain practice, after which they can be used down to the temperature permitted by ASME B16.5. In order to determine whether these changes would provide acceptable toughness values, nineteen (19) flanges were purchased from local manufacturers in both as-forged and normalized conditions and were subjected to several tests including charpy testing at various temperatures, McQuaid-Ehn, hardness testing, metallography, grain sizing, and chemical analysis. The results suggest that complying with UCS-66(c) does not necessarily guarantee acceptable toughness results for flanges that were normalized and manufactured to fine grain practice, and this is attributed to low Mn:C ratios and possibly uncontrolled heat treatment procedure. On the other hand, a number of non-normalized standard flanges have been found to provide very low toughness values at temperatures as high as 32°F (0°C), despite the current state of UCS-66(c) allowing use down to a minimum temperature of 0°F (−18°C). In view of the above, this paper discusses and evaluates some of the possible additional technical requirements that users could specify to minimize the risk of brittle fracture on standard ASTM A105 flanges, as well as a number of methods to guarantee better toughness performance in standard flanges.
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TASKER, FREDERICK, and INDERJIT CHOPRA. "Assessment of transient testing techniques for rotor stability testing." In 29th Structures, Structural Dynamics and Materials Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1988. http://dx.doi.org/10.2514/6.1988-2401.

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Singer, Kevin, and Manoj Menon. "Probabilistic Risk Assessment for Acceptance Testing." In 2020 Annual Reliability and Maintainability Symposium (RAMS). IEEE, 2020. http://dx.doi.org/10.1109/rams48030.2020.9153709.

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Reports on the topic "Testing, assessment and psychometrics"

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Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.

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This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
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Cumblidge, Stephen E., Michael T. Anderson, and Steven R. Doctor. An Assessment of Visual Testing. Office of Scientific and Technical Information (OSTI), November 2004. http://dx.doi.org/10.2172/973458.

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Scarfone, K. A., M. P. Souppaya, A. Cody, and A. D. Orebaugh. Technical guide to information security testing and assessment. Gaithersburg, MD: National Institute of Standards and Technology, 2008. http://dx.doi.org/10.6028/nist.sp.800-115.

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Barnes, P. R., and B. W. McConnell. Assessment and Testing of Long-Line Interface Devices. Office of Scientific and Technical Information (OSTI), March 2000. http://dx.doi.org/10.2172/768813.

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Kelly, Tamsin L., and Richard Booth. A Keyboard for Underwater Performance Assessment Battery Testing. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada236579.

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Jensen, C., D. Wachs, N. Woolstenhulme, S. Hayes, G. Povirk, and K. Richardson. Post-Halden Reactor ATF Irradiation Testing Assessment and Recommendations. Office of Scientific and Technical Information (OSTI), July 2018. http://dx.doi.org/10.2172/1484700.

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Glass, Sarah Jill. Assessment, development, and testing of glass for blast environments. Office of Scientific and Technical Information (OSTI), June 2003. http://dx.doi.org/10.2172/917151.

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Cartayrade, Laurent, Jr Derrig, Domingue David P., Frankenthaler Julia, Nash Victor P., O'Neill Harriet, Riek-Miller Janet, et al. Final Environmental Assessment/Overseas Environmental Assessment: East Coast Testing of the Tomahawk Land Attack Missile. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada614051.

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Winn, Kay. Final Environmental Assessment for the Propellant Testing and Analysis Complex. Fort Belvoir, VA: Defense Technical Information Center, April 2005. http://dx.doi.org/10.21236/ada444981.

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Taylor, T. T. An assessment of nondestructive testing technologies for chemical weapons monitoring. Office of Scientific and Technical Information (OSTI), May 1993. http://dx.doi.org/10.2172/10161931.

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