Capella University Wechsler Adult Intelligence Scale Psychology Discussion

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[Template for u09a1. Delete all instructions before submitting. Instructions are always included in brackets []. Headings are provided for your convenience.]

Title
Author
Affiliation

Introduction
[Identify the standardized test you selected in Unit 2 and its stated purpose. Indicate the topics covered by the rest of the paper. Omit these instructions before submitting your assignment.]
The Code of Fair Testing Practice in Education
[A minimum of four pages. For each element, identify strengths and weaknesses, evaluate the selected test for the element, and make recommendations, if any for improvement, citing
appropriate standards of practice. For further organization, you can use a sub-heading for each Element. ▪ Element 1. Purpose: Define the purpose for testing, the content, and skills tested. (See Unit 2 assignment.) ▪ Element 2. Appropriateness: Evaluate appropriateness of test content, skills tested, and content covered. (See Unit 2 assignment.) ▪ Element 3. Materials: Evaluate materials for which clear, accurate, and complete information is provided. (See Unit 2 assignment.) ▪ Element 4. Training: Test users have appropriate knowledge, skills, and training. (See Unit 2 assignment.) ▪ Element 5. Technical Quality: ▪ Synthesis of evidence of reliability. (See Unit 5 assignment.) ▪ Synthesis of evidence of validity. (See Unit 5 assignment.) ▪ Element 6. Test Items and Format: Evaluate test items, test format, directions, manuals and scores, and address the use of computer technology. (See Unit 7 assignment.) ▪ Element 7. Test Procedures and Materials: Evaluate test procedures and materials to ensure that potentially offensive content or language is avoided. (See Unit 7 assignment.) ▪ Element 8. Modifications and Accommodations: Evaluate if tests provide appropriately modified forms or procedures for test takers with disabilities. (See Unit 7 assignment.) ▪ Element 9. Group Differences: Evaluate evidence on performance of test takers of diverse subgroups. Omit these instructions before submitting your assignment.]
Summary
[1-2 pages. Synthesize and summarize the previous section. Omit these instructions before submitting your assignment.]
Overall recommendations
[This section must address your overall recommendation to use the test in the field and with the population to be served, and one of these points: ▪ If recommending the use of the selected test, identify the greatest strengths you discovered and determined in its use. Additionally, identify any limitations or concerns that may still exist with its use regardless of the recommendation. Are there still concerns for the test in certain situations? ▪ If not recommending the use of the selected test, identify the greatest weaknesses you discovered and determined in its use. Additionally, identify any strengths that may still exist with its use regardless of the
opposition. Are there still uses for the test within set parameters? Omit these instructions before submitting your assignment.]
References
[Begin the References on a new page. Use current APA format and style.]

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[Template for u09a1. Delete all instructions before submitting. Instructions are always included in brackets []. Headings are provided for your convenience.]

Title
Author
Affiliation

Introduction
The Wechsler Adult Intelligence Scale (WAIS-IV) provides the adult intellectual abilities’ overall score using a Full-Scale Intelligence Quotient (FSIQ). WAIS-IV also has four index scores that came earlier with WAIS-III. These are the “Verbal Comprehension Index (VCI), Working Memory Index (WMI), Perceptual Reasoning Index (PRI), and Processing Speed Index (PSI)” (Climie & Rostad, 2011). (WAIS-IV) has 15 subtest items which include the recently created Visual Puzzles, Figure Weights, and Cancellation. VCI has three subtests, including information, vocabulary, and similarities. Comprehension is another supplemental subtest. The PRI Score has Matrix Reasoning, Block Design, and Visual Puzzles. The same index score has two supplemental subtests; Completion of picture sketch and figure weights. The PSI has coding and symbol searching tests, while WMI has arithmetic, letter-number sequencing, and digit span. All of these tests may sometimes be invalidated for any reason. When such happens, the respective supplemental subtest can be used for each index score.
One positive aspect of using WAIS-IV tests and formats to IQ testing is the high reliability and validity of scores. The four index scores have dozens of individual subtests whose subsequent combination on a Full-Scale IQ provides a global intelligence measure (Harrison et al. 2015).
One of the limitations of the WAIS-IV approach is the lack of parallel versions of the subtests. Therefore, there is no control template to validate the results. Additionally, the approach is costly and cannot be administered by other persons except psychologists. It consumes much time to administer a full WAIS-IV, especially when Block Design and Comprehension subtests are administered.
There are always supplemental subtests to be used if, in any case, the core subtests are not appropriate, particularly for elderly individuals. The presence of supplemental subtests confirms the quality and appropriateness of test items (Climie & Rostad, 2011). Each of the four scores’ formats is relatively comprehensive to cater to individuals with special needs such as hearing disabilities. Generally, the means to capture the response from the target is entirely appropriate for all settings.
The Code of Fair Testing Practice in Education
[A minimum of four pages. For each element, identify strengths and weaknesses, evaluate the selected test for the element, and make recommendations, if any for improvement, citing
appropriate standards of practice. For further organization, you can use a sub-heading for each Element. ▪ Element 1. Purpose: Define the purpose for testing, the content, and skills tested. (See Unit 2 assignment.) ▪ Element 2. Appropriateness: Evaluate appropriateness of test content, skills tested, and content covered. (See Unit 2 assignment.) ▪ Element 3. Materials: Evaluate materials for which clear, accurate, and complete information is provided. (See Unit 2 assignment.) ▪ Element 4. Training: Test users have appropriate knowledge, skills, and training. (See Unit 2 assignment.) ▪ Element 5. Technical Quality: ▪ Synthesis of evidence of reliability. (See Unit 5 assignment.) ▪ Synthesis of evidence of validity. (See Unit 5 assignment.) ▪ Element 6. Test Items and Format: Evaluate test items, test format, directions, manuals and scores, and address the use of computer technology. (See Unit 7 assignment.) ▪ Element 7. Test Procedures and Materials: Evaluate test procedures and materials to ensure that potentially offensive content or language is avoided. (See Unit 7 assignment.) ▪ Element 8. Modifications and Accommodations: Evaluate if tests provide appropriately modified forms or procedures for test takers with disabilities. (See Unit 7 assignment.) ▪ Element 9. Group Differences: Evaluate evidence on performance of test takers of diverse subgroups. Omit these instructions before submitting your assignment.]
Summary
[1-2 pages. Synthesize and summarize the previous section. Omit these instructions before submitting your assignment.]
Overall recommendations
[This section must address your overall recommendation to use the test in the field and with the population to be served, and one of these points: ▪ If recommending the use of the selected test, identify the greatest strengths you discovered and determined in its use. Additionally, identify any limitations or concerns that may still exist with its use regardless of the recommendation. Are there still concerns for the test in certain situations? ▪ If not recommending the use of the selected test, identify the greatest weaknesses you discovered and determined in its use. Additionally, identify any strengths that may still exist with its use regardless of the
opposition. Are there still uses for the test within set parameters? Omit these instructions before submitting your assignment.]
References
[Begin the References on a new page. Use current APA format and style.]

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Codeof
FairTesting
Practices Practices
inEducation Education
CONTENTS
4 Developing and Selecting
Appropriate Tests
6 Administering and
Scoring Tests
8 Reporting and
Interpreting Test Results
10 Informing Test Takers
11 Working Group
T he Code of Fair Testing Practices in Education (Code) is
a guide for professionals in fulfilling their
obligation to provide and use tests that are fair to all
test takers regardless of age, gender, disability, race,
ethnicity, national origin, religion, sexual orientation,
linguistic background, or other personal characteristics.
Fairness is a primary consideration in all aspects of
testing. Careful standardization of tests and
administration conditions helps to ensure that all
test takers are given a comparable opportunity to
demonstrate what they know and how they can perform
in the area being tested. Fairness implies that every test
taker has the opportunity to prepare for the test and is
informed about the general nature and content of the
test, as appropriate to the purpose of the test. Fairness
also extends to the accurate reporting of individual and
group test results. Fairness is not an isolated
concept, but must be considered in all aspects of
the testing process.
The Code applies broadly to testing in education
(admissions, educational assessment, educational
diagnosis, and student placement) regardless of the
mode of presentation, so it is relevant to conventional
paper-and-pencil tests, computer-based tests, and
performance tests. It is not designed to cover
employment testing, licensure or certification testing,
or other types of testing outside the field of education.
The Code is directed primarily at professionally
developed tests used in formally administered testing
programs. Although the Code is not intended to cover
tests prepared by teachers for use in their own
classrooms, teachers are encouraged to use the
guidelines to help improve their testing practices.
The Code addresses the roles of test developers and test
users separately. Test developers are people and
organizations that construct tests, as well as those
that set policies for testing programs. Test users are
people and agencies that select tests, administer tests,
commission test development services, or make
decisions on the basis of test scores. Test developer
and test user roles may overlap, for example, when a
The Code has been prepared by the Joint Committee on Testing
Practices, a cooperative effort among several professional
organizations. The aim of the Joint Committee is to act in the
public interest to advance the quality of testing practices. Members
of the Joint Committee include the American Counseling Association
(ACA), the American Educational Research Association (AERA), the
American Psychological Association (APA), the American SpeechLanguage-Hearing Association (ASHA), the National Association of
School Psychologists (NASP), the National Association of Test
Directors (NATD), and the National Council on Measurement in
Education (NCME).
2
state or local education agency commissions test
development services, sets policies that control the test
development process, and makes decisions on the basis
of the test scores.
Many of the statements in the Code refer to the
selection and use of existing tests. When a new test
is developed, when an existing test is modified, or
when the administration of a test is modified, the Code
is intended to provide guidance for this process.*
The Code provides guidance separately for test
developers and test users in four critical areas:
A. Developing and Selecting Appropriate Tests
B. Administering and Scoring Tests
C. Reporting and Interpreting Test Results
D. Informing Test Takers
The Code is intended to be consistent with the relevant
parts of the Standards for Educational and
Psychological Testing (American Educational Research
Association [AERA], American Psychological Association
[APA], and National Council on Measurement in
Education [NCME], 1999). The Code is not meant to add
new principles over and above those in the Standards or
to change their meaning. Rather, the Code is intended to
represent the spirit of selected portions of the
Standards in a way that is relevant and meaningful to
developers and users of tests, as well
as to test takers and/or their parents or guardians.
States, districts, schools, organizations, and individual
professionals are encouraged to commit themselves
to fairness in testing and safeguarding the rights of test
takers. The Code is intended to assist in carrying out
such commitments.
* The Code is not intended to be mandatory, exhaustive, or
definitive, and may not be applicable to every situation. Instead,
the Code is intended to be aspirational, and is not intended
to take precedence over the judgment of those who have
competence in the subjects addressed.
Copyright 2004 by the Joint Committee on Testing Practices. This
material may be reproduced in its entirety without fees or permission, provided that acknowledgment is made to the Joint Committee
on Testing Practices. Any exceptions to this, including requests to
excerpt or paraphrase this document must be presented in writing to Director, Testing and Assessment, Science Directorate,
APA. This edition replaces the first edition of the Code, which was
published in 1988. Please cite this document as follows: Code of Fair
Testing Practices in Education. (2004). Washington, DC: Joint Committee
on Testing Practices. (Mailing Address: Joint Committee on Testing
Practices, Science Directorate, American Psychological Association,
750 First Street, NE, Washington, DC 20002-4242;
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Developing and Selecting A Appropriate Tests
Test Developers
Test developers should provide the information and
supporting evidence that test users need to select
appropriate tests.
1. Provide evidence of what the test measures, the
recommended uses, the intended test takers, and
the strengths and limitations of the test, including
the level of precision of the test scores.
2. Describe how the content and skills to be tested
were selected and how the tests were developed.
3. Communicate information about a test’s
characteristics at a level of detail appropriate
to the intended test users.
4. Provide guidance on the levels of skills,
knowledge, and training necessary for appropriate
review, selection, and administration of tests.
5. Provide evidence that the technical quality,
including reliability and validity, of the test meets its
intended purposes.
6. Provide to qualified test users representative
samples of test questions or practice tests,
directions, answer sheets, manuals, and
score reports.
7. Avoid potentially offensive content or language
when developing test questions and
related materials.
8. Make appropriately modified forms of tests
or administration procedures available for
test takers with disabilities who need special
accommodations.
9. Obtain and provide evidence on the performance of
test takers of diverse subgroups, making significant
efforts to obtain sample sizes that are adequate for
subgroup analyses. Evaluate the evidence to ensure
that differences in performance are related to the
skills being assessed.
4
Test Users
Test users should select tests that meet the intended
purpose and that are appropriate for the intended
test takers.
1. Define the purpose for testing, the content and skills
to be tested, and the intended test takers. Select
and use the most appropriate test based on a
thorough review of available information.
2. Review and select tests based on the
appropriateness of test content, skills tested,
and content coverage for the intended purpose
of testing.
3. Review materials provided by test developers and
select tests for which clear, accurate, and complete
information is provided.
4. Select tests through a process that includes
persons with appropriate knowledge, skills,
and training.
5. Evaluate evidence of the technical quality of the
test provided by the test developer and any
independent reviewers.
6. Evaluate representative samples of test questions or
practice tests, directions, answer sheets, manuals,
and score reports before selecting a test.
7. Evaluate procedures and materials used by test
developers, as well as the resulting test, to
ensure that potentially offensive content or
language is avoided.
8. Select tests with appropriately modified forms or
administration procedures for test takers with
disabilities who need special accommodations.
9. Evaluate the available evidence on the performance
of test takers of diverse subgroups. Determine to the
extent feasible which performance differences may
have been caused by factors unrelated to the skills
being assessed.
5
B Administering and
Scoring Tests
Test Developers
Test developers should explain how to administer and
score tests correctly and fairly.
1. Provide clear descriptions of detailed procedures for
administering tests in a standardized manner.
2. Provide guidelines on reasonable procedures for
assessing persons with disabilities who need
special accommodations or those with diverse
linguistic backgrounds.
3. Provide information to test takers or test users on
test question formats and procedures for answering
test questions, including information on the use of
any needed materials and equipment.
4. Establish and implement procedures to ensure the
security of testing materials during all phases
of test development, administration, scoring,
and reporting.
5. Provide procedures, materials, and guidelines for
scoring the tests and for monitoring the accuracy of
the scoring process. If scoring the test is the
responsibility of the test developer, provide
adequate training for scorers.
6. Correct errors that affect the interpretation of
the scores and communicate the corrected
results promptly.
7. Develop and implement procedures for ensuring the
confidentiality of scores.
6
Test Users
Test users should administer and score tests correctly
and fairly.
1. Follow established procedures for administering
tests in a standardized manner.
2. Provide and document appropriate procedures for
test takers with disabilities who need special
accommodations or those with diverse linguistic
backgrounds. Some accommodations may be
required by law or regulation.
3. Provide test takers with an opportunity to become
familiar with test question formats and any
materials or equipment that may be used
during testing.
4. Protect the security of test materials, including
respecting copyrights and eliminating
opportunities for test takers to obtain scores
by fraudulent means.
5. If test scoring is the responsibility of the test user,
provide adequate training to scorers and ensure and
monitor the accuracy of the scoring process.
6. Correct errors that affect the interpretation of
the scores and communicate the corrected
results promptly.
7. Develop and implement procedures for ensuring the
confidentiality of scores.
7
C Reporting and
Interpreting Test Results
Test Developers
Test developers should report test results
accurately and provide information to help test
users interpret test results correctly.
1. Provide information to support recommended
interpretations of the results, including the nature of
the content, norms or comparison groups, and other
technical evidence. Advise test users of the
benefits and limitations of test results and their
interpretation. Warn against assigning greater
precision than is warranted.
2. Provide guidance regarding the interpretations of
results for tests administered with modifications.
Inform test users of potential problems in interpreting test results when tests or test administration
procedures are modified.
3. Specify appropriate uses of test results and warn
test users of potential misuses.
4. When test developers set standards, provide the
rationale, procedures, and evidence for setting
performance standards or passing scores. Avoid
using stigmatizing labels.
5. Encourage test users to base decisions about
test takers on multiple sources of appropriate
information, not on a single test score.
6. Provide information to enable test users to
accurately interpret and report test results for
groups of test takers, including information
about who were and who were not included in
the different groups being compared and
information about factors that might influence the
interpretation of results.
7. Provide test results in a timely fashion and in a
manner that is understood by the test taker.
8. Provide guidance to test users about how to
monitor the extent to which the test is fulfilling its
intended purposes.
8
Test Users
Test users should report and interpret test results
accurately and clearly.
1. Interpret the meaning of the test results, taking
into account the nature of the content, norms or
comparison groups, other technical evidence, and
benefits and limitations of test results.
2. Interpret test results from modified test or test
administration procedures in view of the impact
those modifications may have had on test results.
3. Avoid using tests for purposes other than those
recommended by the test developer unless there
is evidence to support the intended use
or interpretation.
4. Review the procedures for setting performance
standards or passing scores. Avoid using
stigmatizing labels.
5. Avoid using a single test score as the sole
determinant of decisions about test takers. Interpret
test scores in conjunction with other information
about individuals.
6. State the intended interpretation and use of test
results for groups of test takers. Avoid grouping test
results for purposes not specifically recommended
by the test developer unless evidence is obtained to
support the intended use. Report procedures that
were followed in determining who were and who
were not included in the groups being compared
and describe factors that might influence the
interpretation of results.
7. Communicate test results in a timely fashion and in
a manner that is understood by the test taker.
8. Develop and implement procedures for monitoring
test use, including consistency with the intended
purposes of the test.
9
D Informing Test Takers
Under some circumstances, test developers have
direct communication with the test takers and/or
control of the tests, testing process, and test results.
In other circumstances the test users have these
responsibilities.
Test developers or test users should inform test takers
about the nature of the test, test taker rights and
responsibilities, the appropriate use of scores, and
procedures for resolving challenges to scores.
1. Inform test takers in advance of the test
administration about the coverage of the test,
the types of question formats, the directions, and
appropriate test-taking strategies. Make such
information available to all test takers.
2. When a test is optional, provide test takers or their
parents/guardians with information to help them
judge whether a test should be taken—including
indications of any consequences that may result
from not taking the test (e.g., not being eligible to
compete for a particular scholarship)—and whether
there is an available alternative to the test.
3. Provide test takers or their parents/guardians with
information about rights test takers may have to
obtain copies of tests and completed answer sheets,
to retake tests, to have tests rescored, or to have
scores declared invalid.
4. Provide test takers or their parents/guardians with
information about responsibilities test takers have,
such as being aware of the intended purpose and
uses of the test, performing at capacity, following
directions, and not disclosing test items or
interfering with other test takers.
5. Inform test takers or their parents/guardians how
long scores will be kept on file and indicate to
whom, under what circumstances, and in what
manner test scores and related information will or
will not be released. Protect test scores from
unauthorized release and access.
6. Describe procedures for investigating and resolving
circumstances that might result in canceling or
withholding scores, such as failure to adhere to
specified testing procedures.
7. Describe procedures that test takers,
parents/guardians, and other interested parties may
use to obtain more information about the test,
register complaints, and have problems resolved.
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Working Group
Note: The membership of the working group that
developed the Code of Fair Testing Practices in
Education and of the Joint Committee on
Testing Practices that guided the working
group is as follows:
Peter Behuniak, PhD
Lloyd Bond, PhD
Gwyneth M. Boodoo, PhD
Wayne Camara, PhD
Ray Fenton, PhD
John J. Fremer, PhD (Cochair)
Sharon M. Goldsmith, PhD
Bert F. Green, PhD
William G. Harris, PhD
Janet E. Helms, PhD
Stephanie H. McConaughy, PhD
Julie P. Noble, PhD
Wayne M. Patience, PhD
Carole L. Perlman, PhD
Douglas K. Smith, PhD
Janet E. Wall, EdD (Cochair)
Pat Nellor Wickwire, PhD
Mary Yakimowski, PhD
Lara Frumkin, PhD, of the APA,
served as staff liaison.
The Joint Committee intends that the Code be
consistent with and supportive of existing codes of
conduct and standards of other professional groups
who use tests in educational contexts. Of particular
note are the Responsibilities of Users of
Standardized Tests (Association for Assessment in
Counseling and Education, 2003), APA Test User
Qualifications (2000), ASHA Code of Ethics (2001),
Ethical Principles of Psychologists and Code of
Conduct (1992), NASP Professional Conduct Manual
(2000), NCME Code of Professional Responsibility
(1995), and Rights and Responsibilities of Test
Takers: Guidelines and Expectations (Joint
Committee on Testing Practices, 2000).
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