Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The traditional conception of validity divides it into three separate and substitutable types—namely, content, criterion, and construct validities. This view is fragmented and incomplete, especially because it fails to take into account both evidence of the value implications of score meaning as a basis for action and the social consequences of score use. The new unified concept of validity interrelates these issues as fundamental aspects of a more comprehensive theory of construct validity that addresses both score meaning and social values in test interpretation and test use. That is, unified validity integrates considerations of content, criteria, and consequences into a construct framework for the empirical testing of rational hypotheses about score meaning and theoretically relevant relationships, including those of an applied and a scientific nature. Six distinguishable aspects of construct validity are highlighted as a means of addressing central issues implicit in the notion of validity as a unified concept. These are content, substantive, structural, generalizability, external, and consequential aspects of construct validity. In effect, these six aspects function as general validity criteria or standards for all educational and psychological measurement, including performance assessments, which are discussed in some detail because of their increasing emphasis in educational and employment settings.

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Validity of Psychological Assessment: Validation of Inferences from Persons' Responses and Performances as Scientific Inquiry into Score Meaning.

Self-report measures of adult attachment are typically scored in ways (e.g., averaging or summing items) that can lead to erroneous inferences about important theoretical issues, such as the degree of continuity in attachment security and the differential stability of insecure attachment patterns. To determine whether existing attachment scales suffer from scaling problems, the authors conducted an item response theory (IRT) analysis of 4 commonly used self-report inventories: Experiences in Close Relationships scales (K. A. Brennan, C. L. Clark, & P. R. Shaver, 1998), Adult Attachment Scales (N. L. Collins & S. J. Read, 1990), Relationship Styles Questionnaire (D. W. Griffin & K. Bartholomew, 1994) and J. Simpson's (1990) attachment scales. Data from 1,085 individuals were analyzed using F. Samejima's (1969) graded response model. The authors' findings indicate that commonly used attachment scales can be improved in a number of important ways. Accordingly, the authors show how IRT techniques can be used to develop new attachment scales with desirable psychometric properties.

An item response theory analysis of self-report measures of adult attachment.

Background Although insomnia is a prevalent complaint with significant morbidity, it often remains unrecognized and untreated. Brief and valid instruments are needed both for screening and outcome assessment. This study examined psychometric indices of the Insomnia Severity Index (ISI) to detect cases of insomnia in a population-based sample and to evaluate treatment response in a clinical sample. Methods Participants were 959 individuals selected from the community for an epidemiological study of insomnia (Community sample) and 183 individuals evaluated for insomnia treatment and 62 controls without insomnia (Clinical sample). They completed the ISI and several measures of sleep quality, fatigue, psychological symptoms, and quality of life; those in the Clinical sample also completed sleep diaries, polysomnography, and interviews to validate their insomnia/good sleep status and assess treatment response. In addition to standard psychometric indices of reliability and validity, item response theory analyses were computed to examine ISI item response patterns. Receiver operating curves were used to derive optimal cutoff scores for case identification and to quantify the minimally important changes in relation to global improvement ratings obtained by an independent assessor. Results ISI internal consistency was excellent for both samples (Cronbach α of 0.90 and 0.91). Item response analyses revealed adequate discriminatory capacity for 5 of the 7 items. Convergent validity was supported by significant correlations between total ISI score and measures of fatigue, quality of life, anxiety, and depression. A cutoff score of 10 was optimal (86.1% sensitivity and 87.7% specificity) for detecting insomnia cases in the community sample. In the clinical sample, a change score of -8.4 points (95% CI: -7.1, -9.4) was associated with moderate improvement as rated by an independent assessor after treatment. Conclusion These findings provide further evidence that the ISI is a reliable and valid instrument to detect cases of insomnia in the population and is sensitive to treatment response in clinical patients.

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The Insomnia Severity Index: psychometric indicators to detect insomnia cases and evaluate treatment response.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

The Role of Working Memory Capacity and General Control Processes in Intelligence.

The major objective of the investigation presented in this book is to assess the validity of analogies, a component of the GRE General Test, from a perspective other than the prediction of grade-point averages. The text examines a very practical problem in test construction: the apparent inability of item writers to regularly and predictably construct verbal items in general, and analogy items in particular, that are both difficult and sufficiently discriminating. The authors demonstrate that the incorporation of results from the cognitive laboratory into the test development process is a natural step and should be attempted.

Cognitive and Psychometric Analysis of Analogical Problem Solving

Recent assessment research joining cognitive psychology and psychometric theory has introduced a new technology, item generation. In algorithmic item generation, items are systematically created ba...

Item Difficulty Modeling of Paragraph Comprehension Items.

H. Blanton and J. Jaccard examined the arbitrariness of metrics in the context of 2 current issues: (a) the measurement of racial prejudice and (b) the establishment of clinically significant change. According to Blanton and Jaccard, although research findings are not undermined by arbitrary metrics, individual scores and score changes may not be meaningfully interpreted. The author believes that their points are mostly valid and that their examples were appropriate. However, Blanton and Jaccard's article does not lead directly to solutions, nor did it adequately describe the scope of the metric problem. This article has 2 major goals. First, some prerequisites for nonarbitrary metrics are presented and related to Blanton and Jaccard's issues. Second, the impact of arbitrary metrics on psychological research findings are described. In contrast to Blanton and Jaccard (2006), research findings suggest that metrics have direct impact on statistics for group comparisons and trend analysis.

The continued search for nonarbitrary metrics in psychology

Lissitz and Samuelsen (2007) have proposed a framework that seemingly deems construct validity evidence irrelevant to supporting educational test meaning. The author of this article agrees with Lissitz and Samuelsen that internal evidence establishes test meaning, but she argues that construct validity need not be removed from the validity sphere. In fact, she argues that doing so could have an adverse impact on the quality of educational tests. She proposes a universal system for construct validity to illustrate how diverse evidence is relevant to claims about measuring examinees’ knowledge, skills, abilities, and competencies even when test specifications provide a major source of evidence.

Susan E. Embretson

Papers

The Role of Working Memory Capacity and General Control Processes in Intelligence.

Cognitive and Psychometric Analysis of Analogical Problem Solving

Item Difficulty Modeling of Paragraph Comprehension Items.

The continued search for nonarbitrary metrics in psychology

Construct Validity: A Universal Validity System or Just Another Test Evaluation Procedure?