Test Evaluation Paper
The main purpose of this paper is to evaluate the psychological tests that are found in the Mental Measurement Yearbook. Some of them are available in respect to the psychological tests, which include adaptive behavior assessment systems, verbal reasoning tests and structure of the intellect learning abilities tests, among others.
Adaptive Behavior Assessment Systems
Aylward, Z., & Van Ligen, G. (1989). Eighteenth mental measurement yearbook. Retrieved from EBSCO mental measurement yearbook database.
The book, used in this case, is written by Aylward and Gabriele van Ligen (1989) and contains ABAS-II, Adaptive Behavior Assessment Systems Test. The main purpose of this test is to help in determining how individuals respond to the new environments they are subjected to throughout their life (Aylward & van Ligen, 1989). This test can be used for doing an evaluation for those individuals who have difficulties in adjusting to new conditions that they are exposed to, apart from the normal conditions that they have (for example, those who have hardships in adjusting to new ideas in terms of learning and understandingnew languages).
Aylward and Gabriele van Ligen developed the psychological test ABAS-II since they wanted to understand the challenges that people undergo while trying to adapt to new environments. This test can be used by direct interrelation between the person affected with adapting to a new environment and the person in the environment (Aylward & van Ligen, 1989). For example, in situation with language difficulties, the only people who can identify this fault are ones existing in new environments. This type of paper is software based as the evaluation can be done only with the use of computers.
The normative sample that was used to carry out this test is individuals subjected to a new environment having difficulty in accustoming to the new place, the language that people use and the aspect of weather. After these individuals were subjected to the new environment, an evaluation was done and it was proved that people experience challenges while trying to adapt to a new place, which in turn can affect their psychology, hence making this test is highly recommended (Aylward & van Ligen, 1989). The people who can purchase this test are individuals who find difficulties when adjusting to new environments that they have been subjected to.
The reliability scale for this data is about fifty percent. It can be considered reliable due to the techniques that were used to prove the validity of this test. Otherwise, some argue that the reliability of the test cannot be of much significance because some people have prior knowledge of the areas they are moving to and various people adapt to new environments differently: for some it will take long time while for others – a shorter period (Eidelson & Epstien, 1982). In terms of validity of the test, the data given on the behavior ratings is very high. This is because the test is centered on the adaptive behaviors that people exhibit.
The other aspect of validity, which is the intelligence test performance, can also be considered good. The level of intelligence applied here is very high. In terms of the statistical information given to prove the validity of the test, Eidelson & Epstien (1982) argued that whatever is given is not quite enough as to what is expected of the description of the test. This test is justified as a psychological one because it gives a comprehensive assessment of the adaptive skills that are required by people when accustoming to new environments. When people change their place, they are required to prepare their psychology. This then makes the test to be justifiable because it clearly shows the challenges that people are likely to undergo in case they are subjected to a change of their environment.
I chose this test because it is helpful in understanding the psychology of people who move to new places and all it takes to adapt to new environments that they have been subjected to (Eidelson & Epstien, 1982). In addition, I chose this test because it enables people, especially immigrants, to understand their new environments before moving into them.
Structure of Intellect Learning Abilities Test
Meeker, M. N. (2003). SOI-LA, Structure of intellect learning abilities (10th ed.).In Robert, A. (Ed.).
Mary, N. Meeker developed this test in 2003. Its main purpose is to assess the objects that were used for teaching students at schools following the level of knowledge that they have and the curriculum available for them within their country (Meeker, 2003). The test is used to measure the intellectual abilities that students have in the field of their learning. In most cases, these abilities are various among different people, making it a point of concern.
This type of test is based on observation and not documentation or even the use of software. The only important factor is measuring the abilities that students have. That is measuring the intelligence of students in relation to the intellectual abilities that they have acquired at school (Meeker, 2003). In terms of evaluation, the kinds of scores got from the tests are not very appealing. This is because the author fails to give clear tests, which has scientific rigor to the ideas that she has. Her test does not complete the scientific method that is used in science experiments.
The normative sample, which is used to carry out this test, is testing the curriculum that the students have and realizing the way it has affected their intelligence in understanding of concepts. This is through looking at the tools the students are using within their curriculum and how their intelligence expands throughout it. The test is evaluated based on the outcomes of the adults in the curriculum, the intelligence levels and o the way they are able to handle issues that affect them (Meeker, 2003). In most curricula, it can be noted that the structure of learning intellect abilities are affected by the ones that are available. The test can be purchased by analysts who are concerned with the aspect of education as an approach to human development. These are the only ones considered reliable since in most cases their area of concern is how education affects people.
In addition, this test is very reliable in the field of education and for those who analyzes the curriculum that students use. Still the trustworthiness is questionable because it does not give a detailed explanation of the factors that needs to be analyzed when considering the intelligence of people. In terms of the equipment used for this test, some issues have emerged and they should be integrated during testing to make it more comprehensive.
The validity of this test is also another factor to be taken into consideration. Concerning statistics, the validity of this test can be proven to an extend because from the given sample it is confirmed that eighty percent out of those who were sampled after finishing the curriculum has an improved level of intelligence (Sandoval, 2003). This means that those who have undergone intellectual training through acquiring some learning abilities have some level of intelligence as compared to those who are not learned.
In some cases, the test is justified in the sense that it clearly shows the important interactions between the people who go to school and the intelligence level of those who do not attend it.
I chose the structure of intellect learning abilities test because it has many issues, posing many debates to people regarding the understanding of curriculum and the way it affects people in general.
Non-Verbal Reasoning Test
Laura, S. T. (2005). ACER, non-verbal reasoning test ( 16th ed.). In Barbara, S., Lake P., & Spies R. (Eds.).
Laura proposed this test in 2005. It aims at measuring the intelligence quotient of children based on their reaction to things in a non-verbal way. Before a child begins to communicate well, he or she interacts through reactions (Laura, 2005). Some of these reactions will show the level of a child’s intelligence. The test has various measures, which can be used to determine a child’s intelligence quotient without using the verbal aspect. The reaction that a child poses is traced through the variables that are available for a child’s intelligence quotient (Laura, 2005). This test is available in a documented form. It is also availed in computer software thus making it more reliable for people who have knowledge in computer and those who do not have. In terms of evaluation, the verbal reasoning test scores greatly in the field of psychology as it is considered as one, based on evidence rather than theoretical perspective.
The normative sample used in caring out comprises children between the ages of six months up to those who are round one and a half years. These groups of children are considered to show some non-verbal expressions and their verbal expressions cannot be clearly understood (Bruos, 1993). It was administered through scientific experiment, which include sampling, coming up with a hypothesis, testing it, recording the findings and coming up with a conclusion.
The non-verbal reasoning test is said to be very comprehensive, hence very reliable. The average reliability level can be considered at 90%. First, it uses a sample (children) who are not in a position to give clear verbal expressions but can give nonverbal ones (Belyayev, 2003). Second, the non-verbal reasoning test is considered to be reliable because it gives clear statistics of the expected findings. Third, this test can become trustworthy when trying to measure the intelligence quotient that a child demonstrates through the way he or she responds to things in a non-verbal way.
The non-verbal reasoning test can be accounted for as one that has a lot of validity. This means it can be fully relied on. The experiment was carried in an orderly manner, which is helpful in considering the validity of the test (Sandoval, 2003). The behavior ratings of the samples give the expected reactions to the experiment. Hence, from a theoretical scientific perspective, the test shows its validity. Statistics also demonstrate that the way the experiments done qualitative and not quantitative.
The test is justified in the sense that it captures all the important aspects necessary for a child to grow before he or she is able to give verbal statements (Anderson, 1998). It is also reasonable because the processes that lead to its conclusion are very comprehensive, hence following the scientific order. I chose this test because it can be used for the study as reference points.