USE ONLY THE SOURCES PROVIDED!!! NO PLAGIARISM OR PARAPHRASING TOOLS. LABEL EACH QUESTION BEING ANSWERED! ANSWER THE FOLLOWING QUESTIONS:
Chapter 3: Norm Groups
The idea of a norm group is a difficult concept. It is the group you are compared to when you take the test. Scoring will then indicate where you fall within that group. In the Chapter 2 powerpoints, I give you an example of a very bad norm group. What would a very good norm group look like for a test of your choosing. Now look up a norm group for that test (or another) and copy/paste the details. Critique it. Is it diverse enough? What details are missing?
Chapter 5: Validity
Find 2-3 statements of different types validity about a test on the market (or more than one). For each validity statement: First, try to translate what that validity means using the chapter and the notes. Is it appropriate for the test? Why or why not? Is it strong or weak in your opinion?
Chapter 7: Bias
Find a discussion/statement about bias in a test. What group membership is this concerning? What questions/issues are causing the bias? How do you believe this will affect test scores? Is there any evidence that the test creator has attempted to fix this issue?
Chapter 9: New rules for the test group
Let’s dive into the pandemic issues surrounding the group tests. We were already moving away from thr ACT, SAT, etc when we all went into lockdown. Now that we’ve had a year to ponder the ‘new normal’, where do these tests stand? See what you can find about new rules/uses/exemptions for the PREDICTIVE group tests (any in this chapter are fair game). Are we headed in the right direction? What are the pros and cons of what you found. Do keep in mind we must have some assessment of what it’s trying to predict.
Chapter 11: Achievement test
Tackle the use of standardized achievement tests in the classroom (yes, you may look up the NY Regents). Pick a test or set of tests and say what they are used for. What kind of data do they give on the students? Are they intended to evaluate the teachers as well (or have they been by school districts). Talk about the pros and cons of using this set of tests. (other than the Stanford, there is a list of possibilities on slide 7).
Chapters 12 and 13: Objective Personality tests
Let’s dive into a controversy that’s been around for many years: Should personality tests be used for careers and are they fair when used by the employer? Either look at an objective personality test and see what careers it is used for and how or look at a career and see what tests are used to find people who match it. Evaluate whether the test or tests are used fairly. Why do you believe this? What could go wrong in this situation? (remember, bias is an issue with these tests too).
Chapter 14: Projective tests
Projective tests have a long history, but they are starting to become outdated and less useful. Read up on a projective test (hint: the Rorschach and Thematic Apperception Test have good descriptions on Wikipedia). What is it supposed to be used for and how can the results be interpreted? Is the test useful today? Why or why not?
Chapter 16: Ethics concerning tests
Take a look at one of the issues concerning an improper use of a test. You can use one of the court cases or a more recent issue. What was improper? Why is it an issue? Was it solved? If so, how? If not, what might solve the issue?
