Evaluating the Definition of a Test Domain.

[Place of publication not identified] : Buros Center for Testing, [date of publication not identified]

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Psychological processing is often addressed in theories that give rise to assessments, but careful domain specification and sampling plans for processing is often lacking in commercially available tests. In achievement testing more specifically and educational testing more generally the definition of a test domain, as well as its blueprint (the sampling plan of the domain) often delineates only content, if even that. The cognitive processing dimension, crucial to a full understanding of what an examinee can do, is often not specified, except perhaps after the fact in evaluating the scope of a given assessment. A similar dimension is also relevant in psychological assessments designed to discover in what way and/or how people process material. The material itself is independent of the person, but is nevertheless important because the processing is only meaningful in relation to it. Yet only with an understanding of processing can it be ensured that test stimuli elicit the range of internal activities intended.This intermediate-level presentation will discuss this prevalent deficiency in many, if not most, published tests. Possible reasons why this deficiency exists, the effects of the deficiency on interpretability, and how domain specifications can improve test documentation for users and development of new forms by test publishers and authors will be discussed.

ASP-AVON. OCLC KB.

Images / Online / Video & Film

English

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