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Autosomal Recessive Spastic Ataxia of Charlevoix-Saguenay (ATSACS) is a degenerative spinocerebellar disease with pyramidal, cerebellar, and neuropathic impairments. Recent studies highlight possible deficits in cognitive functions like language. Psychometric tests selection implies careful consideration due to upper limbs incoordination and dysarthria. The objective of this study is to document the applicability of 37 neuropsychological and 2 psychological tests in 8 individuals with ARSACS aged between 20 and 60 years. All tests were rated on 4 applicability criteria using a 3-level rating scale: A for excellent; B for acceptable; C for reconsider. Most tests posed few or no applicability limits with ARSACS patients. However, certain tests (e.g., Leiter-3 and Raven's Standard Progressive Matrices) are not recommended due to significant issues related to applicability. These results may help clinicians and researchers working with this population to select evaluations and tests applicable in this population. L'ataxie récessive spastique autosomique de Charlevoix-Saguenay (ARSACS) est une maladie neurodégénérative spinocérébelleuse impliquant des atteintes pyramidales, cérébelleuses et neuropathiques et de possibles déficits dans certaines fonctions cognitives comme le langage. La sélection des tests psychométriques appropriés implique certaines précautions liées à la présence d'incoordination des membres supérieurs et de dysarthrie. L'objectif de cette étude consiste à documenter l'applicabilité de 37 tests neuropsychologiques et de 2 tests psychologiques chez 8 individus atteints d'ARSACS (20-60 ans). Les tests ont été évalués en fonction de 4 critères d'applicabilité en utilisant une échelle à 3 niveaux: A pour excellent; B pour acceptable; C pour reconsidérer. La plupart des tests ont posé peu ou pas de limites liées à l'applicabilité chez les patients atteints d'ARSACS. Cela dit, certains tests (c.-à-d., le Leiter-3 et les Matrices Progressives de Raven) ne son

One of the main missions of the National Institute of Educational Testing Service (NIETS) is the measurement and evaluation of Thailand’s education, such as the administration of Thailand's national test. NIETS has assigned some universities to work as the test centers administering the standardized tests in accordance with the standardized procedures in order that the scores of the standardized tests for grade-12 students could be used as a part of university admission. The objectives of this research were: 1) to study students’ satisfaction,2) to compare the levels of students’ satisfaction towards the NIETS’s testing administration, and 3) to study some problems and suggestions for the effective work improvement. The research samples consisted of 1,024 grade-12 students under the administration of Srinakharinwirot University Test Center, obtained by simple random sampling. The research instruments were the five-rating-scale questionnaires and the interview questions. The content validity of the research instruments were verified by the item-objective congruency (IOC=0.67-1.00). Its reliability was verified by the coefficient of Cronbach alpha = 0.89. The data were analyzed by frequency, percentage; mean, standard deviation, two - way anova and content analysis. The research finding were as follows:1)The research findings indicated that the overall satisfaction was at the high level. 2)The satisfaction levels of the students in the test sites in Bangkok and those in the provincial test sites towards the NIETS’ testing administration were not significantly different;  (p = 0.119). However, the satisfaction levels of the male and female students were different at the significant level of 0.05; (p = 0.004)and 3) some suggestions for work improvement.&nbsp

One of the main missions of the National Institute of Educational Testing Service (NIETS) is the measurement and evaluation of Thailand’s education, such as the administration of Thailand's national test. NIETS has assigned some universities to work as the test centers administering the standardized tests in accordance with the standardized procedures in order that the scores of the standardized tests for grade-12 students could be used as a part of university admission. The objectives of this research were: 1) to study students’ satisfaction,2) to compare the levels of students’ satisfaction towards the NIETS’s testing administration, and 3) to study some problems and suggestions for the effective work improvement. The research samples consisted of 1,024 grade-12 students under the administration of Srinakharinwirot University Test Center, obtained by simple random sampling. The research instruments were the five-rating-scale questionnaires and the interview questions. The content validity of the research instruments were verified by the item-objective congruency (IOC=0.67-1.00). Its reliability was verified by the coefficient of Cronbach alpha = 0.89. The data were analyzed by frequency, percentage; mean, standard deviation, two - way anova and content analysis. The research finding were as follows:1)The research findings indicated that the overall satisfaction was at the high level. 2)The satisfaction levels of the students in the test sites in Bangkok and those in the provincial test sites towards the NIETS’ testing administration were not significantly different;  (p = 0.119). However, the satisfaction levels of the male and female students were different at the significant level of 0.05; (p = 0.004)and 3) some suggestions for work improvement.&nbsp

The purpose of the study was to determine the attitude of primary school teachers in the Cape Coast Metropolis towards assessment of their pupils. The stratified random sampling technique was used to sample 227 primary school teachers from 36 out of 65 schools in the metropolis for the study. The subjects responded to a questionnaire from which the data were collected. The data were analysed using descriptive statistics (means and standard deviations) and the independent t-test. The resultsshowed that the teachers generally have positive altitude towards assessment of their pupils and that there is no significant difference between the attitudes of male and female teachers towards assessment. However, there arc some aspects of thecomponents of assessment that the teachers were not well disposed to or comfortable with. In view of this it was recommended that the Metropolitan Education Directorate, in collaboration with the University of Cape Coast should conduct inservice training on assessment for re-orientation of the primary school teachers.

In the early 1990s, the Department of the Army abandoned its Skill Qualification Test (SQT) program due primarily to maintenance, development, and administration costs. This left a void in the Army's capabilities for assessing job performance qualification. To meet this need, the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) instituted a 3-year program of feasibility research related to the development of a Soldier assessment system that is both effective and affordable. The PerformM21 program has had two mutually supporting tracks. The first track has focused on the design of a testing program and identification of issues related to its implementation. The second has been a demonstration of concept -- starting with a prototype core assessment targeted to all Soldiers eligible for promotion to Sergeant, followed by job-specific prototype assessments for several Military Occupational Specialties (MOS). The prototype assessments were developed during the first 2 years of the research program. Pilot testing of the prototype assessments was completed in the third year of the project and is documented in a companion report. The present report describes the notional test program and analyzes the anticipated costs and describes the benefits associated with its implementation.

Documentation of lessons learned by a contractor, Adjuvant Consulting, that provided facilities support services to conduct large scale short term experimental trials on computer testing. Provides documentation on equipment storage, power demands, test station build/tear down, test administration, data collection and storage, and overall lessons learned from the assessment period., The original document contains color images.

The ability to accurately and efficiently monitor the neurocognitive status of U.S. warfighters under diverse operational and experimental conditions is of critical importance to the ongoing mission and network-centered initiatives of the United States military. The Automated Neuropsychological Assessment Metrics (ANAM) is a computer-assisted tool for evaluating neurocognitive performance with demonstrated effectiveness for application in diverse military operational and research testing scenarios. The primary objective of this multi-study project is to examine select psychometric properties and administration procedures of the newly released ANAM4. The project includes four studies that will do the following: (1) examine common use practices and determine the effect of specific administration procedures on ANAM4 performance; (2) assess the test-retest reliability of individual ANAM4 tests; (3) examine the validity of the ANAM4 mood scale; and (4) develop an adverse, representative military normative data set. The authors are currently in the data collection phase for Studies 1-3.

The Defense Academy for Credibility Assessment (DACA) Research Division contracted with Battelle to conduct scientific research to determine the relationship between the content of the Psychophysiological Detection of Deception (PDD) pretest interview and PDD examination results. The primary objective of this effort was to extract information from designated PDD pretest accomplished performers (APs) through coordinated in-depth interviews (IDIs). The second objective was to provide recommendations for the integration of this revealed information into one-or-more performance-enhancing interventions such as new training, personnel screening, or motivational incentives, with the ultimate goal of bringing pretest novices or "non-experts" up to speed in a more rapid fashion. A list of proposed interventions is provided including, but not limited to, support for examiner candidate screening, additional coursework, online training and information dissemination, support for regular examiners "lessons learned" conference, and providing a framework for formal examiner mentoring., The original document contains color images.

This report describes the procedure followed in the development of four products that prescribe guidelines for administering Skill Qualification Tests (SQT). The products, which are included as appendixes to the report, are: (1) general guidance for administering an SQT; (2) guidance to Test Development Agencies for preparing administrative instructions for the hands-on component of a specific SQT; (3) a description of the scorer's job for a hands-on test station; and (4) a scenario for a videotape recording that demonstrates the scorer's job. (Author)