Search

Background: The Inventory of Physical Activity Barriers (IPAB) assesses physical activity participation barriers. Development, refinement, and psychometric evaluation of the IPAB occurred via an electronic format. However, various circumstances may require using a pen-and-paper format. As instrument formats are not always interchangeable, the authors aimed to establish whether 2 different formats (electronic and pen and paper) can be used interchangeably for the IPAB. Methods: This randomized crossover study included 66 community-dwelling adults aged 50 years and older (mean age = 73 [SD = 7.6]). Half the sample completed the electronic format of the IPAB first and the pen-and-paper format second, and the other half completed them in reverse order. Tests of equivalence and a Bland–Altman plot were performed. Results: The intraclass correlation coefficient between formats was.94, and kappa was.68. The mean difference between the 2 administration forms of the IPAB was 0.002 (P =.96). Both administration formats had high internal consistency (Cronbach alpha =.92 and.93) and illustrated construct validity (P ≤.001 for both administration formats). Conclusion: Pen-and-paper and electronic formats of the IPAB are equivalent and, thus, can be used interchangeably among non-Hispanic whites who are highly educated. The format should be used consistently if completing preintervention and postintervention evaluations or comparing scores. [ABSTRACT FROM AUTHOR]

Abstract\nPUBLIC SIGNIFICANCE STATEMENTObjective: Digital provision of cognitive tests like the Wechsler Adult Intelligence Scale Fourth Edition (WAIS-IV) has the potential to significantly increase access to important assessments. However, limited empirical evidence exists for the equivalence of telehealth and face-to-face administration. Presently test publishers recommend not administering subtests with stimulus materials that require manipulation via telehealth. Therefore, this study evaluated the equivalence of a telehealth administration procedure of the WAIS-IV with face-to-face administration. Method: A randomized repeated measures design included a sample of N = 28 participants with typical cognitive functioning, predominantly female (61%), aged 21 years (SD = 3.65), and identified as Australian (79%). Results: Our analysis showed that the point estimates of mean differences for indices and subtests (except PSI and Symbol Search) between face-to-face and telehealth applications were smaller than the smallest effect size of interest (SESOI). Analysis of 90% CIs around the mean difference showed the PRI Index and subtests Vocabulary, Information, and Arithmetic were statistically equivalent, while FSIQ, VCI, FRI, WMI indices, and other seven subtests were not statistically equivalent. For Null Hypothesis Significance Tests, the indices and all subtests were not significantly different from zero. Conclusions: These findings show a telehealth administration of the WAIS-IV provides scores similar to those collected in face-to-face administration, and observed differences were smaller than the difference expected due to measurement error. However, psychologists are cautioned not to solely rely on test scores when formulating outcomes but use clinical judgement with awareness of potential (albeit small) errors introduced by telehealth testing.This article evaluates whether the Wechsler Adult Intelligence Scale, Fourth Edition, administered in an online format produces equivalent results to the traditional face-to-face administration of the test. The findings provided evidence of equivalence since differences between these administration methods (i.e. face-to-face vs. online format) were not meaningful. Guidelines are provided regarding how psychologists can use the test in a telehealth context, to continue cognitive evaluations for individuals with limited access to face-to-face health services. [ABSTRACT FROM AUTHOR]

Abstract The idea of sources other than the test-takers’ knowledge leading to different results on high-stakes tests was the motif based on which the present investigation was initiated on the probable sources of unreliability of a test. For this purpose, the researchers went through a thorough literature review with the aim to identify the issues to be counted as sources of unreliability of a high-stakes test, i.e., the MA University Entrance Exam of English (UEEE) in Iran. First, 17 MA UEEE test-takers were asked to take part in a semi-structured interview to find out their ideas about such sources. The outcome of the thematic coding of the information from the literature and interviews was a 57-item Likert scale questionnaire which was reviewed by three assessment experts, revised accordingly, piloted with 57 MA UEEE test-takers, and revised again with 55 items remaining. The revised questionnaire was administered to 312 MA UEEE test-takers in Iran, and its reliability and construct validity were checked through Cronbach alpha (.89) and exploratory factor analysis, respectively. After checking its reliability and construct validity, 46 items remained and loaded on four factors which were named as the effect of test-takers (16 items), structure of the test and external concerns (13 items), administration conditions of the test (13 items), and role of proctors (4 items). The results of this study might familiarize test developers, test administrators, teachers, and test-takers with issues they should be aware of in developing or preparing for a high-stakes test like the MA UEEE.

Background and aims: Performance-based tests of mobility or physical function such as the Timed Up and Go (TUG), gait speed, chair-rise, and single-leg stance (SLS) are often administered using different protocols in aging populations, however, the reliability of their assessment protocols is not often considered. The purpose of this study was to examine the reliabilities of frequently used assessment protocols for the TUG, gait speed, chair-rise, and SLS in different age groups. Methods: We administered the following assessment protocols in an age-stratified (50–64, 65–74, 75+ years) sample of participants (N = 147) from the Canadian Longitudinal Study on Aging (CLSA): TUG fast pace and TUG normal pace: TUG-cognitive counting backwards by ones and counting back by threes, gait speed with 3-m and 4-m course, chair-rise with arms crossed and allowing the use of arms, and SLS using preferred leg or both legs—on two occasions within 1 week. We assessed the relative (intra-class correlation) and absolute reliability (standard error of measurement, SEM and minimal detectable change, MDC) for each protocol variation and provided recommendations based on relative reliability. Results: For participants aged 50–64 years, our results suggest better reliability for TUG fast-pace compared with normal-pace (ICC and 95% CI 0.70; 0.41–0.85 versus 0.38; 0.12–0.59). The reliability values for 3-m gait speed were potentially higher than for 4-m gait speed (ICC 0.75; 0.67–0.82 versus 0.64; 0.54–0.73) and values for chair-rise suggested better reliability allowing participants to use their arms than with arms crossed (ICC 0.79; 0.66–0.86 versus 0.64; 0.45–0.77) for participants overall. For participants aged 75+ years, ICCs for SLS with the preferred leg showed better reliability than for both legs (ICC = 0.62–0.79 versus 0.30–0.39). Conclusions and discussion: These reliability data and the recommendations can help guide the selection of the most appropriate performance-based test protocols for measuring mobility in middle-aged and older community-dwelling adults. [ABSTRACT FROM AUTHOR]

The idea of sources other than the test-takers' knowledge leading to different results on high-stakes tests was the motif based on which the present investigation was initiated on the probable sources of unreliability of a test. For this purpose, the researchers went through a thorough literature review with the aim to identify the issues to be counted as sources of unreliability of a high-stakes test, i.e., the MA University Entrance Exam of English (UEEE) in Iran. First, 17 MA UEEE test-takers were asked to take part in a semi-structured interview to find out their ideas about such sources. The outcome of the thematic coding of the information from the literature and interviews was a 57-item Likert scale questionnaire which was reviewed by three assessment experts, revised accordingly, piloted with 57 MA UEEE test-takers, and revised again with 55 items remaining. The revised questionnaire was administered to 312 MA UEEE test-takers in Iran, and its reliability and construct validity were checked through Cronbach alpha (.89) and exploratory factor analysis, respectively. After checking its reliability and construct validity, 46 items remained and loaded on four factors which were named as the effect of test-takers (16 items), structure of the test and external concerns (13 items), administration conditions of the test (13 items), and role of proctors (4 items). The results of this study might familiarize test developers, test administrators, teachers, and test-takers with issues they should be aware of in developing or preparing for a high-stakes test like the MA UEEE. [ABSTRACT FROM AUTHOR]

Objective We aimed to study second language effects on neuropsychological (NP) test performance. Method We administered an NP test battery in Swedish to 322 healthy community dwelling participants, recruited through the Gothenburg Pilot phase of the Swedish CArdioPulmonary BioImage Study (SCAPIS Pilot). All participants were conversationally fluent Swedish speakers (237 native, 85 non-native, mean age 61.1 years). We compared the NP scores of native and non-native participants. We also investigated the influence of (a) age of arrival to Sweden, (b) majority language family of the birth country, and (c) proficiency in Swedish as assessed with a 30 item Boston naming test (BNT). Results Native speakers obtained better results on all NP tasks with a verbal component, whereas no significant differences were seen on completely nonverbal tasks (Rey complex figure). For non-native speakers, lower age at arrival to Sweden, arrival from a country where Swedish was also spoken, or arrival from a country with a majority language closer to Swedish, were all linked to better NP scores. Dichotomizing by BNT showed that normally-to-highly proficient non-native speakers obtained better scores. Conclusions Second language effects may contribute to misclassification of non-native speakers. Assumptions of fluency based on short conversations may be misleading. A proficiency assessment with BNT may improve NP score interpretation among non-native speakers. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic pushed the Iowa State University administration to impose face coverings and other safety regulations across the university campus. To comply with these safety measures, several changes to the English Placement Test of Oral Communication (EPT OC) had to be made. This paper discusses how the EPT OC was adapted to comply with the safety regulations mandated by the university administration and best ensure the safety of students and raters. It also describes the different considerations that were made prior to implementing these adaptations, and our thoughts while administering and rating the test. The paper concludes with what might be learned from administering the OC test during the pandemic. [ABSTRACT FROM AUTHOR]

Cross-sectional study. Adhering to test administration and standardized instructions is important for attainment of accurate and reliable results in performance-based tests. To determine test-retest and interrater reliability of standardized translated instruction (St-TI) and spontaneously translated instruction (Sp-TI) of a hand function test. Four raters and seventy-two subjects were divided into 2 groups: St-TI group, direct administration of the Hong Kong Chinese version of the Jebsen Hand Function Test to subjects by raters; and Sp-TI group, spontaneously translating the Jebsen-Taylor Hand Function Test from English into Chinese by raters. Test-retest and interrater reliability were calculated based on instruction time by the rater and performance time by the subject. Test-retest and interrater reliability of instruction time by rater for St-TI has intraclass correlation coefficient of 0.35 to 0.70 and 0.24 to 0.55, respectively, whereas that for Sp-TI was −0.50 to 0.18 and −0.09 to 0.51, respectively. Test-retest and interrater reliability of performance time by subject for St-TI was 0.56 to 0.84 and 0.33 to 0.78, respectively, whereas that for Sp-TI was 0.54 to 0.87 and 0.35 to 0.77, respectively. Sp-TI had two test-retest minimal detectable change percent values that fell within the acceptable range (subtest 3 = 21.9% and subtest 6 = 25.7%). Instruction time by rater for Jebsen-Taylor Hand Function Test subtests had generally poor to moderate test-retest and interrater reliability for both St-TI and Sp-TI. Performance time by subject generally had moderate to good reliability, except for St-TI with poor to good interrater reliability. [ABSTRACT FROM AUTHOR]

In early spring 2020 the vast majority of US colleges and schools closed for the year due to COVID‐19 with no clear direction on when or how these institutions will reopen for in‐person instruction. School closures and the associated health concerns haulted large scale admissions testing and required alternative models such as remote proctoring at home, additional flexibility in test sites and administrative conditions, and additional testing dates for the fall. It is clear that access to admissions testing has been greatly reduced despite these efforts resulting in extended deadlines in graduate admissions and the wide‐scale adoption of test‐optional polcies in undergraduate admissions. This paper traces the efforts undertaken by admissions testing programs to adapt to COVID‐19 and the measurement issues which emerge from these efforts. [ABSTRACT FROM AUTHOR]

Many children in need do not receive the psychoeducational evaluation services they need, with an estimated 15% of all students struggling with attentional or learning difficulties that are unassessed, and thus unaddressed, during "normal" times. Such evaluations have largely halted during the COVID-19 crisis, with questionable psychometrics of usable measures and clinicians largely unprepared to administer them. Remote, online psychoeducational evaluations have the potential to decrease this access problem by allowing for evaluations to continue during the crisis, as well as redistributing (geographically and potentially socioeconomically) evaluators to populations disproportionately without access. The present study evaluated the equivalence of a remote, online administration procedure for the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) with traditional, in-person administration. Results revealed no significant differences—and, therefore, method effects—between the full-scale IQ and index scores between the administration procedures. One subtest did reveal a significant method effect, with children performing more poorly on the remote, online version of the test. Although imperfect, the remote, online procedure is a viable alternative for the traditional, in-person administration of the WISC-V, especially during this time of crisis. Public Significance Statement: This article evaluates whether the Wechsler Intelligence Scale for Children, Fifth Edition, given in a remote, online format produces equivalent results as the traditional, in-person administration of the test, as it was developed and meant to be used. The findings reveal how evaluators can use the test in a telehealth context, to continue cognitive evaluations during the COVID-19 crisis, as well as ongoing afterward for students without access to evaluation services. [ABSTRACT FROM AUTHOR]

In the present paper, teachers’ implementation practices and views of practicality regarding a paired speaking test, part of a high-stakes national test of English as a foreign language (EFL) in the Swedish upper secondary school, were investigated. In Sweden, national tests are centrally developed but internally marked by teachers at the schools where they are administered. Two-hundred and sixty-seven teachers participated in a nation-wide online survey and answered closed and open-ended questions. The responses reflect how teachers implement and perceive the national speaking test in relation to purposes and guidelines. Furthermore, challenges relating to the implementation were also reported. The results showed that there were variations in how the national speaking test was implemented at the local school level. This has clear implications for standardisation, but must be considered in relation to the decentralised school system that the test is embedded in, which requires local decisions to be made and local responsibility to be taken. In addition, many teachers perceived that they did not receive enough support from the school management, indicating that clearer routines and administrative support are needed. Statistical tests were undertaken to explore potential differences related to certain background variables. It was found that school size accounted for some of the variation in teachers’ responses, with teachers at smaller schools perceiving the practical implementation of the oral tests to be more problematic and time-consuming. The paper concludes with a discussion of the implications of the findings for the practice of high-stakes speaking assessment programs, focusing on the educational context of the current investigation.

In the present paper, teachers' implementation practices and views of practicality regarding a paired speaking test, part of a high-stakes national test of English as a foreign language (EFL) in the Swedish upper secondary school, were investigated. In Sweden, national tests are centrally developed but internally marked by teachers at the schools where they are administered. Two-hundred and sixty-seven teachers participated in a nation-wide online survey and answered closed and open-ended questions. The responses reflect how teachers implement and perceive the national speaking test in relation to purposes and guidelines. Furthermore, challenges relating to the implementation were also reported. The results showed that there were variations in how the national speaking test was implemented at the local school level. This has clear implications for standardisation, but must be considered in relation to the decentralised school system that the test is embedded in, which requires local decisions to be made and local responsibility to be taken. In addition, many teachers perceived that they did not receive enough support from the school management, indicating that clearer routines and administrative support are needed. Statistical tests were undertaken to explore potential differences related to certain background variables. It was found that school size accounted for some of the variation in teachers' responses, with teachers at smaller schools perceiving the practical implementation of the oral tests to be more problematic and time-consuming. The paper concludes with a discussion of the implications of the findings for the practice of high-stakes speaking assessment programs, focusing on the educational context of the current investigation. [ABSTRACT FROM AUTHOR]

We addressed potential test takers’ preferences for women or men as examiners as well as how examiners were perceived depending on their gender. We employed an online design with 375 students who provided preferences for and ratings of examiners based on short video clips. The clips showed four out of 15 psychologists who differed in age (young vs. middle-aged) and gender giving an introduction to a fictional intelligence test session. Employing multivariate multilevel analyses we found female examiners to be perceived as more social competent and middle-aged examiners being perceived as more competent. Data analyses revealed a significant preference for choosing women as examiners. Results were discussed with reference to test performance and fairness. [ABSTRACT FROM AUTHOR]

The book under review provides a comprehensive introduction to psychological testing. It is divided into five parts, each dealing with a different aspect of testing. Part 1 looks at basic issues surrounding psychological testing. It addresses issues such as the nature of tests, test administration and reliability and validity issues. Generally, the information provided in Part 1 is clear - however, given that these sections essentially introduce the reader to the subject area of psychological testing, it could have been more thorough.

Most computerized adaptive testing (CAT) programs do not allow test takers to review and change their responses because it could seriously deteriorate the efficiency of measurement and make tests vulnerable to manipulative test-taking strategies. Several modified testing methods have been developed that provide restricted review options while limiting the trade-off in CAT efficiency. The extent to which these methods provided test takers with options to review test items, however, still was quite limited. This study proposes the item pocket (IP) method, a new testing approach that allows test takers greater flexibility in changing their responses by eliminating restrictions that prevent them from moving across test sections to review their answers. A series of simulations were conducted to evaluate the robustness of the IP method against various manipulative test-taking strategies. Findings and implications of the study suggest that the IP method may be an effective solution for many CAT programs when the IP size and test time limit are properly set. [ABSTRACT FROM AUTHOR]

The degree to which patients should be prompted to give their best effort has not been adequately addressed in the literature, nor has the issue of the extent to which they should be informed that measures of effort will be included in the assessment battery. Three groups of undergraduates were given three different instructional sets prior to completing a neuropsychological evaluation. The instructions provided different levels of motivation to perform optimally as well as possible warning regarding the detection of poor effort. The three groups did not differ in performance on any of the cognitive measures, although outlier performance resulted in lower mean performance on the Finger Tapping Test by the most clearly warned group. The results are discussed in terms of the potential of different instructional sets to affect motivation for optimal test performance. [ABSTRACT FROM PUBLISHER]

The authors examined the difference in standardized test performance when familiar versus unfamiliar examiners tested 26 preschool and elementary-aged children with autism. The children were matched by age, severity, and developmental level and then randomly placed into familiar and unfamiliar examiner groups. Familiarity with the examiner was established before test administration for children in the treatment group. Both groups were administered 2 subscales of the Psychoeducational Profile-Revised. There was a statistically significant difference in favor of the children tested by the familiar examiners on the cognitive verbal subscale (d= .43) and on the cognitive performance subscale (d= .47), indicating that examiner familiarity had positive effects on the test performance of children with autism. Given these results, it appears that professionals who are responsible for administering standardized tests to children with autism should make pretest contact with these children to reduce test procedure bias. [ABSTRACT FROM PUBLISHER]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The linear logistic test model (LLTM) breaks down the item parameter of the Rasch model as a linear combination of some hypothesized elementary parameters. Although the original purpose of applying the LLTM was primarily to generate test items with specified item difficulty, there are still many other potential applications, which may be of use for psychometric research on various testing conditions. This article provides some examples of such applications. The examples include (a) position effect of item presentation (in particular, learning and fatigue effects); (b) content-specific learning effect; (c) effect of speeded item presentation; and (d) effect of item response format. [ABSTRACT FROM AUTHOR]

This investigation compared proration and linear scaling for estimating Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) verbal comprehension (VCI) and perceptual reasoning (PRI) composites from all relevant two subtest combinations. Using 57 primary school students and 41 clinical referrals, actual VCI and PRI scores were highly correlated with estimated index scores based on proration and linear scaling (all rs≥.90). In the school sample, significant mean score differences between the actual and estimated composites were found in two comparisons; however, differences between mean scores were less than three points. No significant differences emerged in the clinical sample. Results indicate that any of the two subtest combinations produced reasonably accurate estimates of actual indexes. There was no advantage of one computational method over the other. © 2008 Wiley Periodicals, Inc. J Clin Psychol 64:1–6, 2008. [ABSTRACT FROM AUTHOR]

Research study coordinators from 17 sites participating in a cardiac surgery study were trained to administer and score a brief neuropsychological test battery. Results were sent to the study's centralized laboratory for review and feedback. The average examiner errors on the first six protocols were compared with the average errors on the last six protocols over 12 months for each site. Overall, errors for the first six protocols were 4.42, and errors for the last six protocols were 1.83, representing a significant overall decline. Errors for instruction, administration, and recording showed a significant decrease over time. Despite ongoing feedback to examiners, scoring errors did not decline significantly overall; this suggests that a review of all protocols is necessary to achieve reliable scoring. However, when examiners' number of protocols completed was compared with number of scoring errors per protocol, there was a trend for examiners who had completed more protocols to show more improvement in scoring. [ABSTRACT FROM AUTHOR]

The Raven Advanced Progressive Matrices Test (APM) is a well-known measure of higher order general mental ability. The time to administer the test, 40 to 60 minutes, is sometimes regarded as a drawback. To meet efficiency needs, the APM can be administered as a 30- or 40-minute timed test, or one of two developed short versions could be used. In this study, the 20-minute timed version of the APM is compared to the untimed APM as a measure of intellectual ability in 1st-year psychology students. This 20-minute timed version proves to be an adequate predictor of the untimed APM score. [ABSTRACT FROM AUTHOR]

The Psychological Inventory of Criminal Thinking Styles (PICTS) was administered to 160 male prisoners on admission to a medium-security federal correctional facility. A total of 106 of these inmates completed the PICTS a second time 6 months later in a routine follow-up of the intake PICTS; the other 54 inmates completed the PICTS a second time approximately 6 months later during the initial session of a psychological group. Results showed that inmates participating in the psychological group were less defensive and endorsed more criminal thinking items on the second administration of the PICTS, whereas inmates participating in the routine follow-up were more defensive and less likely to endorse criminal thinking items on the second PICTS. Despite a general increase in the magnitude of PICTS scores for program participants, the overall pattern of scale elevations (correlations between scales and high-point pairs) was comparable across the two groups. [ABSTRACT FROM AUTHOR]

Multiple analyses of results are presented from the Statics Concept Inventory, a multiple choice test assessing conceptual knowledge in engineering statics. Results are based on the administration of this test to 1331 students in ten classes at seven US universities during the 2004-2005 academic year. Evidence confirming the validity and reliability of the test is offered Detailed comparisons are made between inventory scores and performance on course examinations, including evaluations of how inventory sub-scores on specific concepts correlate with performance on certain types of problems. Finally, based on analysis of the prevalence of various answer choices, common misconceptions are identified. [ABSTRACT FROM AUTHOR]

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A total of 520 high school students were randomly assigned to a paper-and-pencil test (PPT), a computerized standard test (CST), or a computerized adaptive test (CAT) version of the Dutch School Attitude Questionnaire (SAQ), consisting of ordinal polytomous items. The CST administered items in the same order as the PPT. The CAT administered all items of three SAQ subscales in adaptive order using Samejima's graded response model, so that six different stopping rule settings could be applied afterwards. School marks were used as external criteria. Results showed significant but small multivariate administration mode effects on conventional raw scores and small to medium effects on maximum likelihood latent trait estimates. When the precision of CAT latent trait estimates decreased, correlations with grade point average in general decreased. However, the magnitude of the decrease was not very large as compared to the PPT, the CST, and the CAT without the stopping rule. [ABSTRACT FROM AUTHOR]

Given the paucity of previous research, we examined the occurrence of scoring error on widely used objective personality tests and examined its possible relation to two factors: scoring procedure complexity (SPC) and commitment to accuracy (CTA). We doublechecked the scoring of three tests (MMPI, Beck Depression Inventory, Spielberger State/Trait Anxiety Inventory) across three settings. Each of the tests were misscored at a surprisingly high rate in at least one setting, and some such errors altered major interpretive implications. Tests of higher SPC showed greater error rates, but high CTA greatly reduced the occurrence of error across levels of SPC. Unexpected sources of error were also uncovered, such as commercial computer scoring errors and disagreement in scoring standards among test publishers. Practical suggestions for improving scoring accuracy are offered. [ABSTRACT FROM PUBLISHER]