Revision of the Standards for Educational and Psychological Testing: Overview Society for Industrial...

Revision of the Standards for Educational and Psychological Testing: Overview

Society for Industrial and Organizational Psychology25th Annual Conference, Atlanta, Georgia

April 9, 2010

Jo-Ida HansenUniversity of Minnesota

Revising our Test Standards 2April 9, 2010

Presentation: Four Substantive Areas

Access – Nancy TippinsAccountability – Laurie WiseTechnology – Fritz DrasgowWorkplace – Paul Sackett


Joint Committee Members

Barbara Plake, Co Chair Lauress Wise, HumRRO, Co ChairLinda Cook, ETSFritz Drasgow, University of IllinoisBrian Gong, NCIEALaura Hamilton, Rand CorporationJo-Ida Hansen, University on MNJoan Herman, UCLA


Joint Committee Members

Michael Kane, Bar ExaminersMichael Kolen, University of IowaAntonio Puente, UNC-WilmingtonPaul Sackett, University of MNNancy Tippins, Valtera CorporationWalter (Denny) Way, Pearson Frank Worrell, Univ of CA- Berkeley


Scope of Revision

Based on comments each organization received from invitation to comment

Summarized by the Management Committee in consultation with the Co-ChairsWayne Camara, Chair, APASuzanne Lane, AERADavid Frisbie, NCME


Four Substantive Areas for Revisions

TechnologyAccountabilityWorkplaceAccess

Plus attention to format issues


Theme Teams

Working teamsCross team collaborationsChapter LeadersFocusing of bringing into chapters

content related to themes in coherent and meaningful ways

lcook

Is Joan on two teams? both accountability and acess?


Timeline

First meeting January, 2009Projected 4 meetings per yearThree year process for completing text of

revisionOpen comment/Organization reviews

Projected for December 2010 – April 2011Projected publication Summer, 2012

Revising our Test Standards:Access for All Examinee Populations

Society for Industrial and Organizational Psychology25th Annual Conference, Atlanta, Georgia

April 9, 2010

Nancy TippinsValtera


Overview

Standards related to Access appear throughout many of the chapters but are concentrated inChapter 9: Testing Individuals of Diverse

Linguistic BackgroundsChapter 10: Testing Individuals with

Disabilities Comments on Access were received by

the management committee and summarized for the committee charge


Elements of the Charge

Accommodations/modifications Impact/differentiation of accommodation and

modification Appropriateness for English language learners and

examinees with disabilities Appropriateness for variety of groups, e.g., pre-K,

older populations Flagging Comparability/validity

Adequacy and comparability of translations Universal Design


Key Access Issues Included in our Charge - 1

Impact/differentiation of accommodations/modifications

What are the appropriate ways to determine or establish the impact of accommodations/modifications on inferences, interpretations, and uses of scores?

How do you differentiate clearly between what is an accommodation and what is a modification?



Appropriate ways to accommodate English-language learners and examinees with disabilities

Selecting the appropriate accommodation for the individual

Who should select the accommodation? What evidence should the selection be based on?

Administering the appropriate accommodation What evidence is available to determine impact on test

scores, given purpose of the test? how effective is the accommodation?

Providing alternative assessments/modified achievement standards



Appropriate ways to accommodate a wider variety of groups

Pre-K Older populations

Number of older adults with cognitive impairments is rising

Tested is often used to determine mental status changes

There are many complexities associated with testing this population Combined effects of medical problems, medication side

effects, multiple sensory deficits, testing environment



Flagging Current treatment needs to be updated to

reflect changes in practice since 1999 standards

Most testing organizations no longer flag Decisions about flagging should be based

on empirical evidence



Comparability and validity of inferences made based on scores from accommodated or modified tests

Foundational issues such as comparability and validity need to be addressed in foundational chapters

If sample sizes do not support analyses such as DIF, other evidence of validity should be pursued



Adequacy and comparability of translations (language to language and language to symbol, e.g., Braille)

Evidence is needed to demonstrate adequacy of translation and comparability of scores from translated tests

Fluency, rather than primary language, should be used to describe target population for a test

Quality of translation/adaptation needs to be emphasized

Interaction of language proficiency and construct needs to be considered



Universal Design 1999 Standards focus too much on

accommodations and modifications and not enough on building accessibility features into design and development process

Revising our Test Standards:Issues for Accountability

Society for Industrial and Organizational Psychology25th Annual Conference, Atlanta Georgia

April 9, 2010

Laurie WiseHumRRO


Overview

There has been a dramatic expansion of the use of tests for various forms of accountability and other uses related to educational policy-setting.

The Joint Committee has been charged with considering how these uses in accountability should impact revisions to the Standards

As with the other themes, comments on the standards that related to accountability were compiled by the Management Committee and summarized in their charge to the Joint Committee


Overview

Standards related to accountability currently are especially relevant to Chapter 13 (Educational Testing and Assessment) and Chapter 15 (Testing in Program Evaluation and Public Policy)

Examples of emerging issues associated with use of tests for accountability Test results have important consequences for third

parties such as school administrators and teachers, although not always for the examinees themselves.

Federal peer review procedures have required assurances of reliability and validity that often go beyond requirements of the current Standards.


Key Accountability Topics Included in our Charge

Validity and reliability requirements Issues with scores, scaling, and

equating Policy and practice Formative and interim assessments


1. Validity, Reliability and Reporting Issues for Accountability

• Use of a single test (whether or not scores resulting from retesting or repeat testing are sufficient for using more than one score for high stakes decisions) as the sole source of high stakes decisions (e.g., graduation, promotion).

• How test alignment studies should be documented and used to demonstrate the validity of score interpretations regarding mastery of required content standards.


1. Validity, Reliability, and Reporting Issues - continued

Provide additional guidance on score accuracy, especially when used to classify individuals or groups into performance regions or other bands on a score scale.

Validity and reliability requirements for reporting individual or aggregate performance on subscales (skills or diagnostics).

Incorporating error estimates and interpretive guidance in score reports, including subscores and diagnostic reports for individuals and groups.


2. Issues with Scores, Scaling, and Equating

• Growth modeling, gain scores, and other methods of estimating the value added by teachers and schools.

• Issues or requirements when linking different assessments (e.g., concordances, linkages and equating)


3. Policy and Practice

How to balance privacy concerns for individual examinees, teachers, and administrators while meeting information needs for policy-makers.

Issues related to the appropriate role of practice and test preparation, especially in contrast to admissions testing or credentialing.


4. Addressing formative and interim assessments

Schools are increasingly developing or purchasing interim or formative assessments to identify study problems well before the end-of-year summative assessments

Some issues: Appropriate uses of such tests Validity evidence required for interpreting scores

As mastery As predictions

Revising our Test Standards:Technological Advances


April 9, 2010

Fritz DrasgowUniversity of Illinois


Overview

Technological advances are changing the way tests are delivered, scored, interpreted and in some cases, the nature of the tests themselves

The Joint Committee was charged with considering the implications of technological advances for the Standards

As with the other themes, comments on the standards that related to technology were compiled by the Management Committee and summarized in their charge to the Joint Committee


Key Technology Issues Included in our Charge

Reliability & validity of innovative item formats

Validity issues associated with the use of:

Automated scoring algorithms Automated score reports and interpretations

Security issues for tests delivered over the internet

Issues with web-accessible data, including data warehousing


Resources for Consideration

Guidelines for Computer-Based Testing, Copyright 2002 Association of Test Publishers (ATP)

International Guidelines on Computer-Based and Internet Delivered Testing, Copyright 2005 International Test Commission (ITC)


Reliability & Validity of Innovative Item Formats

What special issues exist for innovative items with respect to access for various groups? How might the standards reflect these issues?

What steps should the standards suggest with regards to “usability” of possibly unfamiliar innovative items?


Automated Scoring Algorithms

What level of documentation/disclosure is appropriate and tolerable for proprietary (i.e. secret) automated scoring algorithms?

What sorts of evidence seem most important for demonstrating the validity and “reliability” of automated scoring systems?


Automated Score Reports and Interpretation

Use of computer for score interpretations

“Actionable” reports (e.g., routing students and teachers to instructional materials and lesson plans based on test results)


Security issues for tests delivered over the internet

Issues include:Protecting examinee privacy Threats to validity due to breach of securityAre the reported scores correct?

Considerations likely to affect standards related to test administration and responsibilities of test users


Web-Accessible Data, including Data Warehousing

Applicability of general technology standards?Security IT standards similar to ISO

Revision to commentary vs. drafting additional standards

Revising our Test Standards:Issues for Work-Place Testing


April 9, 2010

Paul SackettUniversity of Minnesota


Overview

Standards for testing in the work place are currently covered in Chapter 14 (one of the testing application chapters)

Work-place testing includes employment testing as well as licensure, certification, and promotion testing.

Comments on standards related to work place testing were received by the Management Committee and summarized in their charge to the Joint Committee.


Key Work-Place Testing Issues Included in our Charge

1. Validity and reliability requirements for certification and licensure tests.

2. Issues when tests are administered only to small populations of job incumbents.

3. Requirements for tests for new, innovative job positions that do not have incumbents or job history to provide validity evidence.

4. Assuring access to licensure and certification tests for examinees with disabilities that may limit participation in regular testing sessions?

5. Differential requirements for certification and licensure and employment tests.


1. Validity and Reliability Requirements

Some specific issues:Documenting and communicating the

validity and reliability of pass-fail decisions in addition to the underlying scores

How cut-offs are determined How validity and reliability information is

communicated to relevant stakeholders


2. Issues with Small Examinee Populations

Including:Alternatives to statistical tools for item

screeningAssuring fairness Assuring technical accuracy

Alternatives to empirical validity evidenceMaintaining comparability of scores from

different test forms


3. Requirements for New Jobs

Issues include: Identifying test contentEstablishing passing scoresAssessing reliabilityDemonstrating validity


4. Assuring Access to Employment Testing

See also separate presentation on fairness Issues include:

Determining appropriate versus inappropriate accommodations

Relating testing accommodations to accommodations available in the work place


5. Certification and Licensure versus Employment Testing

Currently, two sections in the same chapter

Examples of relevant issues:Differences in how test content is identifiedDifferences in validation strategiesDifferences in test score useWho oversees testing:

Private company versus professional board/organization


Questions?

or Comments?

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