Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation

Autor/inn/en	Beaujean, A. Alexander; Benson, Nicholas F.
Titel	Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation
Quelle	In: Contemporary School Psychology, 23 (2019) 2, S.126-137 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-0182-1
Schlagwörter	Cognitive Ability; Scores; School Psychologists; Test Construction; Cognitive Tests; Psychometrics; Test Interpretation; Psychological Testing + Suchen Sie Ihr Suchwort? Denkfähigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Testaufbau; Kognitiver Fähigkeitstest; Psychometry; Psychometrie; Test analysis; Testauswertung; Psychological test; psychological tests; Psychological examination; Psychologischer Test
Abstract	Clinical cognitive ability assessment--and its corollary, score interpretation--are in a state of disarray. Many current instruments are designed to provide a bevy of scores to appeal to a variety of school psychologists. These scores are not all grounded in the attribute's theory or developed from sound measurement or psychometric theory. Thus, for a given instrument, there can be substantial variation between school psychologists when interpreting scores from the same instrument. This is contrary to the very purpose of psychological assessment. As a contrast, we provide a sketch of theoretically driven test development and score interpretation. In addition, we provide examples of how this could be implemented using two theories of intelligence (Spearman's two-factor and Cattell and Horn's Gf-Gc) and measurement theory about the nature of psychological test scores. While different from what is often implemented by school psychologists, it is consistent with the guiding principles of evidence-based psychological assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01