28 Jul Response to Another Student Discussion on tests and measurements
DIRECTIONS: I have attached the response of 1 learner who has assumption concerns that differ from my own. Kindly read their discussion and follow the bulleted directions explicitly. Please cite all references used. The directions call for identifying one post the same as my choice and one that is different. Since no one has posted a discussion the same as mine, I am attaching one that is different until someone posts one that is the same as mine. I thank you kindly.
Response Guidelines
Carefully read the response guidelines regarding the two different submissions required for response posts.
· Respond to the posts of at least two other learners.
· Attempt to identify one post that is the same as your choice and one that is different from your choice.
· Discuss how the content of the post is similar to or different from your post and explore how different experiences and knowledge result in different perspectives.
· Focus on providing facts, rather than opinion to support the assumption being presented as concerning to them.
· Keep in mind that the objective of response posts is to stimulate discussion, promote an exchange of ideas, and (most importantly) to generate a sense of community among learners in the courseroom.
Post # 1- Hannah Gentry (Assumption 3)
Top of Form
To begin, an indication of concern I have for this assumption, I give my concern a rating of 1 = somewhat concerned. While the assumption (I believe) remains fairly accurate on the prediction of job-readiness or possibly career options, I question the validity of a written assessment that predicts behavior. While the concept of a test for this purpose seems to hold promise, I have questions of the credibility that a test of any kind, can provide an accurate measure of the behavior that a person has yet to have.
When predicting an outcome of a career with an aptitude test, the results are measured by certain character strengths that the individual posses. However, when predicting the social behavior of a person involved in crime, raises some concerns. The text mentions a form of psychological testing of behavior predictions for former criminals (Cohen, 2012). I believe that this element of testing for legal matters, lies within the perspective of the administrator controlling the measuring of the test. If the measuring is to prove the criminal has indeed learned from their past behaviors, we can assume that the examination has credibility. For example, the National Council of State Boars of Nursing believe that criminals should have the right to jobs, thus a test should be administered to assess their psychological readiness (National Council of State Boards of Nursing, 2010).
With that perspective of testing, the results have a level of integrity and helpfulness attached to the measuring process. However, if the assessment is used to somehow prove that because a person committed a crime in the past, they must have committed a crime they are questioned for. Personally, I feel that the perspective effects the outcome of a test and therefore lowers the rate of credibility. It is possible that this assumption could be based off of the success it may have from predicting the future of ones behaviors, which is understandable. However, further into chapter four from our text, the author discusses how a “good test” can be determined; reliability and validity (Cohen, 2013). The use of psychological testing for analyzing ones personality or predicting a future career, has been proven to be a fairly good test based on results of consistency with the tester (Cohen, 2013). My concern for the reliability of the test are with the consistency of the test; does this test have a consistent outcome of success when administered (Cohen, 2013)? Some doubts were raised on the measurement of the test and how the results are gathered. Just as a good test should measure, does this test actually test for it’s purpose (Cohen, 2013)? As our text mentions, “what do these scores really tell us about the construct?” (Cohen, 2013) Does this actually prove anything in relevance with the subject being measured (Cohen, 2013)?
In the future chapters, I believe (hope) that I can gain knowledge on the use of assessments for education (chapter 11). As a former teacher, I always question the credibility of examinations and if there truly is any accuracy in the results. Also, as a student who struggles with test anxiety but thrives in all other assignments, I doubt the results of many tests that I have taken. Finally, as a therapist who will work primarily with children with autism, I question if standard examinations in education could be useful for their growth process. I am thoroughly excited to begin studying this particular chapter and form my own opinion of assessments in education. References
Cohen, R.J., Swerdilk, M.E., & Sturman, E.D. (2013). Chapter four: Of Tests and Testing. Retrieved from: PSYCHOLOGICAL TESTING AND ASSESSMENT:AN INTRODUCTION TO TESTS AND MEASUREMENT, EIGHTH EDITION
National Council of State Boards of Nursing, Inc. 2010. Does Past Criminal Behavior Predict Future Criminal Behavior? Retrieved from: http://journalofnursingregulation.com/article/S2155-8256(15)30332-X/fulltext
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