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Settings in which screening and progress measures are used vary as does the purpose of the assessment. School psychologists may use measures to determine the need for additional assessment, or in the case of an omnibus instrument, as an evaluation of social-emotional functioning that is required as part of eligibility evaluations. They also monitor the progress of interventions. Clinical psychologists use these same tools, although the emphasis i... Settings in which screening and progress measures are used vary as does the purpose of the assessment. School psychologists may use measures to determine the need for additional assessment, or in the case of an omnibus instrument, as an evaluation of social-emotional functioning that is required as part of eligibility evaluations. They also monitor the progress of interventions. Clinical psychologists use these same tools, although the emphasis is typically on diagnosis and intervention planning/evaluation. In this intermediate-level presentation, issues to consider when selecting a test such as sensitivity, reliability and validity will be examined across the different types of measures and settings/purposes. Measures such as the BASC-3 and the BASC-PM can be used for these varied purposes and will be used as cases in point. The examination of data and its interpretation for purposes such as special education eligibility, diagnosis, selection and planning treatment, and monitoring the progress of interventions will be addressed. Show more Show less

This is an intermediate-level presentation on fairness. The assessment of student achievement continues to be a fundamental and significant source of information in our society. While recognizing that achievement data are powerful, we must always guide towards appropriate use and interpretation. Test designers, developers and researchers must balance the complexity of validating assessments while also recognizing that it is the information from a... This is an intermediate-level presentation on fairness. The assessment of student achievement continues to be a fundamental and significant source of information in our society. While recognizing that achievement data are powerful, we must always guide towards appropriate use and interpretation. Test designers, developers and researchers must balance the complexity of validating assessments while also recognizing that it is the information from assessments that determines the contribution and value to our students, educators and policymakers. The role of measurement is to provide information that will permit decisions to be as informed and fair as possible. Every aspect of design and development contributes to fairness. From decisions made early in the design process with respect to purposes to be served by an assessment, fairness is a concern. Every decision made concerning the test specifications (for example, balance of content, item types, length of time, alignment, delivery mode, the number of forms, depth and breadth of item pools) also raises issues about fairness. In addition, the design of the research that addresses comparability, reported scores and interpretability directly affects fairness. This session will share considerations and strategies for addressing fairness in an ongoing, iterative process that should be addressed at all stages of development and evaluated in a systematic way. Show more Show less

There has been notable disparagement regarding the availability of valid information to inform comparisons among higher education institutions for consumers, policymakers, and other stakeholders. This intermediate-level session examines several well-meant but counter-productive attempts to develop measures of higher education institutional effectiveness and suggests a set of principles for producing better ones.

In this intermediate-level webinar, Dr. Young discusses and describes the testing needs of English Language Learners (ELL) and some accommodations offered to ELLs in different states in the U.S. His discussion includes an explanation of validation methods particularly in the context of testing ELL students and identifies some potential problems that can occur. He concludes by presenting two ELL-relevant studies conducted by the College Board.