Introduction
Tests in the scientific field are essential to making certain observations and breakthroughs in specific areas. In this case, tests can be among the most reliable and valid information sources explaining phenomena individuals might face every day. However, to be classified as a good test with reliable and valid data, it must have a set of characteristics and employ various approaches.
A Good Test
A good test is defined by its efficiency in terms of resources, time, accuracy, and constituency of findings and research tools. A good test should generally possess elements of explicit administration, assessment, and interpretation guidelines. A test can also appear favorable if it requires little time and resources to conduct, evaluate, and interpret (Tobin et al., 2021). A good test might appear to test what it claims to measure (Tobin et al., 2021). Evaluation experts utilize technical requirements and common sense to assess the accuracy of tests and other measuring techniques (Tobin et al., 2021). Users of tests frequently discuss the reliability and validity of the tests, which seem to be two essential characteristics of psychometric soundness.
Validity and Reliability
Generally, when starting with reliability, a good test must be reliable. The stability of the measurement system, the accuracy of the test, and the degree of estimation errors are all factors in the reliability criteria (Tobin et al., 2021). An entirely accurate measurement system should always produce the same results in practice. Like other tests and tools, psychological tests have variable degrees of reliability. Tests must be not only trustworthy but reasonably accurate as well (Tobin et al., 2021).
Using the terms of psychometric language, tests must be valid (Tobin et al., 2021). If a test actually measures what it claims to measure, it is deemed valid for that specific reason. It is possible to raise concerns about a test’s validity at any point during its duration (Tobin et al., 2021). Evaluation experts may dispute the degree to which a test is measuring what it claims to measure during the test’s creation and use with members of various demographics.
Cultural, Environmental, and Ethical Considerations
A fundamental component of the evaluation is the interaction between the assessor and the assessee, which involves cultural considerations. Assessors must be aware of any inconsistencies between the language or dialect that the assessors are comfortable with and the language used for the evaluation (Tobin et al., 2021). Assessors must additionally take into consideration how much the assessments have been subjected to the prevailing culture (Tobin et al., 2021).
A collection of rules that direct the test designs and procedures are known as ethical concerns. These factors contribute to study validity, respondent rights protection, and the preservation of scientific integrity (Tobin et al., 2021). Voluntary involvement, informed consent, anonymity, confidentiality, risk of damage, and findings communication are some of these guiding concepts (Tobin et al., 2021).
Finally, environmental concerns address test effects on the environment, including those of recycling, waste disposal, noise pollution, and air pollution (Tobin et al., 2021). Therefore, before committing to the test, researchers must analyze all possible concerns.
Ways the Test Is Normed for a Population
The method of establishing norms, or the usual performance of a group of people on a psychological or achievement examination, is referred to as norming. Norm-referenced evaluations are examinations that compare a person’s result to the results of groups (Frey, 2018). Test creators must choose the data to be generated and specify and determine the specific assessment sample, such as the individuals enrolling in colleges and universities, in order to establish the norms (Frey, 2018). These choices will influence how the test developers choose a sample of the intended audience.
It may be quite costly to norm a test, mainly if a nationally representative sample participates (Frey, 2018). Due to this, specific test guides include user norms, which are qualitative statistical data on a group of test-takers over a certain period of time, as opposed to norms produced by formal sampling techniques.
Self-Reported and Administered Tests
Self-reported data can be gathered from assessment journals or from their answers to oral or written inquiries or assessment tasks. Sometimes, the data the assessor is looking for is so personal that only the specific assessors themselves are prepared to provide it (Tobin et al., 2021). The weakness of this type is the validity and reliability of the assessment, which are at risk (Hogan, 2019). Researchers should ensure their observations are valid and reliable. However, the strength of self-reporting is that it is a fast approach to gathering information from a large number of individuals rapidly (Hogan, 2019).
In comparison, administered tests are different in terms of individual observations of the researchers rather than reliance on the experiences and answers of the sample group. The strength of such a method is that the researchers’ data is more reliable and valid (Hogan, 2019). However, the weakness is that it can be costly to perform such tests.
Conclusion
Hence, a good test is one that is effective in terms of time, finances, accuracy, and the makeup of the results and research instruments. The reliability criteria take into account the measuring system’s stability, test accuracy, and degree of estimate error. Tests need to be both reliable and relatively accurate at the same time. The relationship between the assessor and the assessee, a set of ethical guidelines, and environmental considerations are key elements of the evaluation.
Norming is the process of creating norms or the typical performance of a group of individuals on a psychological or achievement evaluation. Journals or assessment tasks can be used to collect self-reported data from assessments. Administered tests differ from self-reported exams in terms of researcher observations.
References
Frey, B. B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. SAGE Publications.
Hogan, T. P. (2019). Psychological testing: A practical introduction. John Wiley & Sons.
Tobin, R. M., Schneider, W. J., & Cohen, R. J. (2021). Psychological testing and assessment: An introduction to tests and measurement (10th ed.). McGraw-Hill Education.