Abstract
In this chapter we draw on The Standards for Educational and Psychological Testing (AERA, APA, & NCME. Standards for educational and psychological testing. Washington, DC: American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1999) as a general framework to discuss some key test standards that are highly relevant when constructing or selecting tests for psychosocial assessments in education. Specifically, we present basic principles that are associated with test score reliability and the validity of test score interpretations. We also elaborate on basic and more complex psychometric models and their importance for computing and understanding score reliability. In doing so, we show how results from confirmatory factor analysis can be used to compute McDonald’s omega (ω)—a model-based estimate of score reliability. Finally, we discuss some of the main challenges facing assessment of psychosocial constructs with a focus on response sets and response styles as well as general problems with test-criterion correlations.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
