FGCU Standardized Diagnostic Assignment:1. You must always use at least TWO references in your discussion answers (even for “reflection” type of questions or article reviews). To ensure that the learner is applying course and research materials, one of these references must be from the Cohen textbook.

2. You also must have SEVERAL (three or more) citations in your work to show excellent integration of material into your answers.

3. All discussion posts must be at least 500 words EACH in length (not including the posted questions or references). The 500-word count requirement only covers what you have written and is the absolute minimum to possibly earn an average grade. It is a great idea to do a word count on your work before submitting it. Always expand and expound the answer. Do not simply LIST items (like a laundry list).

Also, be sure to answer each question in a comprehensive manner.

First Discussion

In your unit readings, you read about two approaches or models of validity—trinitarian and unitary. In some ways, these two models are competing views of gathering evidence for a test’s validity. In other ways, the two approaches have an overlap of elements.

In your post:

• Compare and contrast these two models in terms of how they conceptualize validity.
• Identify at least one advantage and disadvantage of each model.
• Decide which model appears to be the most valid for determining validity of a test.
• Explain your decision in terms of the implications for decision making about a test’s validity.

Be sure to include citations from Guion’s 1980 article, “On Trinitarian Doctrines of Validity,” and Messick’s 1995 article, “Validity of Psychological Assessment: Validation of Inferences From Persons’ Responses and Performances As Scientific Inquiry Into Score Meaning.”FGCU Standardized Diagnostic Assignment

http://web.a.ebscohost.com.library.capella.edu/eho…

Second Discussion

In the unit readings from your Psychological Testing and Assessment text, you read about misconceptions regarding test bias and test fairness—two terms that are often incorrectly considered synonymous. While questions regarding test bias have been addressed through technical means, issues with test fairness are tied to values. The text attempts to define test fairness in a psychometric context and provides eight techniques for preventing or remedying adverse impact on one or another group (see page 209). One of these techniques included differential cutoffs. Furthermore, you were introduced to a variety of methods for setting cut scores. These methods have been based on either CTT or IRT.FGCU Standardized Diagnostic Assignment

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