Sequential testing - a systems approach /
Joseph A. Mihalka · OhioLink ETD Center (Ohio Library and Information Network) · 1970
INTRODUCTION test booklets and more economical scoring procedures by key or ma chine.This was almost a matter of necessity due to the complexity of tests and the increased volume of testing.Test publishers were quick to recognize that the economy of the separate answer sheets and scoring services would mean a new and different source of profit with the expanded use of tests.An important technological change in test scoring and develop ment was brought about by the computer.Not only was the machine able to score the test, but it could also perform additional functions such as converting scores, printing out interpretive data, storing up in formation, and doing statistical work related to research or standard ization studies.Further innovations in testing included the use of tape re corded instructions and computer-assisted test administration such as The Psychological Corporation's (19 69) Controlled Administration of Standardized Tests (CAST).Test information has also become a part of several computer-assisted counseling programs.There is every in dication that testing and counseling will undergo many changes as a result of technology and automation.This study will attempt to utilize some of the basic concepts of data processing, programming, planning, and decision-making but not with direct application for automation or computer use.Presently, the availability of computers is limited because of cost and requirements for specially trained operating and programming personnel.Thus, their use may not be feasible or economical.However, there are indications that wider use of machine and data processing will not only be hiring.Hamburger (1 96 4) reviewed measurement issues in the counsel ing of the culturally disadvantaged from the standpoint of the tech nological, sociological, moral, and ethical responsibilities of the counselor.Currently, suggestions have been made to introduce moratoriums on the use of standardized tests with the disadvantaged and minority groups.Buros (1970), at a meeting of the Association for Measurement and Evaluation in Guidance, suggested such action for a period of sev eral years, until research will have been done for the development of fairer or more appropriate tests and testing procedures.At about the same time, a resolution was introduced and passed in the 1970 American and Personnel and Guidance Association Senate meeting that a five to ten year moratorium be encouraged regarding the use of standardized tests (particularly intelligence) with the disadvantaged.The modi fied version of this resolution is in the nature of a position paper on the subject with recommendations for research and practice.However, tests can be an important source of information in counseling, vocational planning, various types of selection, and em ployment.An objective of this study was to improve methods and procedures that would lead to better planning and administration of tests.Using some of the concepts of programming, sequential testing can be adapted to meet individual or group needs.Sequence has re ference to a logical step-by-step progression in the planning and preparation for testing and the systems approach is closely related to this idea.Essentially, the purpose of this study was to develop an experimental model that would be used in a demonstration or pilot pro ject.The model included a systematic method for test selection, se quence of test administration, and the development of forms for the planning, and reporting of test results and test-taking behavior.The systems approach was used in order to provide a more logical order of the tests and to avoid needless and inappropriate testing, as well as to give more valid, reliable, and meaningful results.THE PROBLEM Considerable attention has been given to the technical aspects of test development and standardized test directions to assure valid results.However, neglected areas have been the selection of appro priate tests, test readiness involving preparation or orientation, the planning for and sequence of tests, and some structured way of observ ing and recording test-taking behavior.All too frequently, the selection of tests and referral to testing is a haphazard process.Tests are often given in batteries over a relatively short period of time and, in general, there is lack of planning or logical sequence.These procedures were established in the interest of economy and also to get the counselee into training or placed on a job as quickly as possible.Similarly, preparation for testing has been limited to a few brief introductory remarks that are a part of the standardized instruc tions.The interviewer or counselor rarely taken time to determine the readiness of the counselee for testing nor does he provide any special help for those who lack test-taking experience.