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Developing Interpretive Guidelines
One of the key steps in the development of a psychological measure is the process of defining the population of interest in terms of the kinds of people for whom a measure is intended. In addition, part of the validation process for a measure is often (but not always) the development of a normative or representative sample to help guide interpretation of the results of a measure. A normative sample provides an expected distribution of scores for the population of interest and helps to provide guidance for interpreting results. In academic research, this step is often ignored, and users of a measure are left to determine interpretations on their own. Test publishers, on the other hand, often spend a considerable amount of time and energy to obtain representative or normative samples to help users understand and interpret the results of their measures. Being able to evaluate the quality of a representative or normative sample, and how the interpretive guidance for a measure was developed is a critical skill for those who may make use of psychological measures in research or practice.
In this Discussion, you will propose a sampling plan to develop a representative sample for a fictious psychological measure. Then, you will determine which approach you would use to interpret scores from the measure.
To prepare for this assignment:
Review this week’s Learning Resources.
Pay particular attention to examples of how test developers identify the target population for their test and use sampling strategies to develop a representative sample.
Consider the appropriate use of norm-referenced, criterion-referenced, and ipsative approaches to interpret test results.
Assume that you are developing a measure of perceived control over work activities. Based on your research, you believe that the higher the degree of control individual employees perceive they have over their day-to-day work activities, the higher their scores will be on a number of important organizational outcomes such as job satisfaction, organizational commitment, and job performance. Again, based on your research, you are convinced that this holds true for workers across industries, occupations, and organizational levels. You have developed a short measure (15 items) that evaluates the key characteristics of perceived control over work activities. You have demonstrated in prior research that the measure is reliable and valid across a number of different samples.
Post a sampling plan to develop a representative sample to use for interpreting the measure of perceived control over work activities. Assume that resources (i.e., money, time, and access to respondents) are not an issue. Your sampling plan should include the target population and key demographic variables and the sampling strategy you would use. Then, describe which approach you would choose to develop interpretive guidelines based on your sampling plan and explain why.
Be sure to support your posting with specific references from the Learning Resources and other scholarly sources you found.
PLEASE FOLLOW THE INSTRUCTOR’S INSTRUCTIONS WORD BY WORD. HE IS VERY PICKY AND EXPECTS WORK TO BE WRITTEN ACCORDING TO HIS INSTRUCTIONS.
LEARNING RESOURCES:
Kingston, N. M., Scheuring, S. T., & Kramer, L. B. (2013). Test development strategies. In APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology. (pp. 165–184). American Psychological Association. https://doi.org/10.1037/14047-009
Kline, T. J. (2005). Designing and scoring responses. In Psychological testing: A practical approach to design and evaluation (pp. 49-76). SAGE Publications, Inc., https://dx.doi.org/10.4135/9781483385693.n3
Kolen, M. J., & Hendrickson, A. B. (2013). Scaling, norming, and equating. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J.-I. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Eds.), APA handbook of testing and assessment in psychology, Vol. 1: Test theory and testing and assessment in industrial and organizational psychology. (pp. 201–222). American Psychological Association. https://doi.org/10.1037/14047-011
Osburn, H. G., & Greener, J. M. (1978). Optimal Sampling Strategies for Validation Studies. Journal of Applied Psychology, 63(5), 602–608. https://doi.org/10.1037/0021-9010.63.5.602
Spector, P. E. (1992). Reliability and norms. In Summated rating scale construction (pp. 66-69). SAGE Publications, Inc., https://dx.doi.org/10.4135/9781412986038.n7
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Test design and development. In Standards for educational and psychological testing (pp. 75–94). American Educational Research Association.
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Scores, scales, norms, score linking and cut scores. In Standards for educational and psychological testing (pp. 95–110). American Educational Research Association.
Chumney, F. (2014, October 14). Sampling basics [Video]. YouTube. https://www.youtube.com/watch?v=kFmxSM6mrPc
Note: The approximate length of this media piece is 16 minutes.