Absence of parallel forms for the traditional individual intelligence tests

Quereshi, M. Y.

doi:10.1007/s12144-003-1005-7

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…There are two reasons for using parallel forms. First, it is important to be able to preserve the security and integrity of a test over repeated occasions of testing (Clause, Mullins, Nee, Pulakos, & Schmitt, 1998;Quereshi, 2003). Individuals may need to be retested because of candidate dissatisfaction with test scores (Hausknecht, Halpert, Di Paolo, & Gerrard, 2007), to enhance their candidacy for admission to institutions, or to enhance their job opportunities (Cliffordson, 2004;Lievens, Buyse, & Sackett, 2005).…”

Section: Rationale For Using Parallel Formsmentioning

confidence: 99%

“…To avoid such leakage, testing programs often require interchangeable forms of the same test. Second, it is common for testers to want to track progress in learning by testing both at the beginning and end (and possibly also at intermediate points) of a course of instruction (McDonald, 1999;Quereshi, 2003). In such cases testers do not want to reuse items students have already seen.…”

Section: Rationale For Using Parallel Formsmentioning

confidence: 99%

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The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills

Bae

Lee

2010

Language Testing

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Pictures are widely used to elicit expressive language skills, and pictures must be established as parallel before changes in ability can be demonstrated by assessment using pictures prompts. Why parallel prompts are required and what it is necessary to do to ensure that prompts are in fact parallel is not widely known. To date, evidence of equivalence has been documented for only a handful of picture instruments. The present study aims to demonstrate that two picture series, one describing hiking on a mountain, the other a picnic at a beach, designed to elicit narrative writing from children, are statistically parallel. To verify their being parallel, a random group design and a covariate were used. MANCOVA and confirmatory factor analysis confirmed that the two alternate picture forms were parallel in terms of means, variances, and factor structures with regard to multiple writing components. This study makes a unique contribution to picture-based assessment, first by publishing this parallel picture set and making it available as a tool for assessing children’s productive skills using longitudinal designs, and second by demonstrating a process by which any other test forms, pictorial or otherwise, can be validated as parallel.

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Section: Rationale For Using Parallel Formsmentioning

confidence: 99%

Section: Rationale For Using Parallel Formsmentioning

confidence: 99%

The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills

Bae

Lee

2010

Language Testing

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“…However, alternate forms are not always available for most testing programs, and many of those available do not meet the equivalence criteria (McCaffrey et al, 2000;Quereshi, 2003).…”

Section: Equivalent Forms and Picture Casesmentioning

confidence: 99%

An Investigation into the Equivalence of Three Pictures for Creative Story Writing: 'Dog Owners', 'Lost Dog', and 'Overslept'

Suh¹,

Bae²

2016

Journal of Gifted/Talented Education

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Alternate pictures that are proven to be equivalent are in high demand to assess creative thinking and language skills. This study aimed to investigate the equivalence of three pictures ('Dog owners,' 'Lost Dog,' and 'Overslept') recently developed for use in a creative writing task. Middle school students (N=183) wrote a story in English based on one of the three prompts distributed randomly.Four writing features (fluency, syntactic complexity, lexical diversity, and temporality) were analyzed with Coh-Metrix and MANCOVA. The three prompts were largely equivalent in their capacity to detect differences among writers in all the features of writing. The difficulty levels of the three prompts, however, were not necessarily the same. Two prompts, Dog Owners and Lost Dog, were verified as equivalent prompts, and therefore, they are recommended as alternate forms to assess creative language skills in repeated measurements. The Overslept prompt had greater facility in eliciting diverse words and more temporal connectives in composing stories.The differential difficulty shown among the prompts suggests that the validity of using different picture versions in repeated assessment remains questionable unless those versions undergo equivalence verification.

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Establishing Comparability Across Writing Tasks With Picture Prompts of Three Alternate Tests

2017

Language Assessment Quarterly

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Absence of parallel forms for the traditional individual intelligence tests

Cited by 4 publications

References 7 publications

The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills

The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills

An Investigation into the Equivalence of Three Pictures for Creative Story Writing: 'Dog Owners', 'Lost Dog', and 'Overslept'

Establishing Comparability Across Writing Tasks With Picture Prompts of Three Alternate Tests

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