In this unit, you are introduced to personality tests and issues with their development and use. One particular area of debate involves the inclusion of validity scales in tests of personality. While many concerns may exist, the use of such scales appears to be increasing and they continue to be utilized and interpreted.

In your post:

Analyze how validity in psychometrics, as you explored in Unit 4, is different from a validity scale in a test of personality.

Describe this difference in terms of their definitions.

Provide at least two examples of validity scales.

Integrate and cite the AERA standards from Chapter 10, “Psychological Testing and Assessment,” of your Standards for Educational and Psychological Testing text that directly address validity scales. Provide your interpretation of the standards and the use of validity scales.

Discuss if the standards permit, reject, or provide guidance on integrating such scales in a report.

State, in your own words, how one should, or should not, proceed with validity scales.

Cite at least one advantage and one disadvantage regarding the use of validity scales. The test authors provide several pros and cons of using validity scales in personality assessment.

Based on your readings, including preparation for this discussion, what is your position on this issue; that is, using and interpreting validity scales on a measure of personality?

When you post this discussion, change your subject line to Use, or Don’t Use.

Response Guidelines

Respond to the posts of at least two other learners.

Learning Components

This activity will help you achieve the following learning components:

Analyze applications of testing for different purposes and populations.

Apply writing and citations skills appropriate for doctoral-level learners.

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Studies

KEY CONCEPTS

Review Unit 8 Key Concepts [PDF].

READINGS

Use your Psychological Testing and Assessment text to read the following:

• Chapter 11, “Personality Assessment: An Overview,” pages 354–400.
• Chapter 12, “Personality Assessment Methods,” pages 401–447.

Use your Standards for Educational and Psychological Testing text to review the following:

• Chapter 10, “Psychological Testing and Assessment,” pages 151– 168.

MEDIA

Complete the following Capella multimedia, if you have not completed it earlier:

• Personal Inventory Questionnaire.

LEARNING COMPONENTS

This activity will help you achieve the following learning components:

• Analyze applications of testing for different purposes and populations.
• Define key concepts for quiz preparation.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

Also Read: PSY 7610 Week 10 Discussion Program Evaluation of an Assessment Center