mteb/BrightProPsychologyRetrieval huggingface dataset:
French  ,  E. B.  ,  McCauley  ,  J.  ,  Aragon  ,  M.  ,  Bakx  ,  P.  ,
Chalkley  ,  M.  ,  Chen  ,  S. H.  ,  Christensen  ,  B. J.  ,  Chuang  ,  H.
,  Côté-Sergent  ,  A.  ,  De Nardi  ,  M.  ,  Fan  ,  E.  ,  Échevin  ,  D.
,  Geoffard  ,  P. -Y.  ,  Gastaldi-Ménager  ,  C.  ,  Gørtz  ,  M.  ,  Ibuka
,  Y.  ,  Jones  ,  J. B.  ,  Kallestrup-Lamb  ,  M.  ,  Karlsson  ,  M.  ,
Klein  ,  T. J.  ,  de Lagasnerie  ,  G.  ,  Michaud  ,  P. -C.  ,  O'Donnell
,  O.  ,  Rice  ,  N.  ,  Skinner  ,  J. S.  ,  van Doorslaer  ,  E.  ,
Ziebarth  ,  N. R.  and  Kelly  ,  E.  (  2017  )  End-of-life medical
spending in last twelve months of life is lower than previously reported  .
Health Affairs  36  (  7  ),  1211  –  1217  .  CrossRef
 [ Google Scholar
](https://scholar.google.com/scholar_lookup?title=End-of-
life+medical+spending+in+last+twelve+months+of+life+is+lower+than+previously+reported&author=French+E.+B.&author=McCauley+J.&author=Aragon+M.&author=Bakx+P.&author=Chalkley+M.&author=Chen+S.+H.&author=Christensen+B.+J.&author=Chuang+H.&author=C%C3%B4t%C3%A9-Sergent+A.&author=De+Nardi+M.&author=Fan+E.&author=%C3%89chevin+D.&author=Geoffard+P.+-Y.&author=Gastaldi-M%C3%A9nager+C.&author=G%C3%B8rtz+M.&author=Ibuka+Y.&author=Jones+J.+B.&author=Kallestrup-
Lamb+M.&author=Karlsson+M.&author=Klein+T.+J.&author=de+Lagasnerie+G.&author=Michaud+P.+-C.&author=O'Donnell+O.&author=Rice+N.&author=Skinner+J.+S.&author=van+Doorslaer+E.&author=Ziebarth+N.+R.&author=Kelly+E.&publication+year=2017&journal=Health+Affairs&volume=36&doi=10.1377%2Fhlthaff.2017.0174&pages=1211-1217)
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###  Filed Under
###  Early Psychological Impact
#####  Data Science & ML
Edutopia  Edutopia
Tests like the SAT and ACT aren’t inherently harmful, and students should
learn how to manage reasonably stressful academic situations. In fact, banning
them completely might be counterproductive, denying many students a critical
avenue to demonstrate their academic skills. But to make them a condition of
matriculation, and to factor them so prominently in internal ranking and
admissions processes, inevitably excludes millions of promising students. In a
 2014 study
 , for
example, researchers analyzed 33 colleges that adopted test-optional policies
and found clear benefits.
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#####  Terminals
Forbes   Leadership
  Education
TABLE OF CONTENTS

*     * Abstract
* Introduction
* Methods
* Results
* Discussion
* Conflict of Interest Statement
* Acknowledgments
* Footnotes
* References

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Kate Cassada
* PAR (Psychological Assessment Resources).  Qualifications levels.  2015\. [January 5, 2015].  http://www4  ​.parinc.com  ​/Supp/Qualifications.aspx  .
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###  Scoring Differences
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In contrast, norm-referenced scoring is comparative and ranks students in
relation to one another. Think of this as you against the person sitting next
to you. It is a competition relative to others taking the same test. Only 1%
of students can score in the 99th or the 50th percentile on norm-referenced
assessments such as the  California Achievement Test
 .
###  Follow Edutopia
The Research Is in
By several measures, high-stakes tests are an inequitable gauge of aptitude
and achievement. A  2016 analysis
 , for example, found that the
tests were better indicators of prosperity than ability: “Scores from the SAT
and ACT tests are good proxies for the amount of wealth students are born
into,” the researchers concluded. Even students who manage to do well on the
tests often pay a steep price emotionally and psychologically. “Students in
countries that did the best on the PISA [Programme for International Student
Assessment],” for example, “...often have lower well-being, as measured by
students’ satisfaction with life and school,”  wrote
 Yurou Wang, a professor of educational psychology at the
University of Alabama, and Trina Emler, a researcher at the University of
Kansas.
Results

Anticipatory responses (RT < 100 ms), timed out responses (RT > 1000 ms),
false alarms, and incorrect key presses were classified as errors. Overall
response accuracy was high, exceeding 98% in each experimental condition.
Error rates did not vary between groups and across conditions, as verified by
a mixed effects ANOVA conducted on interparticipant mean accuracy as a
function of _across_ trials target probability included as a between-subjects
variable, and _within_ trial target probability, cue-target interval, and cue
validity, included as within-subjects variables. Only a main effect of cue-
target interval [ _F_ (1, 42)  = 5.29, _p_ < 0.05] was found, indicating more
accurate responses at the early relative to the late cue-target interval (all
other _Fs_ < 4, _ps_ > 0.05).

Mean correct RTs were analyzed at the common cue-target intervals of 106 and
931 ms. This approach facilitated direct comparisons of spatial orienting as a
function of both _across_ trials target probability (i.e., tonic alertness)
and _within_ trial target probability (i.e., voluntary temporal preparation)
2  . An omnibus mixed effects ANOVA was used with _across_ trials target
probability (high: 94% Target vs. low: 75% Target) included as a between-
subjects variable, and _within_ trial target probability (increasing vs.
equal), cue-target interval (106 vs. 931 ms), and cue validity (cued vs.
uncued) included as within-subjects variables.

Interparticipant mean RTs as a function of _across_ trials target probability
(i.e., tonic alertness) and _within_ trials target probability (i.e.,
voluntary temporal preparation), cue-target interval, and cue validity are
shown in Figures  3A  –  D  .

FIGURE 3

**Figure 3. RT results.** Mean correct RTs as a function of cue validity (cued
vs. uncued) and cue-target interval are shown for each of the four
experimental conditions: **(A)** high _across_ trials target probability
(i.e., 94% Target) and increasing _within_ trial target probability; **(B)**
high _across_ trials target probability (i.e., 94% Target) and equal _within_
trial target probability; **(C)** low _across_ trials target probability
(i.e., 75% Target) and increasing _within_ trial target probability; and
**(D)** low _across_ trials target probability (i.e., 75% Target) and equal
_within_ trial target probability. Error bars represent the standard error of
the difference between the means.
###  The Role of Standardization
There are many facets to the categorization of psychological tests, and even
more if one includes educationally oriented tests; indeed, it is often
difficult to differentiate many kinds of tests as purely psychological tests
as opposed to educational tests. The ensuing discussion lays out some of the
distinctions among such tests; however, it is important to note that there is
no one correct cataloging of the types of tests because the different
categorizations often overlap. Psychological tests can be categorized by the
very nature of the behavior they assess (what they measure), their
administration, their scoring, and how they are used.  Figure 3-1
 illustrates the types of
psychological measures as described in this report.
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###  Test Administration
_Psychometrics_ is the scientific study—including the development,
interpretation, and evaluation—of psychological tests and measures used to
assess variability in behavior and link such variability to psychological
phenomena. In evaluating the quality of psychological measures we are
traditionally concerned primarily with test reliability (i.e., consistency),
validity (i.e., accuracy of interpretations and use), and fairness (i.e.,
equivalence of usage across groups). This section provides a general overview
of these concepts to help orient the reader for the ensuing discussions in 
Chapters 4  and  5  . In
addition, given the implications of applying psychological measures with
subjects from diverse racial and ethnic backgrounds, issues of equivalence and
fairness in psychological testing are also presented.
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But a  recent study  by Brian
Galla, a psychology professor at the University of Pittsburgh, with Angela
Duckworth and colleagues concluded that high school grades are actually more
predictive of college graduation than standardized tests like the SAT or ACT.
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Given the need for the use of standardized procedures, any person
administering cognitive or neuropsychological measures must be well trained in
standardized administration protocols. He or she should possess the
interpersonal skills necessary to build rapport with the individual being
tested in order to foster cooperation and maximal effort during testing.
Additionally, individuals administering tests should understand important
psychometric properties, including validity and reliability, as well as
factors that could emerge during testing to place either at risk. Many
doctoral-level psychologists are well trained in test administration; in
general, psychologists from clinical, counseling, school, or educational
graduate psychology programs receive training in psychological test
administration. For cases in which cognitive deficits are being evaluated, a
neuropsychologist may be needed to most accurately evaluate cognitive
functioning (see  Chapter 5  for a more detailed
discussion on administration and interpretation of cognitive tests). The use
of non-doctoral-level psychometrists or technicians in psychological and
neuropsychological test administration and scoring is also a widely accepted
standard of practice (  APA, 2010  ;  Brandt and van Gorp, 1999  ;  Pearson
Education, 2015  ). Psychometrists are often bachelor's- or master's-level
individuals who have received additional specialized training in standardized
test administration and scoring. They do not practice independently or
interpret test scores, but rather work under the close supervision and
direction of doctoral-level clinical psychologists or neuropsychologists.
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“Teachers and parents report that high-stakes tests lead to higher levels of
anxiety and lower levels of confidence on the part of elementary students,”
researchers explained in a  2005 study
 . Some young students
experience “anxiety, panic, irritability, frustration, boredom, crying,
headaches, and loss of sleep” while taking high-stakes tests, they reported,
before concluding that “high-stakes testing causes damage to children’s self-
esteem, overall morale, and love of learning.”
* APA.  Ethical principles of psychologists and code of conduct.  2010\. [March 9, 2015].  http://www  ​.apa.org/ethics/code  .
Princeton University Admissions To Continue Considering Legacy Status
Reliability is generally assessed in four ways:
* Behavioral observations;
* Groth-Marnat G, Teal M. Block design as a measure of everyday spatial ability: A study of ecological validity.  Perceptual and Motor Skills.  2000;  90  (2):522–526.  [  PubMed  : 10833749   ]
* AACN (American Academy of Clinical Neuropsychology). AACN practice guidelines for neuropsychological assessment and consultation.  Clinical Neuropsychology.  2007;  21  (2):209–231.  [  PubMed  : 17455014   ]
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#  Standardized Psychological Tests
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ORIGINAL RESEARCH article

Front. Hum. Neurosci., 17 May 2013
Sec. Sensory Neuroscience
Volume 7 - 2013 |   https://doi.org/10.3389/fnhum.2013.00205
Mar 27, 2024,  09:17am EDT
* Chaytor N, Schmitter-Edgecombe M. The ecological validity of neuropsychological tests: A review of the literature on everyday cognitive skills.  Neuropsychology Review.  2003;  13  (4):181–197.  [  PubMed  : 15000225   ]
###  Reliability
AI, VR, And The Future Of Assessment In Schools
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#  The Psychological Toll of High-Stakes Testing
##  TYPES OF PSYCHOLOGICAL TESTS
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Every two years, students are selected by grade level (4, 8, 12) to
participate in main NAEP. Mathematics and reading are associated with NAEP
score reporting, but  other subjects
 such as civics, science,
geography, and technology and engineering literacy are assessed periodically.
Recent attention focuses on clear declines in  reading
 and 
mathematics  scores for
American students. You can find your state’s assessment details  here

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How Investment In Education R&D By Texas Policy Leaders Could Spur Economic
Growth
####   FIGURE 3-1
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As high-stakes tests loom, cortisol levels, a chemical marker for stress, rise
by an average of 15 percent, a physiological response linked to an 80-point
drop in SAT scores, according to  2018 research
 . For students who were already
experiencing hardships outside of school—poverty, neighborhood violence, or
family instability, for instance—cortisol spiked by as much as 35 percent, a
level that is likely to derail cognitive processes and distort test scores
beyond recognition. Are high-stakes tests sometimes measuring the impact of
stressors like depression, family divorces, or the tests themselves, rather
than knowledge?
###  Test Content
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Copyright  2015 by the National Academy of
Sciences. All rights reserved.
Michael Glenwood aka Michael Gibbs / theiSpot
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In a  2021 study  , Nancy
Hamilton, a University of Kansas psychology professor, detailed the damaging
effects of high-stakes tests on young adults.
If recent events in California are any indication, high-stakes tests may be in
decline. Last year, the University of California dropped SAT and ACT scores
from its admissions process, delivering a “resounding blow to the power of two
standardized tests that have long shaped American higher education,” the 
_Washington Post_  reported. Meanwhile, hundreds of colleges and
universities that dropped testing for pandemic-related reasons are 
reconsidering their value  —including
all eight Ivy League schools.
###  Psychological testing- What is it?
###  Item Response Theory and Tests  2
Determination of disability is dependent on two key factors: the existence of
a medically determinable impairment and associated limitations on functioning.
As discussed in detail in  Chapter 2  , applications
for disability follow a five-step sequential disability determination process.
At Step 3 in the process, the applicant's reported impairments are evaluated
to determine whether they meet or equal the medical criteria codified in SSA's
_Listing of Impairments_ . This includes specific symptoms, signs, and
laboratory findings that substantiate the existence of an impairment (i.e.,
Paragraph A criteria) and evidence of associated functional limitations (i.e.,
Paragraph B criteria). If an applicant's impairments meet or equal the listing
criteria, the claim is allowed. If not, residual functional capacity,
including mental residual functional capacity, is assessed. This includes
whether the applicant has the capacity for past work (Step 4) or any work in
the national economy (Step 5).
](https://www.forbes.com/advisor/banking/savings/best-5-percent-interest-
savings-accounts/?utm_source=forbes&utm_medium=recirc&utm_campaign=tiger-
sept23)  By  Cassidy Horton  Contributor
Tutorialspoint
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####   BOX 3-1
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“The more I understand what testing is, actually, the more confused I am,”
said Duckworth, a psychologist and expert on measuring human potential, when
we  interviewed her  in
2020. “What does the score mean? Is it how smart somebody is, or is it
something else? How much of it is their recent coaching? How much of it is
genuine skill and knowledge?”
Updated on:  13-Oct-2022
< Prev   Next >
###  The Components of a Good Psychological Test
The pressure on students from what feels like a 180-day testing season is
real. Beyond daily instruction, a wide variety of factors affect student test
scores, including  student mental health concerns
 ,  absenteeism
 , and  parent education and occupation
 .
The  ESSA 
is a complex piece of legislation that directs states to measure student
performance in math, reading, and science. This is done through standardized
tests related to each state’s chosen curricula and learning standards. In
Iowa, student assessments are known as the  Iowa Statewide Assessment of
Student Progress  . In Virginia,
students take  Standards of Learning  tests and in Massachusetts,
students participate in the  Massachusetts Comprehensive Assessment System
 . These
tools measure student mastery of each state’s learning standards.
To ensure robust and equitable engagement, schools are held by the federal
Every Student Succeeds Act to  95% student participation rates
 for
administered state tests. Meeting that percentage is important for schools,
but an article in Kappan notes how parents and guardians increasingly 
question whether participation in the tests has any meaningful benefit
 for their
students. This tension feeds an  opt-out movement
 that has been around for several
years as some parents refuse to allow their students to participate in testing
that is not required to move forward programmatically or for graduation.
Mar 27, 2024,  08:15pm EDT
It’s Time Higher Ed Become Financially Literate
* SSA (Social Security Administration).  Disability evaluation under social security—Part III: Listing of impairments—Adult listings (Part A)—section 12.00 mental disorders.  n.d. [November 14, 2014].  http://www  ​.ssa.gov/disability  ​/professionals/bluebook/12  ​.00-MentalDisorders-Adult.htm  .
###  Share This  Story
###  Standardization and Testing Norms
Mar 27, 2024,  08:04pm EDT
###  More From Forbes
###  Sleepless Nights and Crises of Identity
Mar 27, 2024,  02:11pm EDT
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Communities Must Prioritize Talent Pipelines To Avoid Squandering Federal
Funds
Test results are often tinged with a kind of existential dread. In a  2011
study  , Laura-Lee
Kearns, a professor of education at St. Francis Xavier University, discovered
that high school students who failed the state standardized literacy test
“experienced shock at test failure,” asserting that they “felt degraded,
humiliated, stressed, and shamed by the test results.” Many of the students
were successful in school and thought of themselves as academically advanced,
so the disconnect triggered an identity crisis that made them feel as though
“they did not belong in courses they previously enjoyed, and even caused some
of them to question their school class placement.”