Abstract The relevance of having in place standards of fair testing practices cannot be overstated. This is more so the case when it comes to highlighting and clearly outlining the obligations of those who either construct tests or formulate testing program policies and those who us tests. It is important to note that the Code of Fair Testing Practices in Education comes in handy for tests developed professionally such as the ones that have been addressed herein. In this text, a specific test category will be selected and three tests selected from the said category for comprehensive analysis. Essentially, the said evaluation and analysis will be on the basis of standards for tests users – with special reference to the selection of appropriate tests. It is important to note that on this front, test users ought to base their test selection on not only their ability to meet their intended purpose, but also on their suitability for the purposive users.

Review and Selection of a Standardized Test

Introduction

My area of particular area of specialization is ……. The test category that would be relevant to my area of specialization as well as processional career goals is personality. The instruments or tests utilized in this case are listed as: Personality Inventory For Children – Second Edition (PIC-2); NEO Personality Inventory – 4 (NEO-4); Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A); Minnesota Multiphasic Personality Inventory – 2 (MMPI-2)16PF – Fifth Edition (16PF5); Millon Clinical Multiaxial Inventory – IV (MCMI-IV); and Millon Adolescent Personality Inventory (MAPI).

The three tests that I will be concerning myself with in this case are: Millon Clinical Multiaxial Inventory – IV (MCMI-IV); Minnesota Counseling Inventory; and NEO Personality Inventory – 4 (NEO-4). The standards for test users to be utilized in this case are four in number – out of a total of nine.

Element 1: Define the purpose for testing, the content and skills to be tested, and the intended test takers. Select and use the most appropriate test based on a thorough review of available information.

With Millon Multiaxial Inventory – IV (MCMI-IV), clinicians can be able to swiftly discern clients in need of evaluation that is more intensive (Millon, Grossman, and Millon,...

In this case, MCMI-IV “reports provide an in-depth analysis of personality and symptom dynamics, and include action-oriented suggestions for therapeutic management” (Millon, Grossman, and Millon, 2019). The test takers in this case ought to be 18 years and above. On the other hand, the Minnesota Counseling Inventory is designed to be utilized by counselors and teachers to highlight the personality characteristics of students and to pinpoint those who could require therapeutic intervention. The intended test takers in this case are high school students (Frederiksen, n.d.).
Lastly, when it comes to the NEO Personality Inventory – 4, Bahns (n.d.) notes that this particular personality inventory was formulated by tweaking NEO-PI-R. NEO-4, in essence “provides information on four personality domains: Extraversion, Openness to Experience, Agreeableness, and Conscientiousness” (Costa,...…professions, physician's assistants, psychiatry, social work” (Costa, Robert, and McCrae, 2019). In addition, the relevant experience as well as training on how to administer, score, as well as interpret instruments that help in the assessment of clinical behavior is instrumental.

Compare and Contrast

It is clear that on the basis of the four elements highlighted above, the three tests differ on various fronts. This is more so the case when it comes to test user qualification and the materials the test developers of each test elect to avail. Each test, however, has unique distinguishing features that set it aside from the other tests. However, it appears that all three tests have significantly evolved over time in an attempt to better execute the roles for which they were developed.

Based on my evaluation of all three tests, the focus of my project will in this case be the NEO Personality Inventory – 4. This is more so the case given the comprehensive nature of the tests domains. Essentially, the four domains cover a wide range of a person’s personality aspects (Widiger, 2017). Thus, it would be possible to identify the traits that are most relevant and also present key information relating to the various strengths and weaknesses of the patient. The fact that NEO Personality Inventory – 4 could be applied to not only various psychopathology kinds and also a wide age range also makes it more appealing.

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