1. If a clinician is considering administering the Myers-Briggs to a patient, the clinician can review any one of the nine sources of information about tests to learn whether or not the M-B is appropriate to administer to that particular patient. What are some other uses for the nine sources of information about tests?
2. Imagine you are considering administering the Strong Interest Inventory to a patient. Identify two different sources of information you would consult to help you decide whether or not the SII is appropriate to administer to your patient. Please include in your answer a description of each of the source's strengths.
3. While it might seem easy, but one of the hardest steps in developing a test is Step One: Defining a test's purpose. Devising a one-sentence statement of purpose that encompasses an entire assessment can be tricky. Suppose I developed a test, the Clifford Anxiety Inventory, to measure the level of anxiety in college students. What would be an effective statement of purpose for this inventory?
4. Continuing to think about the Clifford Anxiety Inventory, what are some possible preliminary design issues that could arise during the development of the Inventory? How could these issues be resolved?
5. Suppose you were developing a test to measure emotional intelligence in college students. What sort of administration would you recommend? About how long should the test be?
6. What are some other uses of test development within the clinical setting?
7. Compare and contrast selected-response items and constructed-response items. Include in your answer the advantages and disadvantages of each type of response item.