Reconceptualizing Test Administration Training

Edwards, O.W. (Oliver)
UCF, 12494 University Blvd., 32816, Orlando, FL 32816

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

School Psychology Training and Supervision

Summary

 

Reconceptualizing Test Administration Training

 

The purpose of this presentation is to advance cognitive load theory as a conceptual teaching and learning framework that will help supervisors and university faculty ensure effective training of test examiners and accurate assessment of examinees. Inexperienced test examiners may experience cognitive overload when learning to administer and score individually administered psychological tests. 

 

Cognitive Load Theory

 

According to cognitive load theory (CLT), the human cognitive structure is comprised of general-purpose working memory that is limited to the short-term storage of approximately seven, plus or minus two chunks of information, the capacity to simultaneously process about two or three chunks of information, and practically unlimited long-term memory (van Gog, Ericsson, Rikers, & Paas, 2005). Inexperienced examiners are more adversely affected by the limitations of working memory than experienced examiners because they have yet to develop automaticity in test administration.

 

Learning Outcomes  

 

This presentation introduces CLT as a way of conceptualizing the difficulties inexperienced examiners face when testing. This framework connects two seemingly independent areas of psychology – individual psychological testing as well as cognitive processing in the scholarship of teaching and learning. 

Auteurs