MMY Teaching Module: Graduate Course - Clinical Psychology

Buros Center for Testing Author

08/14/2020 Added

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Mental Measurements Yearbook (MMY), Teaching Module by Carl Isenhart, Psy.D, University of Arizona School of Medicine

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[00:00:01.970]My name is Dr. Carl Isenhart, and
[00:00:05.220]I'm a psychologist at the Phoenix VA
[00:00:07.181]Medical Center and a Clinical Assistant
[00:00:09.234]Professor for the Addiction
[00:00:10.574]Medicine Program in the School of Medicine
[00:00:13.074]at the University of Arizona Phoenix. The
[00:00:15.344]materials I will be discussing for this
[00:00:18.232]module were used in the Counseling and
[00:00:20.490]Psychological Services Program at St.
[00:00:22.474]Mary's University of Minnesota. The course
[00:00:24.896]was titled “Evaluation Methodologies”, and
[00:00:27.416]it was part of the university's master’s
[00:00:29.696]degree program in psychology. The course
[00:00:33.353]examines a variety of evaluation
[00:00:35.313]methodologies to assess the effectiveness
[00:00:37.613]and impact of a range of clinical
[00:00:39.453]interventions and other programmatic
[00:00:41.653]services. The course outcomes included
[00:00:44.043]teaching students to critically evaluate
[00:00:46.333]and utilize information from existing
[00:00:48.553]research literature, implement and
[00:00:51.183]evaluate best practice guidelines, and
[00:00:53.433]design original evaluation projects,
[00:00:56.107]the latter of which included the selection
[00:00:58.492]and use of psychological tests. It was
[00:01:02.492]this last learning objective that the
[00:01:04.771]materials and this instructional module
[00:01:07.181]were used for students to learn to
[00:01:09.282]evaluate psychological tests that may be
[00:01:11.747]program evaluation project. In doing
[00:01:14.177]this assignment, the goal is for the
[00:01:16.247]students to learn the characteristics of
[00:01:18.177]of a high quality test, identify
[00:01:20.210]problematic aspects of a test, and
[00:01:23.142]to think critically and objectively about
[00:01:25.272]psychological tests and assessment
[00:01:27.462]in general. This evaluation assignment
[00:01:30.886]uses a published framework of 13
[00:01:33.256]dimensions to grade selected
[00:01:35.147]psychological assessments for a
[00:01:37.087]specific use. This framework examines
[00:01:39.946]three dimensions: psychometric strength,
[00:01:42.410]scope of the test, and
[00:01:43.729]administration issues. The first dimension
[00:01:46.569]psychometric strength, represents must
[00:01:49.437]have features of any test such as
[00:01:51.678]documented reliability and validity.
[00:01:53.761]The other two dimensions, scope and
[00:01:56.071]administration issues are more of an
[00:01:57.838]evaluation of the degree to which the
[00:01:59.830]test is a good match with the goals and
[00:02:02.596]setting of its intended use. I became
[00:02:06.776]aware of the Buros Center for Testing, and
[00:02:08.939]I first started using the Mental
[00:02:10.474]Measurements Yearbook as an undergraduate
[00:02:12.471]student while taking my first
[00:02:13.891]psychological testing course .I was
[00:02:15.821]impressed with the Mental Measurements
[00:02:17.720]Yearbook’s depth and breadth of
[00:02:19.280]information about psychological tests, and
[00:02:22.428]I valued the critical evaluations that
[00:02:24.978]were offered by objective evaluators
[00:02:26.853]along with the information was
[00:02:28.772]presented in a concise format. While it
[00:02:31.830]was designed in this evaluation
[00:02:33.320]methodologies course, it was an
[00:02:35.070]easy decision for me to incorporate
[00:02:36.910]the Mental Measurements Yearbook into
[00:02:39.276]the course curriculum. For the
[00:02:41.415]students, in addition to learning about
[00:02:43.953]the components of psychological tests,
[00:02:46.292]it provided a structure they could
[00:02:48.312]use to evaluate psychological tests and
[00:02:50.394]to encourage them to think objectively
[00:02:52.818]and critically about the test that
[00:02:54.588]they were considering using.
[00:02:56.428]The students appreciated the assignment
[00:02:59.380]structure in that they were provided with
[00:03:01.796]specific test characteristics to evaluate
[00:03:04.415]such as reliability and validity.
[00:03:06.515]They also liked that the Mental
[00:03:08.455]Measurements Yearbook was readily
[00:03:10.143]available on the school's website, and
[00:03:13.030]found the assignment to be challenging
[00:03:14.890]and applicable to other areas of study.
[00:03:17.560]This assignment could be modified for
[00:03:21.154]different educational settings by
[00:03:23.074]requiring the incorporation of
[00:03:24.684]of research articles along with the Mental
[00:03:26.784]Measurements Yearbook reviews into the
[00:03:29.625]test evaluation process or using the
[00:03:32.545]framework to contrast different tests that
[00:03:34.685]that assess the same dimension or
[00:03:36.705]identifying and differentiating between
[00:03:38.795]well-constructed versus
[00:03:40.225]poorly constructed tests.

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MMY Teaching Module: Graduate Course - Clinical Psychology

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