Mulligan Christy A, Ayoub Justin L
Derner School of Psychology, Adelphi University, 1 South Avenue, Garden City, NY 11530, USA.
Nassau BOCES, 71 Clinton Road P.O. Box 9195, Garden City, NY 11530, USA.
J Intell. 2023 Jun 9;11(6):114. doi: 10.3390/jintelligence11060114.
Although guidelines surrounding COVID-19 have relaxed and school-aged students are no longer required to wear masks and social distance in schools, we have become, as a nation and as a society, more comfortable working from home, learning online, and using technology as a platform to communicate ubiquitously across ecological environments. In the school psychology community, we have also become more familiar with assessing students virtually, but at what cost? While there is research suggesting score equivalency between virtual and in-person assessment, score equivalency alone is not sufficient to validate a measure or an adaptation thereof. Furthermore, the majority of psychological measures on the market are normed for in-person administration. In this paper, we will not only review the pitfalls of reliability and validity but will also unpack the ethics of remote assessment as an equitable practice.
尽管围绕新冠疫情的指导方针已经放宽，学龄学生在学校不再需要戴口罩和保持社交距离，但作为一个国家和社会，我们在家工作、在线学习以及将技术作为在各种生态环境中进行普遍交流的平台已经变得更加自如。在学校心理学领域，我们也对虚拟评估学生变得更加熟悉，但这要付出什么代价呢？虽然有研究表明虚拟评估和面对面评估之间的分数等效性，但仅凭分数等效性不足以验证一项测量方法或其改编版本。此外，市场上的大多数心理测量方法都是针对面对面施测进行标准化的。在本文中，我们不仅将回顾可靠性和有效性方面的陷阱，还将剖析远程评估作为一种公平做法的伦理问题。
