Running head: TEST SPECIFICATIONS 1 TEST SPECIFICATIONS 5 Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript. Comments: So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity. Responsiveness  4 Content Knowledge  4 Quality of writing  4 Total  12 Application Assignment Rubric Grading Rubric: Application Assignments 12 possible points per application assignment scored on the first three indicators (Responsiveness, Content, and Quality). Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary RESPONSIVENESS (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) (4 points) Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence-based; demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful wa ...

1. Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the
grading rubric for the application assignments. Use it in
conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a
qualitative or projective technique quantitative. Great minds
have failed miserably with this approach. I may be
misunderstanding what was described. Do consider a) how you
will explain this more clearly when we get to the sample items
and instructions and b) how you will show that different raters
(questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per

2. application assignment
scored on the first three indicators (Responsiveness, Content,
and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing
assignment?)
(4 points)

3. Paper or writing assignment is unresponsive to the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely comprised of student opinion); and/or
contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content is somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely comprised of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meets the
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceeds the
requirements given in the instructions. It responds to assigned
or selected topic; demonstrates insight beyond what is required
in some meaningful way (e.g., ideas contribute a new dimension
to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence-based;
demonstrates that the student has read, viewed, and considered
the learning resources in the course and that the paper topic
connects in a meaningful way to the course content.

4. CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment
demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/provides: lack of
understanding and little or no application of the concepts and
issues presented in the course and/or application is inaccurate
and contains many omissions and/or errors; and/or no examples
or irrelevant examples; and/or no thought-provoking ideas or
original thinking; and/or no critical thinking; and/or many
critical errors when applying knowledge, skills, or strategies
presented in the course.
Paper or writing assignment demonstrates/provides: minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some

5. original thinking; and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.
Paper or writing assignment demonstrates/provides: in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;
accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the
concepts/issues or connects to them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
original thinking, new perspectives; original and critical
thinking; and mastery and thoughtful/accurate application of
knowledge and skills or strategies presented in the course.
QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers
and written assignments?
(4 points)
Writing is well below graduate-level writing expectations: The
paper: uses unclear and inappropriate language; and/or has
many errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it significant problems adhering to
APA style (application papers).

6. Writing is somewhat below graduate-level writing expectations:
The paper: uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or
reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meets graduate-level writing
expectations. The paper: uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes
when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing
expectations. The paper: uses language that is clear, concise,
and appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application
papers).
Test Specification

7. Kawine Doss
Walden University
December 15, 2019
Test Specification
Determine whether you want to measure a trait, ability,
emotional state, disorder, interest, attitude or another construct:
( Ability, such as musical skill, writing skill, intelligence, or
reading comprehension,
( Personality Trait, such as extroversion, creativity, or
deviousness,
( Disorder, such as anxiety, depression, or psychotic thought
disorder,
( Emotion, such as happiness or anger,
( Attitude, such as authoritarianism or prejudice,
( Interest, such as career-related interests.
( Other: ____________________________
Describe the specific construct you want to measure in a word
or two: Entrepreneurship
Now describe the construct using several sentences. What
behaviors are associated with the construct? Does it include
more than one quality or dimension?
According to the American Educational Research Association,
American Psychological Association, and National Council on
Measurement in Education (2014), test and test programs are
designed and developed to ensure validity of the explanations of
test scores. The American Educational Research et al. (2014)
states that test specifications should provide the purpose of the
test, the description of construct measured, the population and
interpretation for intended use. Also, the construct is the
concept or characteristics that a test is designed to measure
(The American Educational Research et al., 2014).
Entrepreneurship spirit is the ability to establish and run a new
business in a successful manner (De Jong, Parker, Wennekers,
& Wu, 2015). The construct is expected to cover tolerance in

8. the calculation of financial risks, creativity to establish a
business plan for the management of people and resources
needed to establish and complete the plan. Entrepreneurial
behavior has two alternative desires. The first one is the desire
to alter the status quo and the second one is the behavior of
embracing innovation and motivation to look for changes in the
status quo and obtain satisfaction form institutional dynamite. It
is in my expectation to get the correlation between the past,
present, and future business endeavors.
Describe your process for initially generating items. Will you
interview experts? Review textbooks or journal articles? Look
at diagnostic criteria in the DSM?
Anastasi and Urbina (1997) believes that personality test are
used to measure characteristics as emotional states,
interpersonal relation, interests, motivation and attitudes
(p.44). My process for initially generating items includes;
investigation of the ideas that drive the entrepreneur wiliness to
take risks in a business venture, the profitability of the
business, and the future success of the business. This can be
describes through application of performance or situational
tests. Anastasi et al., (1997) states that performance or
situational test are done when the examinee is not aware of
what’s going on and stimulates everyday life situation for an
entrepreneur. This process will interview at least four
entrepreneurs who have been successful in their businesses.
However, the interview will be done and questionnaires given
on the ideas and concepts of each entrepreneurs beliefs of what
it means to be a successful entrepreneur. Therefore, I will
included how their day to day operations is ran effectively and
how they maintain this operation. Moreover, the use of
secondary research will be used in this process to establish
characteristics that are associated with the success of the
business. De Jong et al., (2015)
Think about the format and phrasing of your items. For
instance, some tests use first-person statements, such as “I
enjoy swimming,” while others use questions, such as “Do you

9. enjoy swimming?” Other tests might use single-word prompts,
such as “Swimming,” and ask for the test-taker to rate this and
other words on a scale of 1–5 in order to indicate the degree of
interest or enjoyment. Some tests use pictures rather than
words, and some are administered to an informant other than the
client, such as a parent or work supervisor.
Think about the response format for your items. Yes/No
responses or a Likert scale are popular for personality tests. If
you use a Likert scale, consider how many response options
there will be and whether your scale will have a neutral
midpoint. Multiple-choice is a format that is familiar with
academic tests. (Some tests use open-ended responses, but this
is difficult to score and too complex for this exercise.)
Now write one typical item for your test, demonstrating your
item and response format:
AlFallay (2017) states that a scorecard measures and compares
key performance indicators against goals and is highly effective
in entrepreneurship, which rates the success and failures of an
individuals efforts. Sohn (2016) describes a study of how
scorecards were used to identify psychological and behavioral
attributes of entrepreneur’s personal traits. These scorecards
will consist of questions where the entrepreneur can vividly
explain the steps that are clearly required for one to start a new
business. I can develop a scorecard of values between 1 and 4,
where 1 represents the list value of the measurement and 4
represents the higher value of the measurement. For example, 1
= strongly disagree. 2 = dosage, 3 = agree, 4 = strongly agree
(AlFallay, 2017).
How many items will your initial test include? Keep in mind
that you need to create about twice as many test items initially
because you will discard about half of them during your item
analysis. ___18 items______
References
AlFallay, I. S. (2017). Test specifications and blueprints: reality
and expectations. International journal of instruction, 11(1),
195-210.

10. American Educational Research Association, American
Psychological Association, & National Council on Measurement
in Education. (2014). Standards for educational and
psychological testing. Washington, DC: American Educational
Research Association.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th
ed.).Upper Saddle River: NJ. Prentice Hall.
De Jong, J. P., Parker, S. K., Wennekers, S., & Wu, C. H.
(2015). Entrepreneurial behavior in organizations: does job
design matter. Entrepreneurship Theory and Practice, 39(4),
981-995.
Sohn, S. Y. (2016). Fuzzy analytic hierarchy process applied to
technology scorecard considering entrepreneurs’ psychological
and behavioral attributes. Journal of Intelligent & Fuzzy
Systems, 30(4), 2349-2364.
© 2012 Laureate Education, Inc.
Page 5 of 5
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Test Specification
Determine whether you want to measure a trait, ability,
emotional state, disorder, interest, attitude or another construct:
( Ability, such as musical skill, writing skill, intelligence, or
reading comprehension,
( Personality Trait, such as extroversion, creativity, or
deviousness,

11. ( Disorder, such as anxiety, depression, or psychotic thought
disorder,
( Emotion, such as happiness or anger,
( Attitude, such as authoritarianism or prejudice,
( Interest, such as career-related interests.
( Other: ____________________________
Describe the specific construct you want to measure in a word
or two: Entrepreneurship
Now describe the construct using several sentences. What
behaviors are associated with the construct? Does it include
more than one quality or dimension?
According to the American Educational Research Association,
American Psychological Association, and National Council on
Measurement in Education (2014), test and test programs are
designed and developed to ensure validity of the explanations of
test scores. The American Educational Research et al. (2014)
states that test specifications should provide the purpose of the
test, the description of construct measured, the population and
interpretation for intended use. Also, the construct is the
concept or characteristics that a test is designed to measure
(The American Educational Research et al., 2014).
Entrepreneurship spirit is the ability to establish and run a new
business in a successful manner (De Jong, Parker, Wennekers,
& Wu, 2015). The construct is expected to cover tolerance in
the calculation of financial risks, creativity to establish a
business plan for the management of people and resources
needed to establish and complete the plan. Entrepreneurial
behavior has two alternative desires. The first one is the desire
to alter the status quo and the second one is the behavior of
embracing innovation and motivation to look for changes in the
status quo and obtain satisfaction form institutional dynamite. It
is in my expectation to get the correlation between the past,
present, and future business endeavors.
Describe your process for initially generating items. Will you
interview experts? Review textbooks or journal articles? Look
at diagnostic criteria in the DSM?

12. Anastasi and Urbina (1997) believes that personality test are
used to measure characteristics as emotional states,
interpersonal relation, interests, motivation and attitudes
(p.44). My process for initially generating items includes;
investigation of the ideas that drive the entrepreneur wiliness to
take risks in a business venture, the profitability of the
business, and the future success of the business. This can be
describes through application of performance or situational
tests. Anastasi et al., (1997) states that performance or
situational test are done when the examinee is not aware of
what’s going on and stimulates everyday life situation for an
entrepreneur. This process will interview at least four
entrepreneurs who have been successful in their businesses.
However, the interview will be done and questionnaires given
on the ideas and concepts of each entrepreneurs beliefs of what
it means to be a successful entrepreneur. Therefore, I will
included how their day to day operations is ran effectively and
how they maintain this operation. Moreover, the use of
secondary research will be used in this process to establish
characteristics that are associated with the success of the
business. De Jong et al., (2015)
Think about the format and phrasing of your items. For
instance, some tests use first-person statements, such as “I
enjoy swimming,” while others use questions, such as “Do you
enjoy swimming?” Other tests might use single-word prompts,
such as “Swimming,” and ask for the test-taker to rate this and
other words on a scale of 1–5 in order to indicate the degree of
interest or enjoyment. Some tests use pictures rather than
words, and some are administered to an informant other than the
client, such as a parent or work supervisor.
Think about the response format for your items. Yes/No
responses or a Likert scale are popular for personality tests. If
you use a Likert scale, consider how many response options
there will be and whether your scale will have a neutral
midpoint. Multiple-choice is a format that is familiar with
academic tests. (Some tests use open-ended responses, but this

13. is difficult to score and too complex for this exercise.)
Now write one typical item for your test, demonstrating your
item and response format:
AlFallay (2017) states that a scorecard measures and compares
key performance indicators against goals and is highly effective
in entrepreneurship, which rates the success and failures of an
individuals efforts. Sohn (2016) describes a study of how
scorecards were used to identify psychological and behavioral
attributes of entrepreneur’s personal traits. These scorecards
will consist of questions where the entrepreneur can vividly
explain the steps that are clearly required for one to start a new
business. I can develop a scorecard of values between 1 and 4,
where 1 represents the list value of the measurement and 4
represents the higher value of the measurement. For example, 1
= strongly disagree. 2 = dosage, 3 = agree, 4 = strongly agree
(AlFallay, 2017).
How many items will your initial test include? Keep in mind
that you need to create about twice as many test items initially
because you will discard about half of them during your item
analysis. ___18 items______
References
AlFallay, I. S. (2017). Test specifications and blueprints: reality
and expectations. International journal of instruction, 11(1),
195-210.
American Educational Research Association, American
Psychological Association, & National Council on Measurement
in Education. (2014). Standards for educational and
psychological testing. Washington, DC: American Educational
Research Association.
Anastasi, A., & Urbina, S. (1997). Psychological testing (7th
ed.).Upper Saddle River: NJ. Prentice Hall.
De Jong, J. P., Parker, S. K., Wennekers, S., & Wu, C. H.
(2015). Entrepreneurial behavior in organizations: does job
design matter. Entrepreneurship Theory and Practice, 39(4),
981-995.
Sohn, S. Y. (2016). Fuzzy analytic hierarchy process applied to

14. technology scorecard considering entrepreneurs’ psychological
and behavioral attributes. Journal of Intelligent & Fuzzy
Systems, 30(4), 2349-2364.
© 2012 Laureate Education, Inc.
Page 5 of 5