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Directions for literature Review AssignmentTo complete this assignment, you will select three (3) empirical articles related about the topics on tests, measurements and evaluations (from published journals). The articles must be new, published in the last 10 years. Any older articles will not be accepted. After selecting the articles, you are required to summarize and critique each one of them.The length of assignment should be approximately 6 to 7 pages including a covering and reference page. It should be written in an essay form, double spaced, 12 -point font in Times New Roman, with 1-inch margins on all sides. It is highly recommended that you take a draft of your paper to the Prism Tutoring Center, Vidal Writing Center (MLK 251) or use SmartThinking Online Writing Lab (OWL), which is available 24/7 through the blackboard or use or to help you with grammar/writing style and earn the most points possible.Note: Please save your final assignment in either .doc, .docx, rft, or .pdf format. Safe assign software will not upload the file if it is not in the correct format.Plagiarism: If there is plagiarism on your assignment, you will receive a 0.For further clarification review the folders “How to search for literature review paper”, and “Sample Literature Review”, these documents will provide you with step by step detailed instructions, and a sample review paper for further guidance.Please review the attached folders before attempting the literature review paper to get a maximum creditFinding ArticlesGuidelines for Literature Review PaperSample Literature PaperRubric Literature Review Paper


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Finding Articles

Go to the Bowie State website:

Click on library

Click on Researchport
*** If you are working on a computer outside of the BSU network, you need to have your bowiecard
activated in order to gain access to researchport. To activate, take your bowiecard to the checkout desk
of the library.

Click “see all categories”

Scroll down to “Social Sciences/Psychology”

Click “Go”

Click on “PsycArticles”

Enter a very brief keyword (only one word, if possible), then click “Search.”

Find the first full text article. Click on the title. Read the abstract and/or other information to see
if the article is a research study. It is a research study if the abstract and/or article includes
information about a sample. ONLY research studies may be used as sources for this assignment
and for the paper (literature review/annotated bibliography).

All 3 articles that you choose must have been published in the last 10 years.

Email to your account the 3 articles you have chosen so that you may read them.

APA citation info: Once you’ve opened the article to full text, click on “Cite” and choose APA to
find the APA-style citation of this article. Copy and paste this citation into your literature review.
All citations should appear in alphabetical order. NOTE: Be sure to make adjustments after
copying the “APA”-style references into a Word document. The citations generated by Research
port are not completely correct.

You can also find articles in Journals, such as: Journal of Psychoeducational Assessment,
Psychological Assessment, Educational and Psychological Measurement, Applied Measurement
in Education, and the Journal of Personality Assessment.
In addition, you can use Online databases: Educational Resources Information Center (ERIC) at; and PsycARTICLES.
Writing a strong APA-style Literature Review Paper
*double-space throughout the paper
Cover page includes:
Running Head: Short title in upper case letters on right hand side; and page numbers on left the side.
Affiliation (Bowie State University)
Summary of your whole paper
100 words
Block text (do not indent)
PAGE 3-to PAGE 5
Use **full title of paper instead of “Introduction”
–Thesis statement
–Definition of terms
–Background info/history
**Literature Review
Summarize and critique 3 research studies
Summarize 1st study
FOR EXAMPLE: Smith and Jones (2008) investigated…
Critique 1st study
Summarize 2nd study
Critique 2nd study
Summarize 3rd study
Critique 3rd study
NOTE: be sure to add transitional statements between the critique of one study and the summary of the
next one
Summary and Conclusions
Synthesize the results of the studies
Draw conclusions
Applications (3)
Suggest ways that the research results can be applied to solve problems.
Hypothesis/research question for proposed study
Describe the study that you wish to carry out next, based upon the research reviewed here
–alphabetical order by first author’s last name APA format
Note: DO NOT USE ANY DIRECT QUOTES IN THESE ASSIGNMENTS. Also, the instructor assumes that
papers will be free from errors of spelling, mechanics and grammar. Such errors can interfere with a
reader’s comprehension of the text and can lower the grade of the paper significantly – edit your paper
The paper you submit should be formal, logical and easy to follow. Remember that anyone submitting a
plagiarized and/or purchased paper will receive a grade of ZERO for the paper. Further, if any part of
the paper is plagiarized, you will receive a zero for the paper.
***If needed, go to for details regarding how to write your citations (references).
Do not use “I,” “we,” “you,” “us,” or “me” in this assignment. You should write in a third person
PSYC 404 Psychological Measurement
Title and Introduction of 3.5 percent
the idea:
Title is not
Problem statement
appropriate. Neither
implicit nor explicit
(10% Weighting)
reference is made to
the topic or purpose
of the article.
Main Body:
10.5 percent
Flow of the review
The summary
appears to have no
(30% Weighting)
direction, with
subtopics appearing
Achievement Level
7 percent
Title is appropriate.
Readers are aware of the
overall problem,
challenge, or topic of the
22.5 percent
There is a basic flow
from one section to the
next, but not all sections
or paragraphs follow in a
natural or logical order.
10 percent
Title is excellent. The
topic is introduced, and
groundwork is laid as to
the direction of the
30 percent
The summary goes from
general ideas to specific
conclusions. Transitions
tie sections together, as
well as adjacent
Coverage of content
10.5 percent
22.5 percent
30 percent
(30% Weighting)
Major sections of
All major sections of the The appropriate content
pertinent content
pertinent content are
in consideration is
have been omitted or included, but not covered covered in depth without
greatly run-on. The in as much depth, or as being redundant. Sources
topic is of little
explicit, as expected.
are cited when specific
significance to the Significance to the course statements are made.
is evident.
Significance to the
course is unquestionable.
Clarity of writing and 3.5 percent
7 percent
10 percent
writing technique
It is hard to know
Writing is generally clear, Writing is crisp, clear,
(10% Weighting)
what the writer is
but unnecessary words and succinct. The writer
trying to express.
are occasionally used.
incorporates the active
Writing is
Meaning is sometimes
voice when appropriate
hidden. Paragraph or
and supports ideas with
Misspelled words, sentence structure is too examples. No spelling,
incorrect grammar, repetitive. Few (3)
grammar, or punctuation
and improper
spelling, grammar, or
errors are made.
punctuation are
punctuation errors are
3.5 percent
7 percent
10 percent
Analysis and synthesis of There is no
The author provides
The author was able to
ideas; discuss 3
indication the author concluding remarks that make succinct and
applications of findings & tried to analyze or show an analysis and
precise conclusions based
3 areas for future research synthesize the
synthesis of ideas
on the review. Insights
information or make occurred. Some of the
into the problem are
(10% Weighting)
a conclusion based conclusions, however,
appropriate. Conclusions
on the literature
were not supported in the and the application of
under review. No
body of the report. The findings are strongly
application of
application of findings is consistent with the
findings is provided. stated.
Citations/References: 3.5 percent
7 percent
10 percent
Proper APA format
Citation for the
Citation for the article did Citation for the article
article did not follow follow APA format;
did follow APA format.
(10% Weighting)
APA format and was however; a few (2) errors Essential information
missing essential
in essential information was accurate and
were evident.
Emotional Intelligence
Emotional Intelligence Testing
S. G.
Bowie State University
Emotional Intelligence
Three research studies were analyzed to determine the psychometric properties of intelligence
tests, its validity, reliability/consistency and standardization. For the purpose of this analysis,
emotional intelligence is defined as the ability to identify and manage your own emotions and
the emotions of others. It is generally said to include three skills: emotional awareness; the
ability to harness emotions and apply them to tasks like thinking and problem solving; and the
ability to manage emotions, which includes regulating your own emotions and cheering up or
calming down other people.
The most widely used types of tests in the US are intelligence tests; whether they are for children
or adults. The types of testing that will be reviewed and critiqued will be emotional intelligence
testing and scales. Iliescu, Ilie, Ispas, & Ion (2013) state that emotional intelligence is known as
the mental processes used in recognizing, using, understanding, and managing emotional states
for the use of problem solving and behavior regulation. The name of the articles are: Construct
validation of the Test of Emotional Intelligence (TEMINT): A two-study investigation which
was published in 2011 with Blickle, Momm, Liu, Witzki, &Steinmayr as the authors; Validity
and reliability of a Brief Emotional Intelligence Scale (BEIS-10) which was published in 2010
with Davies, Lane, Devonport, & Scott being the authors; and finally Examining the
psychometric properties of the Mayer-Salovey-Caruso Emotional Intelligence Test: Findings
from an Eastern European culture which was published in 2013 with Iliescu, Ilie, Ispas, & Ion
being the authors.
Emotional Intelligence
Emotional Intelligence Testing
The first article is called “Construct validation of the Test of Emotional Intelligence
(TEMINT): A two-study investigation.” Two investigations had taken place for this article.
Blickle, Momm, Liu, Witzki, &Steinmayr (2011) stated that their purpose was to further seek
validation within the TEMINT. The first study, which contained 192 psychology students, was
conducted at a university in Germany. Those psychology students took the test with one of the
authors of the test being a supervisor. With this test, they wanted the participants to rate
someone else’s possible emotional experiences. They had different scales as to what emotions
the target person was going to feel in a certain situation. The scales were from zero, meaning not
at all; to two, meaning strong. This study showed that TEMINT was closely related to
understanding emotion. The second study was conducted over two years with 338 business
graduates in Germany. This study included The Work Value Inventory which had to be
translated to German in order to be used. They used this inventory in order to examine the
emotional correlation with job experiences such as income and emotional reasoning skills. In a
nutshell, this study showed that TEMINT was related to identifying emotional responses and
emotional reasoning within their jobs.
One critique for this study would be that it does not consist of enough scales in order to
identify and understand emotional intelligence. The scale only ranged from zero to two which is
not strong enough to get clear and precise results from the study. With that, the researchers may
have gotten better results if they had incorporated more than one emotional intelligence test so
that they could really test the validity in the emotional intelligence test (TEMINT) that they
originally were examining. Only then would they obtain true scores from their participants
because they would know for sure that their original base test for emotional intelligence is
Emotional Intelligence
completely valid and measuring exactly what it is supposed to be measuring. Along with testing
for validity, it is also important to test for reliability within an emotional intelligence test.
The second article is called “Validity and reliability of a Brief Emotional Intelligence
Scale (BEIS-10).” Davies, Lane, Devonport, & Scott (2010) wanted to examine the test-retest
reliability of BEIS-10. They had a total of 111 student-athletes who were undergraduates at a
university in the United Kingdom. They used these participants to look at the reliability of the
questionnaire. The BEIS-10 was given in standard conditions, being at the beginning of a class
lecture, at two different times which were then broken down by two weeks. They tested
reliability with two different methods. Scores between test-retest measurements on a
questionnaire that is used for psychometrics are usually discrete, which leads to them not being
distributed on a regular basis. The researchers considered calculating their proportions using a
value of plus or minus one for each of the items as a reference. They came up with the
conclusion that 90% of values should lie somewhere in between what they used for their
references in order to be reliable. In the end, they found scores that were ranged from 89.2% to
96.4% which led them to conclude that the BEIS-10 is indeed reliable.
One critique for this emotional intelligence test was that they first did not state whether
their student-athlete participants were going to be representative of the general population or not.
When examining test-retest reliability within an emotional intelligence or any other
psychometric measure, it is very important to identify whether your sample of participants are
going to be generalized to the public or, in this case, representative only to undergraduate
student-athletes across universities in the United Kingdom. Another critique is the fact that this
particular emotional intelligence test is a psychometric questionnaire. When administering a
questionnaire, there is a high possibility that the participants will not answer truthfully, which
Emotional Intelligence
could significantly or insignificantly alter the results of the study. With the BEIS-10, it may be
important to increase the value from plus or minus one, to at least plus or minus three to ensure
the reliability of the test. Not only do psychometricians examine and scrutinize the validity and
reliability of emotional intelligence tests across the US, but also in other cultures.
Other cultures, other than the US, also use different emotional intelligence tests for the
people who live there. The second article to be examined is called “Examining the psychometric
properties of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT): Findings from
an Eastern European culture.” Iliescu, Ilie, Ispas, & Ion (2013) sought out to examine the
structural equivalence, discriminant validity, and criterion &incremental validity of the MSCEIT.
The researchers gathered a total of over 2,000 participants before they conducted their study.
The MSCEIT covers four levels of interactions for the sake of this study, which is referred to as
the four-branch model of emotional intelligence. Emotional intelligence is broken up into two
areas which are then broken down into two more areas, or branches, resulting in four branches
for the two areas. There are eight task scores, four branch scores, two area scores, and the
overall score of emotional intelligence. The MSCEIT had to be translated into Romanian for the
purposes of this study. For scoring, it is hard to tell whether the test-taker got an answer right or
wrong or if an answer could be elaborated to be more correct than it may be due to the fact that it
is testing the participants’ emotional reactions. There results suggest that the MSCEIT has good
structural equivalence and good discriminant validity. Also, the MSCEIT has good incremental
A critique of this emotional intelligence test is that it is hard to determine what part of the
test elicits a certain type of emotional reaction. A test-taker could be reading a question and have
a different emotional reaction than another test-taker who is reading the same question. With
Emotional Intelligence
that, the researchers would have had a better understanding of the emotional reactions if they
presented a question one at a time so that they could determine whether or not a question drew
the same type of emotional reaction among the test-takers. Another critique is that it may have
been better to group the participants in a way that they would all be the same age. This
suggestion comes from the notion that every participant is different so each of them would have
different reactions to certain things based on their experiences in their own lives.
Summary and Conclusions
Examining the different psychometric properties for emotional intelligence can be very
tricky because the results are never concrete. It is about looking inside the minds of the
participants, administering the tests, and determining whether the test is a good test or not. With
that, researchers are continuing their studies on emotional intelligence and the tests in which they
use in order to look at the properties of those tests for the use of new studies in the near future.
Emotional intelligence research focusing on refining the psychometric features of tests in terms
of its validity, reliability and standardization is an effort to make the instruments sound, that can
better predict the behavior of not only the US population but also the people from other cultures
as well. Some other applications of such research would be:
classification, diagnosis and treatment planning, self- knowledge and research.
Proposed Research Questions
The next logical step to be pursued in such research would be to set up a test manual that can
outline standardized conditions for administering, scoring and interpreting the results in a
uniform manner, which can further eliminate many extraneous factors that may hinder the
Emotional Intelligence
accurate outcome of testing. It is often noted that without such standardized procedures test
biases can impact the results. A standard approach is necessary.
Blickle, G., Momm, T., Liu, Y., Witzki, A., &Steinmayr, R. (2011). Construct validation of the
Test of Emotional Intelligence (TEMINT): A two-study investigation. European Journal
Of Psychological Assessment, 27(4), 282-289.
Davies, K. A., Lane, A. M., Devonport, T. J., & Scott, J. A. (2010). Validity and reliability of a
Brief Emotional Intelligence Scale (BEIS-10). Journal of Individual Differences, 31(4),
Iliescu, D., Ilie, A., Ispas, D., & Ion, A. (2013). Examining the psychometric properties of the
Mayer-Salovey-Caruso Emotional Intelligence Test: Findings from an Eastern European
culture. European Journal of Psychological Assessment, 29(2), 121-128.

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