CHAPTER 4 PSYCH ASSESSMENT
問題一覧
1
any distinguishable, relatively enduring way in which one
individual varies from another.
Traits
2
also distinguish one person from another but are relatively less enduring.
States
3
an informed, scientific concept developed or constructed
to describe or explain behavior
Construct
4
an observable action or the product of an observable action, including test- or assessment-related responses
Overt Behavior
5
definition of trait is a reminder that a trait is not expected to be manifested in behavior 100% of the time
Relatively Enduring
6
What is the first assumption about psychological testing?
Psychological Traits and States Exist
7
The second assumption, the specific traits and states to be measured and quantified need to be carefully defined
Psychological Traits and States Can Be Quantified and Measured
8
a sample of behaviors from all possible behaviors that could conceivably be indicative of a particular construct OR a sample of test items from all possible items that could conceivably be used to measure a particular construct
Domain Sampling
9
model of scoring that holds the assumption that
the more the testtaker responds in a particular direction as keyed by the test manual as correct or consistent with a particular trait, the higher that testtaker is presumed to be on the targeted ability or trait
Cumulative Scoring
10
Third Assumption on psychological Testing
Test-Related Behavior Predicts Non-Test Related Behavior
11
aid in the understanding of behavior that has already taken place
Postdict
12
competent test users understand a great deal about the tests they use. This is the Assumption 4
Tests and Other Measurement Techniques Have Strengths and Weaknesses
13
a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test
Error
14
the component of a test score attributable to sources
other than the trait or ability measured
Error Variance
15
The 7th Assumption?
Testing and Assessment Benefit Society
16
the precision with which the test measures and the
extent to which error is present in measurements
Consistency
17
a test is considered valid for a particular purpose if it does, in fact, measure what it purports to measure
Validity
18
a method of evaluation and a way of deriving meaning from test scores by evaluating an individual testtaker’s score and comparing it to scores of a group of testtakers
Norm-referenced testing and assessment
19
the test performance data of a particular group of testtakers that are designed for use as a reference when evaluating or interpreting individual test scores
Norms
20
that group of people whose performance on a
particular test is analyzed for reference in evaluating the performance of individual testtakers
Normative Sample
21
the process of deriving norms
Norming
22
the controversial practice of norming on the
basis of race or ethnic background
Race Norming
23
consist of descriptive statistics based
on a group of testtakers in a given period of time rather than norms obtained by formal sampling method
User Norms
24
the process of administering a test to a representative sample of testtakers for the purpose of establishing norms
Standardization
25
in the process of developing a test, a test developer has targeted some defined group as the population for which the test is designed
Sampling
26
a portion of the universe of people deemed to be
representative of the whole population
Sample
27
the process of selecting the portion of the universe
deemed to be representative of the whole population
Sampling
28
such sampling would help prevent sampling
bias and ultimately aid in the interpretation of the findings
Stratified Sampling
29
every member of the population had the same chance of
being included in the sample
Random
30
arbitrarily select some sample we believe to be
representative of the population
Purposive Sampling
31
convenient or available for use
Convenience Sample
32
the raw data from a test’s standardization sample
converted to percentile form
Percentile Norm
33
an expression of the percentage of people whose score
on a test or measure falls below a particular raw score
Percentile
34
the distribution of raw scores | the number of items that were answered correctly multiplied by 100 and divided by the total number of items
Percentage Correct
35
indicate the average performance of different samples of testtakers who were at various ages at the time the test was administered
Age Norms
36
indicate the average test performance of testtakers in a
given school grade
Grade Norms
37
applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life
Developmental Norms
38
derived from a normative sample that was nationally
representative of the population at the time the norming study was conducted
National Norms
39
provide stability to test scores by anchoring them to other test scores (hence, anchor
National Anchor Norms
40
equivalency of scores on different tests is calculated with reference to corresponding percentile scores
Equipercentile Method
41
the norming process where two tests are normed from
the same sample
Co-Norming
42
a normative sample can be segmented by any of the
criteria initially used in selecting subjects for the sample
Subgroup Norms
43
typically developed by test users | provide normative
information with respect to the local population’s performance on some test
Local Norms
44
the distribution of scores obtained on the test from one group of testtakers — referred to as the fixed reference group — is used as the basis for the calculation of test scores for future administrations of the test
Fixed reference group scoring system
45
a procedure that permits the conversion of raw scores on
the new version of the test into fixed reference group scores
Anchoring
46
a standard on which a judgment or decision may be based
Criterion
47
a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard
Criterion-referenced testing and assessment
48
focus in the criterion-referenced approach is on how scores relate to a particular content area or domain
Content-referenced testing and assessment
49
criterion-referenced tests are frequently used to
gauge achievement or mastery
Mastery Tests
ANAPHY
ANAPHY
Advincula Michelle V. · 43問 · 2年前ANAPHY
ANAPHY
43問 • 2年前CHAP 1 PSYCH ASSESSMENT
CHAP 1 PSYCH ASSESSMENT
Advincula Michelle V. · 77問 · 2年前CHAP 1 PSYCH ASSESSMENT
CHAP 1 PSYCH ASSESSMENT
77問 • 2年前Quiz 1 anaphy
Quiz 1 anaphy
Advincula Michelle V. · 67問 · 2年前Quiz 1 anaphy
Quiz 1 anaphy
67問 • 2年前EPITHELIAL TISSUE
EPITHELIAL TISSUE
Advincula Michelle V. · 11問 · 1年前EPITHELIAL TISSUE
EPITHELIAL TISSUE
11問 • 1年前TOPIC 1-3
TOPIC 1-3
Advincula Michelle V. · 52問 · 1年前TOPIC 1-3
TOPIC 1-3
52問 • 1年前GESTALT THERAPY
GESTALT THERAPY
Advincula Michelle V. · 29問 · 1年前GESTALT THERAPY
GESTALT THERAPY
29問 • 1年前EXISTENTIAL THERAPY
EXISTENTIAL THERAPY
Advincula Michelle V. · 22問 · 1年前EXISTENTIAL THERAPY
EXISTENTIAL THERAPY
22問 • 1年前PERSON CENTERED THERAPY
PERSON CENTERED THERAPY
Advincula Michelle V. · 24問 · 1年前PERSON CENTERED THERAPY
PERSON CENTERED THERAPY
24問 • 1年前EXISTENTIAL THERAPY
EXISTENTIAL THERAPY
Advincula Michelle V. · 22問 · 1年前EXISTENTIAL THERAPY
EXISTENTIAL THERAPY
22問 • 1年前VALIDITY
VALIDITY
Advincula Michelle V. · 29問 · 1年前VALIDITY
VALIDITY
29問 • 1年前RELIABILITY
RELIABILITY
Advincula Michelle V. · 37問 · 1年前RELIABILITY
RELIABILITY
37問 • 1年前AB PSYCH: LESSON 3
AB PSYCH: LESSON 3
Advincula Michelle V. · 63問 · 1年前AB PSYCH: LESSON 3
AB PSYCH: LESSON 3
63問 • 1年前問題一覧
1
any distinguishable, relatively enduring way in which one
individual varies from another.
Traits
2
also distinguish one person from another but are relatively less enduring.
States
3
an informed, scientific concept developed or constructed
to describe or explain behavior
Construct
4
an observable action or the product of an observable action, including test- or assessment-related responses
Overt Behavior
5
definition of trait is a reminder that a trait is not expected to be manifested in behavior 100% of the time
Relatively Enduring
6
What is the first assumption about psychological testing?
Psychological Traits and States Exist
7
The second assumption, the specific traits and states to be measured and quantified need to be carefully defined
Psychological Traits and States Can Be Quantified and Measured
8
a sample of behaviors from all possible behaviors that could conceivably be indicative of a particular construct OR a sample of test items from all possible items that could conceivably be used to measure a particular construct
Domain Sampling
9
model of scoring that holds the assumption that
the more the testtaker responds in a particular direction as keyed by the test manual as correct or consistent with a particular trait, the higher that testtaker is presumed to be on the targeted ability or trait
Cumulative Scoring
10
Third Assumption on psychological Testing
Test-Related Behavior Predicts Non-Test Related Behavior
11
aid in the understanding of behavior that has already taken place
Postdict
12
competent test users understand a great deal about the tests they use. This is the Assumption 4
Tests and Other Measurement Techniques Have Strengths and Weaknesses
13
a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test
Error
14
the component of a test score attributable to sources
other than the trait or ability measured
Error Variance
15
The 7th Assumption?
Testing and Assessment Benefit Society
16
the precision with which the test measures and the
extent to which error is present in measurements
Consistency
17
a test is considered valid for a particular purpose if it does, in fact, measure what it purports to measure
Validity
18
a method of evaluation and a way of deriving meaning from test scores by evaluating an individual testtaker’s score and comparing it to scores of a group of testtakers
Norm-referenced testing and assessment
19
the test performance data of a particular group of testtakers that are designed for use as a reference when evaluating or interpreting individual test scores
Norms
20
that group of people whose performance on a
particular test is analyzed for reference in evaluating the performance of individual testtakers
Normative Sample
21
the process of deriving norms
Norming
22
the controversial practice of norming on the
basis of race or ethnic background
Race Norming
23
consist of descriptive statistics based
on a group of testtakers in a given period of time rather than norms obtained by formal sampling method
User Norms
24
the process of administering a test to a representative sample of testtakers for the purpose of establishing norms
Standardization
25
in the process of developing a test, a test developer has targeted some defined group as the population for which the test is designed
Sampling
26
a portion of the universe of people deemed to be
representative of the whole population
Sample
27
the process of selecting the portion of the universe
deemed to be representative of the whole population
Sampling
28
such sampling would help prevent sampling
bias and ultimately aid in the interpretation of the findings
Stratified Sampling
29
every member of the population had the same chance of
being included in the sample
Random
30
arbitrarily select some sample we believe to be
representative of the population
Purposive Sampling
31
convenient or available for use
Convenience Sample
32
the raw data from a test’s standardization sample
converted to percentile form
Percentile Norm
33
an expression of the percentage of people whose score
on a test or measure falls below a particular raw score
Percentile
34
the distribution of raw scores | the number of items that were answered correctly multiplied by 100 and divided by the total number of items
Percentage Correct
35
indicate the average performance of different samples of testtakers who were at various ages at the time the test was administered
Age Norms
36
indicate the average test performance of testtakers in a
given school grade
Grade Norms
37
applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life
Developmental Norms
38
derived from a normative sample that was nationally
representative of the population at the time the norming study was conducted
National Norms
39
provide stability to test scores by anchoring them to other test scores (hence, anchor
National Anchor Norms
40
equivalency of scores on different tests is calculated with reference to corresponding percentile scores
Equipercentile Method
41
the norming process where two tests are normed from
the same sample
Co-Norming
42
a normative sample can be segmented by any of the
criteria initially used in selecting subjects for the sample
Subgroup Norms
43
typically developed by test users | provide normative
information with respect to the local population’s performance on some test
Local Norms
44
the distribution of scores obtained on the test from one group of testtakers — referred to as the fixed reference group — is used as the basis for the calculation of test scores for future administrations of the test
Fixed reference group scoring system
45
a procedure that permits the conversion of raw scores on
the new version of the test into fixed reference group scores
Anchoring
46
a standard on which a judgment or decision may be based
Criterion
47
a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard
Criterion-referenced testing and assessment
48
focus in the criterion-referenced approach is on how scores relate to a particular content area or domain
Content-referenced testing and assessment
49
criterion-referenced tests are frequently used to
gauge achievement or mastery
Mastery Tests