psyass 5

65問 • 2年前

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statistic that quantifies reliability, ranging from 0 (not at all reliable) to 1 (perfectly reliable).

reliability coefficient

the inherent uncertainty associated with any measurement, even after care has been taken to minimize preventable mistakes.

Measurement Error

preventable mistakes and to aspects of measurement imprecision that are inevitable

error

● can never be observed directly

true scores

measurement processes that alter what is measured are termed

carryover effects

repeated testing reduces overall mental energy or motivation to perform on a test.

fatigue effects

a person’s standing on a theoretical variable independent of any particular measurement.

construct score

is a theoretical variable we believe exists

construct

statistic useful in describing sources of test score variability

variance

variance from true differences

true variance

variance from irrelevant, random sources

error variance

the proportion of the total variance attributed to true variance.

reliability

consists of unpredictable fluctuations and inconsistencies of other variables in the measurement process

random error

do not cancel each other out because they influence test scores in a consistent direction. ● consistently inflate scores or consistently deflate scores

systematic errors

technical term for the degree to which a measure predictably overestimates or underestimates a quantity.

bias

sources of variance error

test construction, test administration, test scoring and interpretation

, variation among items within a test as well as to variation among items between tests.

item sampling or content sampling

: room temperature, level of lighting, and amount of ventilation and noise

test environment

pressing emotional problems, physical discomfort, lack of sleep, and the effects of drugs ●

testtaker variables

: examiner’s physical appearance and demeanor, presence or absence of an examiner

examiner-related variables

are potential sources of error variance in scoring and interpretatioon

scorers and scoring systems

the extent to which the population of voters in the study actually was representative of voters in the election.

sampling error

researchers may have gotten such factors right but simply did not include enough people in their sample to draw the conclusions that they did

methodological error

Three approaches to the estimation of reliability

test-retest reliability estimates, parallel-forms and alternate forms reliability estimates, split-half reliability estimates

using the same instrument to measure the same thing at two points in time

test-retest method

estimate of reliability obtained by correlating pairs of scores from the same people on two different administrations of the same test.

test-retest reliability

the estimate of test-retest reliability when the interval between testing is greater than six months.

coefficient of stability

means of an alternate-forms or parallel-forms coefficient of reliability that can evaluate the degree of the relationship between various forms of a test

coefficient of equivalence

exist when for each form of the test, the means and the variances of observed test scores are equal.

parallel forms

an estimate of the extent to which item sampling and other errors have affected test scores on versions of the same test when for each form of the test, the means and variances of observed test scores are equal.

parallel forms reliability

are simply different versions of a test that have been constructed so as to be parallel.

alternate forms

an estimate of the extent to which these different forms of the same test have been affected by item sampling error, or other error.

alternate forms reliability

estimate of the reliability of a test obtained from a measure of inter-item consistency

estimate of inter-item consistency

obtained by correlating two pairs of scores obtained from equivalent halves of a single test administered once.

Split-Half Reliability Estimates

an estimate of split-half reliability of a test, obtained by assigning odd-numbered items to one-half of the test and even-numbered items to the other half.

odd-even reliability

allows a test developer or user to estimate internal consistency reliability from a correlation between two halves of a test.

The Spearman–Brown formula

the degree of correlation among all the items on a scale.

inter-item consistency

Coefficient alpha (Cronbach) may be thought of as the mean of all possible split-half correlations, corrected by the Spearman–Brown formula.

Coefficient alpha

degree of agreement or consistency between two or more scorers with regard to a particular measure.

inter-scorer reliability

determines the degree of consistency among scorers in the scoring of a test.

coefficient of inter-scorer reliability

in items, if it is functionally uniform throughout.

homogeneous

in items, an estimate of internal consistency might be low relative to a more appropriate estimate of test-retest reliability.

heterogeneous

when a time limit is long enough to allow testtakers to attempt all items ● if some items are so difficult that no testtaker is able to obtain a perfect score

power test

generally contains items of uniform level of difficulty (typically uniformly low) so that, when given generous time limits, all testtakers should be able to complete all the test items correctly.

speed test

designed to provide an indication of where a testtaker stands with respect to some variable or criterion, such as an educational or a vocational objective.

Criterion-referenced test

system of assumptions about measurement that includes the notion that a test score (and even a response to an individual item) is composed of a relatively stable component that actually is what the test or individual item is designed to measure, as well as a component that is error

classical test theory

a value that, genuinely reflects an individual’s ability (or trait) level as measured by a particular test

true score

rebels against the concept of a true score existing with respect to the measurement of psychological constructs.

domain sampling theory

, or the universe of items that could conceivably measure that behavior, can be thought of as a hypothetical construct: one that shares certain characteristics with (and is measured by) the sample of items that make up the test.

domain

a “universe score” replaces that of a “true score” ● based on the idea that a person’s test scores vary from testing to testing because of variables in the testing situation.

generalizability theory

the details of the particular test situation; is described in terms of its facets

universe

include considerations such as the number of items in the test, the amount of training the test scorers have had, and the purpose of the test administration.

facets

a test score corresponding to the particular universe being assessed or evaluated

universe score

examines how generalizable scores from a particular test are if the test is administered in different situations.

generalizability study

represent the influence of particular facets on the test score.

coefficients of generalizability

developers examine the usefulness of test scores in helping the test user make decisions. ● designed to tell the test user how test scores should be used and how dependable those scores are as a basis for decisions

decision study

provide a way to model the probability that a person with X ability will be able to perform at a level of Y. ● not a term or single theory rather refers to a family of theories and methods

item response theory

- the attribute of not being easily accomplished, solved, or comprehended.

Difficulty

- the degree to which an item differentiates among people with higher or lower levels of the trait, ability, or whatever it is that is being measured.

Discrimination

test item or question that can be answered with only one of two response options, such as true-false or yes-no

dichotomous test item

test item or question with three or more alternative responses, where only one alternative is scored correct or scored as being consistent with a targeted trait or other construct

polytomous test item

a reference to an IRT model with very specific assumptions about the underlying distribution.

Rasch model

tool used to estimate or infer the extent to which an observed score deviates from a true score.

standard error of measurement

range or band of test scores that is likely to contain the “true score”

confidence interval

a statistical measure that can aid a test user in determining how large a difference should be before it is considered statistically significant.

Standard Error of the Difference

AB PSY CHAPTER 7: Eating and Sleep-Wake Disorders

valerie · 100問 · 2年前

AB PSY CHAPTER 7: Eating and Sleep-Wake Disorders