PSYCHOLOGICAL ASSESSMENT MIDTERM REVIEWER

88問 • 2年前

GIAN CARLO FIESTA

通報

問題一覧

Which of the following criteria are essential for a good test?

All of the above

Test users often speak of the psychometric soundness of tests, key aspects of which are:

Fairness

This includes the notion that each individual measurement has an element of error such as observer's error, environmental changes, participant's changes etc. It is the stability or consistency of the measurement.

Reliability

A________ is defined as one on which test takers will fall in the same positions relative to each other

Reliable Test

The extent to which measurements are consistent or repeatable and it is the extent to which measurements differ from occasion to occasion as a function of measurement error.

Reliable Test

To check for reliability or Test of Reliability /, we use____________

Coefficient Alpha

Reliability Coefficient should not go beyond_______

(+/- 1)

The higher the coefficient alpha, __________

The higher reliability

______ happen when the test scores gain reliability as the number of items increases the higher the coefficient alpha, the higher the reliability.

Reliability Coefficient

Theory behind reliability analysis, reliability analyses assume that test scores reflect two factors:

Stable characteristics of the individual & Chance features of the individual

The true characteristics of the individua

Stable characteristics of the individual

Random measurement of error

Chance features of the individual

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

True score

If you are interested in the truth independent of measurement, you are not looking for the so-called true score, but what psychologists call the________________

Construct score

The Classical Test Theory (CTT) formula

X = T + e

X = T + e means...

X = observed score, T = true score, e = measurement error

___________________ the value of e should be close to 0 and the value of T should close to the actual test score x. Simply, most of the test scores should result from the measurement of true characteristics T.

Using the classical test theory (CTT) in a reliable test

Proportion of test score reflecting person's true characteristics

T/X

Proportion of test score reflecting random error

X/T

Refers to the inherent uncertainty associated with any measurement, even after care has been taken to minimize preventable mistakes. Estimates of a quantity differ each time a measurement is taken—if only slightly. These fluctuations in measurement occur even when procedures are followed perfectly, and no obvious mistakes are made.

Measurement error

Variance from true differences is________________

True variance

Variance from irrelevant, random sources is__________

Error variance

We can indirectly estimate how much the true score influences the observed score by___________

Measuring the variability of test scores

The term reliability refers to the proportion of the total variance attributed to true variance. The greater the proportion of the total variance attributed to true variance, the more reliable the test.

TRUE

Measurement error can be___________or___________

systematic or random

A source of error in measuring a targeted variable, caused by unpredictable fluctuations and inconsistencies of other variables in the measurement process

Random error

A source of error in measuring a variable that is typically constant and proportionate to what is presumed to be the true value of the variable being measured

Systematic error

Test construction , Test administration, Test scoring and interpretation, Other sources of error are the ________

Sources of error variance

A type of sources of error variance that has a item sampling/content sampling and the variety of the subject matter contained in the items; frequently referred to in the context of the variation between individual test items in a test or between test items in two or more tests.

Test construction

Sources of error variance that occur during test administration may influence the testtaker’s attention or motivation.

Test administration

Source of error variance that occur during test due to the factor of room temperature, level of lighting, and amount of ventilation and noise etc. - - - -

Test environment

Source of error variance that occur during test due to the factor of pressing emotional problems, physical discomfort, lack of sleep, casual life experiences, illness, and changes in mood or mental state.

test taker variables

Source of error variance that occur during test due to the factor of examiner’s physical appearance and demeanor— even the presence or absence of an examiner - - - -

examiner-related variables

A type of sources of error variance that the advent of computer scoring and a growing reliance on objective, computer-scorable items have virtually eliminated error variance caused by scorer differences.

Test scoring and interpretation

If subjectivity is involved in scoring, then the scorer (or rater)____________

can be a source of error variance.

Reliability analysis correlates performance on two interval scale measures and uses that correlation to indicate the extent of true score differences by using some methods and these are:

Test-retest method, Parallel/Alternate forms method, Split-half method, Inter-item consistency, and Inter-scorer Reliability.

In measuring reliability____________reliability estimates are used to evaluate the error associated with administering a test at two different times. This type of analysis is of value when we measure "traits" or characteristics that do not change over time.

Test-retest method

Test-retest method ideally, 6 months or more interval (when the interval between testing is greater than six months, estimates are called___________

Coefficient of Stability

In measuring reliability____________reliability compares two equivalent forms of a test that measure the same attribute, the two forms use different items; however, the rules used to select items of a particular difficulty level are the same.

Parallel / Alternate Forms method reliability

In measuring reliability____________, a test is given some and divided into halves that are scored separately and the results of one half of the test are then compared with the results of the other. Using the odd-even system, whereby one subscore is obtained for the odd number items in the test and another for the even-number items.

Split-half method reliability

In Split-half method reliability we used__________ to allows us to estimate what the correlation between the two halves would have been if each half had been the length of the whole test.

Spearman Brown formula

In measuring the reliability we used___________to know the degree of correlation among all the items on a scale, calculated using a single administration of a single test form and it is useful in assessing the homogeneity of the test.

Inter-item Consistency

Methods in assessing internal consistency or Inter-item Consistency l Cronbach alpha/Coefficient Alpha ll R-20 lll KR-21

all of the above

When measuring reliability using Inter-item Consistency_______is used to estimates the internal consistency of test in which the items are non-dichotomous or there is no right or wrong answer. Typically range from 0 to 1 (negative values are theoretically impossible)

Coefficient alpha

It developed a more general reliability estimate which he called coefficient alpha

Cronbach

When measuring reliability using Inter-item Consistency____________is used to calculates for the internal consistency of tests with dichotomous items with varying difficulty.

Kuder-Richardson-20

When measuring reliability using Inter-item Consistency____________is used to calculates for internal consistency of tests with dichotomous items with equal/same difficulty - - - -

Kuder-Richardson-21

In measuring reliability_____________ is a degree of agreement or consistency between two or more scorers (or judges, or raters) with regard to a particular measure. The judges rate the answers of the examinee and often used for creativity or projective tests.

Inter-scorer reliability

Method: Test-Retest NOF___NOS______Sources of Error/Variance_____

1 - 2 - Changes over time

Method: Alternate Forms (Immediate) NOF___NOS______Sources of Error/Variance_____ - - - -

2 - 1 - Item Sampling

Method: Alternate Forms (Delayed) NOF___NOS______Sources of Error/Variance_____

2 - 2- Item sampling & Changes over time

Method: Split-Half NOF___NOS______Sources of Error/Variance_____

1 - 1 - Item sample & Nature of split

Method: Coefficient alpha, KR NOF___NOS______Sources of Error/Variance_____ - - - -

1 - 1 - Item sampling, Test Heterogeneity

Method: Inter-rater NOF___NOS______Sources of Error/Variance_____ - - - -

1 - 1 - Scorer Differences

For critical decisions, such as medical diagnoses or hiring selections, what is the minimum acceptable coefficient of reliability.

Coefficient of .95 or higher (Grade A)

In educational settings, what is the recommended range for the coefficient of reliability to ensure a reasonable level of consistency in test scores? - - - -

Coefficient in the .80s (Grade B)

For non-critical decisions, such as general research studies or surveys, what is the lowest acceptable range for the coefficient of reliability?

Coefficient in the .65 to .70 range (Weak, "barely passing" grade)

The nature of the test where items are functionally uniform throughout.

Homogeneous

The nature of the test where an estimate of internal consistency might be low relative to a more appropriate estimate of test-retest reliability

Heterogeneous

As long as the items are positively correlated, adding many items eventually results in high internal consistency coefficients, homogeneous or not.

True

The nature of the test where a trait, state, or ability presumed to be ever-changing as a function of situational and cognitive experiences .

Dynamic Characteristics

The nature of the test where a trait, state, or ability presumed to be relatively unchanging (such as intelligence)

Static characteristic

A situation in nature of the test when the variance of either variable in a correlational analysis is restricted by the sampling procedure used, then the resulting correlation coefficient tends to be lower.

Restriction or inflation of range (restriction/inflation of variance)

If the variance of either variable in a correlational analysis is inflated by the sampling procedure, then the resulting correlation coefficient tends to be lower.

False

It is 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

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

Power test

Which of the following is not a method for estimating the reliability of a speed test based on performance from two independent testing periods?

Split-quarter reliability

It is 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. This nature of the test wants to know how different the scores are from one another is seldom a focus of interest. In fact, individual differences between examinees on total test scores may be minimal. The critical issue for the user of a mastery test is whether a certain criterion score has been achieved.

Criterion-referenced test

In True Score Model of Measurement and its Alternatives it is referred to as the true score model of measurement; most widely used and accepted model in psychometric literature.

Classical Test Theory (CTT)

In True Score Model of Measurement and its Alternatives it is a test’s reliability is conceived of as an objective measure of how precisely the test score assesses the domain from which the test draws a sample - - - -

Domain Sampling Theory

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 of behavior

It is based on the idea that a person’s test scores vary from testing to testing because of variables in the testing situation.

Generalizability Theory

It is referred to as latent-trait theory or the latent-trait model, a system of assumptions about measurement (including the assumption that a trait being measured by a test is unidimensional) and the extent to which each test item measures the trait.

Item Response Theory (IRT)

The item response theory (IRT) is classified in to two which are:

Item Difficulty Index & Item Discrimination Index

A statistic indicating how many testtakers responded correctly to an item

Item Difficulty Index

Statistic designed to indicate how adequately a test item discriminates between high and low scorers

Item Discrimination Index

The two different IRT models that handle different types of data - - - -

dichotomous test items & polytomous test items

Test items or questions that can be answered with only one of two alternative responses, such as true–false, yes–no, or correct–incorrect questions.

Dichotomous test items

Test items or questions with three or more alternative responses, where only one is scored correct or scored as being consistent with a targeted trait or other construct - - - -

Polytomous test items

An index of the amount of inconsistency or the amount of expected error in an individual's score and it estimates how repeated measures of a person on the same instrument tend to be distributed around their own "true score" it also allows us to quantify the extent to which a test provides accurate scores. The standard deviation of sample scores multiplied by the square root of 1 minus the reliability of the scores

Standard Error of Measurement (SEM)

___________________also known as standard error of a score If a test has a large SEM value, the test is an unreliable measure of a psychological construct

Standard Error of Measurement (SEM)

In order to use the standard error of measurement to estimate the range of the true score, we make an assumption:

If the individual were to take a large number of equivalent tests, scores on those tests would tend to be normally distributed, with the individual’s true score as the mean.

A student scores 75 on a math test, and the standard error of measurement (SEM) is 3. What can we infer about the student's true score at a 68% confidence level?

The true score is likely between 72 and 78.

An athlete's performance is measured with a standard error of measurement (SEM) of 2. If the athlete scores 45, what is the range of scores within which we can be 95% confident the true score falls?

The true score is likely between 43 and 47.

A researcher is conducting a study and measures a participant's response time with a standard error of measurement (SEM) of 1.5. If the participant's response time is 30 milliseconds, what is the range of scores within which we can be 99% confident the true score falls?

The true score is likely between 27 and 33.

A range or band of test scores that is likely to contain the true score -

Confidence interval

(Analyze this) if a student achieved a score of 50 on one spelling test and if the test had a standard error of measurement of 4, then—using 50 as the point estimate—we can be: ■ 68% confident that the true score falls within 50 ± 1σmeas (or between 46 and 54, including 46 and 54); ■ 95% confident that the true score falls within 50 ± 2σmeas (or between 42 and 58, including 42 and 58); ■ 99% confident that the true score falls within 50 ± 3σmeas (or between 38 and 62, including 38 and 62).

NOTED

Which of the following statements about the relationship between Validity and Reliability is true? l -As reliability of the test increases, the highest possible value of the validity coefficient increases. ll -Reliability and validity are partially related and partially independent lll- Reliability is a prerequisite for validity - a measure cannot be valid unless it is reliable

ALL OF THEM

PSYCHOLOGICAL ASSESSMENT PRELIM EXAM

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ABNORMAL PSYCHOLOGY PRELIM EXAM

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問題一覧

Which of the following criteria are essential for a good test?

All of the above

Test users often speak of the psychometric soundness of tests, key aspects of which are:

Fairness

Reliability

A________ is defined as one on which test takers will fall in the same positions relative to each other

Reliable Test

The extent to which measurements are consistent or repeatable and it is the extent to which measurements differ from occasion to occasion as a function of measurement error.

Reliable Test

To check for reliability or Test of Reliability /, we use____________

Coefficient Alpha

Reliability Coefficient should not go beyond_______

(+/- 1)

The higher the coefficient alpha, __________

The higher reliability

______ happen when the test scores gain reliability as the number of items increases the higher the coefficient alpha, the higher the reliability.

Reliability Coefficient

Theory behind reliability analysis, reliability analyses assume that test scores reflect two factors:

Stable characteristics of the individual & Chance features of the individual

The true characteristics of the individua

Stable characteristics of the individual

Random measurement of error

Chance features of the individual

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

True score

If you are interested in the truth independent of measurement, you are not looking for the so-called true score, but what psychologists call the________________

Construct score

The Classical Test Theory (CTT) formula

X = T + e

X = T + e means...

X = observed score, T = true score, e = measurement error

Using the classical test theory (CTT) in a reliable test

Proportion of test score reflecting person's true characteristics

T/X

Proportion of test score reflecting random error

X/T

Measurement error

Variance from true differences is________________

True variance

Variance from irrelevant, random sources is__________

Error variance

We can indirectly estimate how much the true score influences the observed score by___________

Measuring the variability of test scores

TRUE

Measurement error can be___________or___________

systematic or random

A source of error in measuring a targeted variable, caused by unpredictable fluctuations and inconsistencies of other variables in the measurement process

Random error

A source of error in measuring a variable that is typically constant and proportionate to what is presumed to be the true value of the variable being measured

Systematic error

Test construction , Test administration, Test scoring and interpretation, Other sources of error are the ________

Sources of error variance

Test construction

Sources of error variance that occur during test administration may influence the testtaker’s attention or motivation.

Test administration

Source of error variance that occur during test due to the factor of room temperature, level of lighting, and amount of ventilation and noise etc. - - - -

Test environment

test taker variables

Source of error variance that occur during test due to the factor of examiner’s physical appearance and demeanor— even the presence or absence of an examiner - - - -

examiner-related variables

Test scoring and interpretation

If subjectivity is involved in scoring, then the scorer (or rater)____________

can be a source of error variance.

Reliability analysis correlates performance on two interval scale measures and uses that correlation to indicate the extent of true score differences by using some methods and these are:

Test-retest method, Parallel/Alternate forms method, Split-half method, Inter-item consistency, and Inter-scorer Reliability.

Test-retest method

Test-retest method ideally, 6 months or more interval (when the interval between testing is greater than six months, estimates are called___________

Coefficient of Stability

Parallel / Alternate Forms method reliability

Split-half method reliability

In Split-half method reliability we used__________ to allows us to estimate what the correlation between the two halves would have been if each half had been the length of the whole test.

Spearman Brown formula

Inter-item Consistency

Methods in assessing internal consistency or Inter-item Consistency l Cronbach alpha/Coefficient Alpha ll R-20 lll KR-21

all of the above

Coefficient alpha

It developed a more general reliability estimate which he called coefficient alpha

Cronbach

When measuring reliability using Inter-item Consistency____________is used to calculates for the internal consistency of tests with dichotomous items with varying difficulty.

Kuder-Richardson-20

When measuring reliability using Inter-item Consistency____________is used to calculates for internal consistency of tests with dichotomous items with equal/same difficulty - - - -

Kuder-Richardson-21

Inter-scorer reliability

Method: Test-Retest NOF___NOS______Sources of Error/Variance_____

1 - 2 - Changes over time

Method: Alternate Forms (Immediate) NOF___NOS______Sources of Error/Variance_____ - - - -

2 - 1 - Item Sampling

Method: Alternate Forms (Delayed) NOF___NOS______Sources of Error/Variance_____

2 - 2- Item sampling & Changes over time

Method: Split-Half NOF___NOS______Sources of Error/Variance_____

1 - 1 - Item sample & Nature of split

Method: Coefficient alpha, KR NOF___NOS______Sources of Error/Variance_____ - - - -

1 - 1 - Item sampling, Test Heterogeneity

Method: Inter-rater NOF___NOS______Sources of Error/Variance_____ - - - -

1 - 1 - Scorer Differences

For critical decisions, such as medical diagnoses or hiring selections, what is the minimum acceptable coefficient of reliability.

Coefficient of .95 or higher (Grade A)

In educational settings, what is the recommended range for the coefficient of reliability to ensure a reasonable level of consistency in test scores? - - - -

Coefficient in the .80s (Grade B)

For non-critical decisions, such as general research studies or surveys, what is the lowest acceptable range for the coefficient of reliability?

Coefficient in the .65 to .70 range (Weak, "barely passing" grade)

The nature of the test where items are functionally uniform throughout.

Homogeneous

The nature of the test where an estimate of internal consistency might be low relative to a more appropriate estimate of test-retest reliability

Heterogeneous

As long as the items are positively correlated, adding many items eventually results in high internal consistency coefficients, homogeneous or not.

True

The nature of the test where a trait, state, or ability presumed to be ever-changing as a function of situational and cognitive experiences .

Dynamic Characteristics

The nature of the test where a trait, state, or ability presumed to be relatively unchanging (such as intelligence)

Static characteristic

Restriction or inflation of range (restriction/inflation of variance)

If the variance of either variable in a correlational analysis is inflated by the sampling procedure, then the resulting correlation coefficient tends to be lower.

False

Speed test

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

Power test

Which of the following is not a method for estimating the reliability of a speed test based on performance from two independent testing periods?

Split-quarter reliability

Criterion-referenced test

In True Score Model of Measurement and its Alternatives it is referred to as the true score model of measurement; most widely used and accepted model in psychometric literature.

Classical Test Theory (CTT)

Domain Sampling Theory

Domain of behavior

It is based on the idea that a person’s test scores vary from testing to testing because of variables in the testing situation.

Generalizability Theory

Item Response Theory (IRT)

The item response theory (IRT) is classified in to two which are:

Item Difficulty Index & Item Discrimination Index

A statistic indicating how many testtakers responded correctly to an item

Item Difficulty Index

Statistic designed to indicate how adequately a test item discriminates between high and low scorers

Item Discrimination Index

The two different IRT models that handle different types of data - - - -

dichotomous test items & polytomous test items

Test items or questions that can be answered with only one of two alternative responses, such as true–false, yes–no, or correct–incorrect questions.

Dichotomous test items

Test items or questions with three or more alternative responses, where only one is scored correct or scored as being consistent with a targeted trait or other construct - - - -

Polytomous test items

Standard Error of Measurement (SEM)

___________________also known as standard error of a score If a test has a large SEM value, the test is an unreliable measure of a psychological construct

Standard Error of Measurement (SEM)

In order to use the standard error of measurement to estimate the range of the true score, we make an assumption:

If the individual were to take a large number of equivalent tests, scores on those tests would tend to be normally distributed, with the individual’s true score as the mean.

A student scores 75 on a math test, and the standard error of measurement (SEM) is 3. What can we infer about the student's true score at a 68% confidence level?

The true score is likely between 72 and 78.

An athlete's performance is measured with a standard error of measurement (SEM) of 2. If the athlete scores 45, what is the range of scores within which we can be 95% confident the true score falls?

The true score is likely between 43 and 47.

The true score is likely between 27 and 33.

A range or band of test scores that is likely to contain the true score -

Confidence interval

NOTED

ALL OF THEM