RELIABILITY
問題一覧
1
Refers to consistency in measurement;
Something that produces similar results—
not necessarily consistently good or bad,
but simply consistent.
Reliability
2
Is a statistic that quantifies reliability,
ranging from 0 (not at all reliable) to 1
(perfectly reliable).
Reliability Coefficient
3
refers to the inherent
uncertainty associated with any measurement,
even after care has been taken to minimize
preventable mistakes (Taylor, 1997, p. 3
Measurement Error
4
tied to
the measurement instrument used.
Reliable tests give scores that
closely approximately help us understand and
calculate reliability, and without reliability a test cannot be valid.
True Score
5
a person’s
standing on a theoretical variable
independent of any particular
measurement.
Construct Score
6
are measurement
processes that alter what is measured
Carryover Effects
7
A statistic useful in describing sources of test
score variability is the variance (σ²)—the standard deviation squared.
Variance
8
Variance from irrelevant, random sources is
Error Variance
9
Variance from true differences
True Variance
10
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.
Reliability
11
Consists of unpredictable
fluctuations and inconsistencies of
other variables in the measurement
process.
This source of error fluctuates from
one testing situation to another with
no discernible pattern that would
systematically raise or lower scores.
Random Error
12
do not cancel each
other out because they influence test
scores in a consistent direction.
They either consistently inflate scores
or consistently deflate scores.
Systematic Error
13
refers to the degree to which
systematic error influences the
measurement.
Bias
14
One source of variance during test construction is_______. terms that refer to variation
among items within a test as well as to
variation among items between tests.
Item Sampling
15
are potential sources
of error variance. The examiner’s physical
appearance and demeanor—even the presence or
absence of an examiner—are some factors
for consideration here.
Examiner-Related Variables
16
Other Source of Errors
Sampling Method
17
An Estimate Of Reliability obtained by
correlating pairs of scores from the same
people on two different administrations of
the same test
Test-Retest
18
When the interval between testing is
greater than six months, the estimate of
test-retest reliability is often referred to as
the
Coefficient of Stability
19
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
20
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
21
Is obtained by correlating two pairs of
scores obtained from equivalent halves of a
single test administered once.
Split-Half
22
allows a test
developer or user to estimate internal
consistency reliability from a correlation
between two halves of a test
Spearman-Brown Formula
23
refers to the
degree of correlation among all the items
on a scale. A measure of inter-item
consistency is calculated from a single
administration of a single form of a test.
Inter-Item Consistency
24
may be thought of as
the mean of all possible split-half
correlations, corrected by the Spearman–Brown formula.
Coefficient Alpha
25
Variously referred to as scorer reliability,
judge reliability, observer reliability, and
interrater reliability is the degree of agreement or consistency
between two or more scorers (or judges or
raters) with regard to a particular measure
Inter-Scorer Reliability
26
the simplest way of determining the degree
of consistency among scorers in the scoring
of a test is to calculate a coefficient of
correlation. This is referred to as a
Coefficient of Interscorer Reliability
27
The Nature of the Test
dynamic or static
28
also referred to as the
true score (or classical) model of measurement.
Classical Test Theory (CTT)
29
seek to estimate the
extent to which specific sources of variation under
defined conditions are contributing to the test score.
Domain Sampling Theory
30
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
31
provides a way to
model the probability that a person with X ability will
be able to perform at a level of Y.
Item Response Theory (IRT)
32
is the tool used to
estimate or infer the extent to
which an observed score deviates
from a true score.
Standard Error of Measurement
33
a range or
band of test scores that is likely to
contain the true score.
Confidence Interval
34
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
35
Pressing emotional problems, physical discomfort, lack of sleep, and the effects of drugs or medication can all be sources of error variance
Testtaker Variables
36
Potential sources of error variance. The examiner's physival appearance and demeanor-even the presence or abscence of an examiner-are some factors for consideration here.
Examiner-Related Variables
37
the simplest way of determining the degree
of consistency among scorers in the scoring
of a test is to calculate a coefficient of
correlation. This is referred to as a
Coefficient of Inter-scorer Reliability
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CHAPTER 4 PSYCH ASSESSMENT
CHAPTER 4 PSYCH ASSESSMENT
Advincula Michelle V. · 49問 · 1年前CHAPTER 4 PSYCH ASSESSMENT
CHAPTER 4 PSYCH ASSESSMENT
49問 • 1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
Refers to consistency in measurement;
Something that produces similar results—
not necessarily consistently good or bad,
but simply consistent.
Reliability
2
Is a statistic that quantifies reliability,
ranging from 0 (not at all reliable) to 1
(perfectly reliable).
Reliability Coefficient
3
refers to the inherent
uncertainty associated with any measurement,
even after care has been taken to minimize
preventable mistakes (Taylor, 1997, p. 3
Measurement Error
4
tied to
the measurement instrument used.
Reliable tests give scores that
closely approximately help us understand and
calculate reliability, and without reliability a test cannot be valid.
True Score
5
a person’s
standing on a theoretical variable
independent of any particular
measurement.
Construct Score
6
are measurement
processes that alter what is measured
Carryover Effects
7
A statistic useful in describing sources of test
score variability is the variance (σ²)—the standard deviation squared.
Variance
8
Variance from irrelevant, random sources is
Error Variance
9
Variance from true differences
True Variance
10
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.
Reliability
11
Consists of unpredictable
fluctuations and inconsistencies of
other variables in the measurement
process.
This source of error fluctuates from
one testing situation to another with
no discernible pattern that would
systematically raise or lower scores.
Random Error
12
do not cancel each
other out because they influence test
scores in a consistent direction.
They either consistently inflate scores
or consistently deflate scores.
Systematic Error
13
refers to the degree to which
systematic error influences the
measurement.
Bias
14
One source of variance during test construction is_______. terms that refer to variation
among items within a test as well as to
variation among items between tests.
Item Sampling
15
are potential sources
of error variance. The examiner’s physical
appearance and demeanor—even the presence or
absence of an examiner—are some factors
for consideration here.
Examiner-Related Variables
16
Other Source of Errors
Sampling Method
17
An Estimate Of Reliability obtained by
correlating pairs of scores from the same
people on two different administrations of
the same test
Test-Retest
18
When the interval between testing is
greater than six months, the estimate of
test-retest reliability is often referred to as
the
Coefficient of Stability
19
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
20
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
21
Is obtained by correlating two pairs of
scores obtained from equivalent halves of a
single test administered once.
Split-Half
22
allows a test
developer or user to estimate internal
consistency reliability from a correlation
between two halves of a test
Spearman-Brown Formula
23
refers to the
degree of correlation among all the items
on a scale. A measure of inter-item
consistency is calculated from a single
administration of a single form of a test.
Inter-Item Consistency
24
may be thought of as
the mean of all possible split-half
correlations, corrected by the Spearman–Brown formula.
Coefficient Alpha
25
Variously referred to as scorer reliability,
judge reliability, observer reliability, and
interrater reliability is the degree of agreement or consistency
between two or more scorers (or judges or
raters) with regard to a particular measure
Inter-Scorer Reliability
26
the simplest way of determining the degree
of consistency among scorers in the scoring
of a test is to calculate a coefficient of
correlation. This is referred to as a
Coefficient of Interscorer Reliability
27
The Nature of the Test
dynamic or static
28
also referred to as the
true score (or classical) model of measurement.
Classical Test Theory (CTT)
29
seek to estimate the
extent to which specific sources of variation under
defined conditions are contributing to the test score.
Domain Sampling Theory
30
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
31
provides a way to
model the probability that a person with X ability will
be able to perform at a level of Y.
Item Response Theory (IRT)
32
is the tool used to
estimate or infer the extent to
which an observed score deviates
from a true score.
Standard Error of Measurement
33
a range or
band of test scores that is likely to
contain the true score.
Confidence Interval
34
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
35
Pressing emotional problems, physical discomfort, lack of sleep, and the effects of drugs or medication can all be sources of error variance
Testtaker Variables
36
Potential sources of error variance. The examiner's physival appearance and demeanor-even the presence or abscence of an examiner-are some factors for consideration here.
Examiner-Related Variables
37
the simplest way of determining the degree
of consistency among scorers in the scoring
of a test is to calculate a coefficient of
correlation. This is referred to as a
Coefficient of Inter-scorer Reliability