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PSY 5330 > 10 > Flashcards

10 Flashcards

1
Q

10 Steps of Test Development (first 5 in chapter 10)

A

1) defining the testing universe, audience, and purpose
2) Developing a test plan
3) composing the test items
4) writing the administration instructions
5) conducting the pilot test

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2
Q

1) defining the testing universe, audience, and purpose

A

prepares a working definition of the construct that the test will measure

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3
Q

2) Developing a test plan

A

specifies the characteristics of the test, including an operational definition of the construct and the content to be measured (the testing universe), the format for the questions, and the administration and scoring of the test.

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4
Q

objective test format

A

one response that is designated as “correct”

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5
Q

one response that is designated as “correct”

A

objective test format

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6
Q

subjective test formats

A

do not have a single response that is designated as “correct”

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7
Q

do not have a single response that is designated as “correct”

A

subjective test formats

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8
Q

projective tests

A

subjective test formats because the stimuli for these tests are ambitious pictures

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9
Q

subjective test formats because the stimuli for these tests are ambitious pictures

A

projective tests

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10
Q

cumulative model of scoring

A

most common method

more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.

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11
Q

more the test taker responds in a particular fashion (with either “correct” answers or ones that are consistent with a particular attribute), the more the test taker exhibits the attribute being measured.

A

cumulative model of scoring

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12
Q

categorical model of scoring

A

used to place test takers in a particular group or class

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13
Q

used to place test takers in a particular group or class

A

categorical model of scoring

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14
Q

ipsative model of scoring

A

presented with two to four statements in a forced choice format.

cannot simply add up all the points

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15
Q

presented with two to four statements in a forced choice format.

A

ipsative model of scoring

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16
Q

pilot test

A

a scientific evaluation of the test’s performance

17
Q

a scientific evaluation of the test’s performance

A

pilot test

18
Q

3) composing the test items

A

some standard item formats, including strengths or weaknesses that may cause test developers to choose or reject them as appropriate formats in various situations.

19
Q

objective items

A

multiple choice
true/false
forced choice

20
Q

multiple choice

A

most often used

includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors

21
Q

most often used

includes a question (stem) followed by number of responses one of which is correct, the wrong ones are called distractors

A

multiple choice

22
Q

true/false

A

steam and direct the test takers to mark each statement one of two answers

guessing can have a large impact on the score

23
Q

steam and direct the test takers to mark each statement one of two answers

A

true/false

24
Q

forced choice

A

choose two or more words or phrases that appear unrelated but are equally acceptable

25
Q

choose two or more words or phrases that appear unrelated but are equally acceptable

A

forced choice

26
Q

Subjective Items

A

essay questions
interview questions
projective techniques
sentence completion

27
Q

essay questions

A

questions are general and require lengthy written responses by test takers

28
Q

questions are general and require lengthy written responses by test takers

A

essay questions

29
Q

interview questions

A

general in scope, the person decides what is good or bad

30
Q

general in scope, the person decides what is good or bad

A

interview quesitons

31
Q

projective techniques

A

highly ambiguous stimulus elicit an unstructured response from the test taker

32
Q

highly ambiguous stimulus elicit an unstructured response from the test taker

A

projective techniques

33
Q

sentence completion

A

finish a sentence

34
Q

finish a sentence

A

sentence completion

35
Q

complex item formats

A 
performance assessments
simulations
portfolios
response bias
social desirability
acquiesence
random responding and faking
36
Q

writing effective items

A

identify item topics by consulting the test plan

be sure that each item is based on can important learning objective or topic

write items that assess information or skills drawn only from the testing universe

write each item in a clear and direct manner

use vocabulary and language appropriate for the target audience

avoid using slang or colloquial alnaguage

make all items independent

ask someone else to review items

PSY 5330 (18 decks)

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