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PSY 5330 > 11 > Flashcards

11 Flashcards

1
Q

item analysis

A

developers evaluate the performance of each test item

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2
Q

developers evaluate the performance of each test item

A

item analysis

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3
Q

quantitative item analysis

A

statistical analyses of the responses test takers gave to individual items

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4
Q

statistical analyses of the responses test takers gave to individual items

A

quantitative item analysis

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5
Q

item difficulty

A

the percentage of test takers who respond correctly

dividing the number of persons who answered correctly by the total number of persons who responded to the question

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6
Q

the percentage of test takers who respond correctly

A

item difficulty

dividing the number of persons who answered correctly by the total number of persons who responded to the question

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7
Q

items with difficulty levels or p values of __ yield distributions of test scores with the most variation

A

.5

this is the aim number

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8
Q

discard or rewrite items with extreme p values __ to __ and __ to __

A

0, .2; .9, 1

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9
Q

discrimination index

A

compares the performance of those who obtained very high test scores (upper group [U]) with the performance of those who obtained very low test scores (lower group [L]) on each item

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10
Q

A statistic that compares the performance of those who made very high test scores with the performance of those who made very low test scores on each item.

A

discrimination index

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11
Q

interitem correlation matrix

A

displays the correlation of each item with every other item

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12
Q

displays the correlation of each item with every other item

A

interitem correlation matrix

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13
Q

phi coeffiecients

A

results of correlating two dichotomous variables

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14
Q

results of correlating two dichotomous variables

A

phi coeffiecients

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15
Q

empirically based tests

A

test designed so that test scores can be used to sort individuals into two or more categories based on their scores on the criterion measure

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16
Q

test designed so that test scores can be used to sort individuals into two or more categories based on their scores on the criterion measure

A

empirically based tests

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17
Q

subtle questions

A

questions that have no apparent relation to the criterion

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18
Q

questions that have no apparent relation to the criterion

A

subtle questions

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19
Q

item response theory (IRT)

A

provide estimates of the ability of test takers that is independent of the difficulty of the items presented as well as estimates of item difficulty and discrimination that r are independent of the ability of the test taker

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20
Q

provide estimates of the ability of test takers that is independent of the difficulty of the items presented as well as estimates of item difficulty and discrimination that r are independent of the ability of the test taker

A

item response theory (IRT)

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21
Q

item characteristic curves (ICCs)

A

the lien that results when we graph the probability of answering an item correctly with the level of ability on the construct being measured

the higher the ability level the more difficult the question

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22
Q

the lien that results when we graph the probability of answering an item correctly with the level of ability on the construct being measured

A

item charcteristic curves (ICCs)

23
Q

item bias

A

when a n item is easier for one group than for another group

24
Q

when a n item is easier for one group than for another group

A

item bias

25
Q

acculturation

A

the degree to which an immigrant or minority member has adapted to a country’s mainstream culture

26
Q

qualitative test analysis

A

When test developers ask test takers to complete a questionnaire about how they viewed the test and how they answered the questions.

27
Q

When test developers ask test takers to complete a questionnaire about how they viewed the test and how they answered the questions.

A

qualitative test analysis

28
Q

first part of the validation process

A

establishing evidence of validity based on test content

29
Q

generalizable

A

the test can e expected to produce similar results even though it has been administered in different locations

30
Q

the test can e expected to produce similar results even though it has been administered in different locations

A

generalizable

31
Q

replication

A

Administration of a test to a second, different, sample of test takers representative of the target audience as part of the test validation process.

32
Q

Administration of a test to a second, different, sample of test takers representative of the target audience as part of the test validation process.

A

replicaiton

33
Q

cross-validation

A

Administering a test another time following a validation study to confirm the results of the validation study; because of chance factors that contribute to random error, this second administration can be expected to yield lower correlations with criterion measures.

34
Q

Administering a test another time following a validation study to confirm the results of the validation study; because of chance factors that contribute to random error, this second administration can be expected to yield lower correlations with criterion measures.

A

cross-validation

35
Q

regression equation

A

Y = a + bX

36
Q

measurement bias

A

f

37
Q

f

A

measurement bias

38
Q

differential validity

A

a test yields significantly different validity coefficients for subgroups

39
Q

a test yields significantly different validity coefficients for subgroups

A

differential validity

40
Q

single-group validity

A

a test is valid for one group but not for another group

41
Q

a test is valid for one group but not for another group

A

single-group validity

42
Q

predictive bias

A

occurs when the predictions made about a criterion score based on a test score are different for subsets of test takers (e.g., minority vs. majority, men vs. women)

43
Q

occurs when the predictions made about a criterion score based on a test score are different for subsets of test takers (e.g., minority vs. majority, men vs. women)

A

predictive bias

44
Q

slope bias

A

the slopes of the separate regression lines that relate the predictor to the criterion are not the same for one group as another

45
Q

the slopes of the separate regression lines that relate the predictor to the criterion are not the same for one group as another

A

slope bias

46
Q

accessibility

A

pertains to the opportunity tests takers have to demonstrate their standing on the construct(s) the test is designed to measure.

47
Q

pertains to the opportunity tests takers have to demonstrate their standing on the construct(s) the test is designed to measure.

A

accessibility

48
Q

universal design

A

tests should be constructed from the outset in such a way that accessibility is maximized for all individuals who may take the test in the future.

49
Q

tests should be constructed from the outset in such a way that accessibility is maximized for all individuals who may take the test in the future.

A

universal design

50
Q

cut scores

A

decision points for dividing test scores into pass/fail groupings

51
Q

decision points for dividing test scores into pass/fail groupings

A

cut scores

52
Q

subgroup norms

A

statistics that describe subgroups of the target audience

53
Q

statistics that describe subgroups of the target audience

A

subgroup norms

54
Q

two approaches to setting cut scores

A

1) panel of experimental judges that decide the minimal number a qualified person can get right
2) uses the correlation between the test and an outside criterion to predict the test score that person who performs at a minimum level of acceptability is likely to make

PSY 5330 (18 decks)

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