ACES

Question 1

The gathering and integration of psychology-related data for the purpose of making a psychological evaluation that is accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures

Answer 1

Psychological Assessment

Question 2

the process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behavior.

Answer 2

Psychological testing

Question 3

the use of evaluative tools to draw conclusions about psychological aspects of a person as they existed at some point in time prior to the assessment.

Answer 3

retrospective assessment

Question 4

the use of tools of psychological evaluation to gather data and draw conclusions about a subject who is not in physical proximity to the person or people conducting the evaluation

Answer 4

Remote assessment

Question 5

a measuring device or procedure.

Answer 5

Test

Question 6

a device or procedure designed to measure variables related to psychology (such as intelligence, personality, aptitude, interests, attitudes, or values).

Answer 6

Psychological Test

Question 7

the subject matter

Answer 7

Content

Question 8

a code or summary statement, usually but not necessarily numerical in nature, that reflects an evaluation of performance on a test, task, interview, or some other sample of behavior

Answer 8

Score

Question 9

the process of assigning such evaluative codes or statements to performance on tests, tasks, interviews, or other behavior samples

Answer 9

Scoring

Question 10

a reference point, usually numerical, derived by judgment and used to divide a set of data into two or more classifications.

Answer 10

Cut score

Question 11

the science of psychological measurement

Answer 11

Psychometrics

Question 12

a method of gathering information through direct communication involving reciprocal exchange

Answer 12

Interview

Question 13

more than one interviewer participates in the assessment.

Answer 13

Panel interview

Question 14

a multifaceted method for systematically collecting, documenting, and evaluating evidence of a student’s learning, growth, and achievements over time

Answer 14

Portfolio

Question 15

refers to records, transcripts, and other accounts in written, pictorial, or other form that preserve archival information, official and informal accounts, and other data and items relevant to an assessee.

Answer 15

Case history data

Question 16

a report or illustrative account concerning a person or an event that was compiled on the basis of case history data

Answer 16

Case study

Question 17

monitoring the actions of others or oneself by visual or electronic means while recording quantitative and/or qualitative information regarding those actions.

Answer 17

Behavioral Observation

Question 18

Sometimes researchers venture outside of the confines of clinics, classrooms, workplaces, and research laboratories in order to observe behavior of humans in a natural setting

Answer 18

naturalistic observation

Question 19

Acting an improvised or partially improvised part in a simulated situation.

Answer 19

Role play test

Question 20

The acronym CAPA refers to:

Answer 20

Computer-Assisted psychological assessment

Question 21

the assistance computers provide to the test user

Answer 21

computer-assisted psychological assessment

Question 22

create tests or other methods of assessment. The American Psychological Association (APA)

Answer 22

Test Developers

Question 23

Scoring may be done on-site

Answer 23

Local processing

Question 24

Scoring conducted at some central location

Answer 24

Central processing

Question 25

Any Authorized personal who an administer the Psychological Test

Answer 25

Test user

Question 26

a reconstruction of a deceased individual’s psychological profile on the basis of archival records, artifacts, and interviews previously conducted with the deceased assessee or people who knew him or her.

Answer 26

Psychological Autopsy

Question 27

a tool of assessment used to help narrow down and identify areas of deficit to be targeted for intervention.

Answer 27

Diagnostic test

Question 28

a description or conclusion reached on the basis of evidence and opinion.

Answer 28

Diagnosis

Question 29

Evaluates the accomplishment of individuals or the degree of learning that has taken place.

Answer 29

Achievement test

Question 30

Achievement test, Aptitude test belong to which setting?

Answer 30

Educational settings

Question 31

a typically nonsystematic assessment that leads to the formation of an opinion or attitude.

Answer 31

Informal Evaluation

Question 32

Intelligence tests, personality tests, neuropsychological tests, or other specialized instruments belong to which setting?

Answer 32

Clinical setting

Question 33

many such assessments is the extent to which assessees are enjoying as good a quality of life as possible.

Answer 33

Geriatric setting

Question 34

a loss of cognitive functioning (which may affect memory, thinking, reasoning, psychomotor speed, attention, and related abilities, as well as personality) that occurs as the result of damage to or loss of brain cells

Answer 34

Dementia

Question 35

an evaluative or diagnostic procedure or process that varies from the usual, customary, or standardized way a measurement is derived, either by virtue of some special accommodation made to the assessee or by means of alternative methods designed to measure the same variable(s).

Answer 35

Alternate Assessment

Question 36

Detailed information concerning the development of a particular test and technical information relating to it should be found in the ________, which usually can be purchased from the test publisher.

Answer 36

test Manual

Question 37

Many books written for an audience of assessment professionals are available to supplement, re-organize, or enhance the information typically found in the manual of a very widely used psychological test

Answer 37

professional books

Question 38

It is believed that tests and testing programs first came into being in:

Answer 38

China

Question 39

It is believed that tests and testing programs first came into being in the said country as early as:

Answer 39

2200 B.C.E.

Question 40

aspired to classify people “according to their natural gifts”

Answer 40

Francis Galton

Question 41

The psychologist who is credited with coining the term “mental test”

Answer 41

James Cattell

Question 42

developed the product-moment correlation technique

Answer 42

Karl Pearson

Question 43

Ways to Classify Psychological test

Answer 43

Test-user Qualification
Variable Measured
no. of test used

Question 44

focused on how people were similar.

Answer 44

Wilhelm Wundt

Question 45

the century where it saw the emergence of Intelligence testing as a focus of Psychological Assessment

Answer 45

20th Century

Question 46

The two researchers who advanced theories and methods for measuring personality traits and abilities

Answer 46

Raymond Cattell & L.L. Thurstone

Question 47

a clinical psychologist at Bellevue Hospital in New York City who introduced a test designed to measure adult intelligence.

Answer 47

David Wechsler

Question 48

Th meaning of the Acronym WAIS is:

Answer 48

Wechsler Adult Intelligence Scale

Question 49

a process whereby assessees themselves supply assessment-related information by responding to questions, keeping a diary, or self-monitoring thoughts or behaviors

Answer 49

Self report

Question 50

WISC is an acronym for:

Answer 50

Wechsler Intelligence Scale for Children

Question 51

the means by which information is communicated, is a key yet sometimes overlooked variable in the assessment process

Answer 51

Verbal Communication

Question 52

characterized by value being placed on traits such as self-reliance, autonomy, independence, uniqueness, and competitiveness.

Answer 52

Individualist Culture

Question 53

value is placed on traits such as conformity, cooperation, interdependence, and striving toward group goals.

Answer 53

Collectivist Culture

Question 54

a specific stimulus to which a person responds overtly; this response can be scored or evaluated.

Answer 54

Item

Question 55

Implies uniformity of procedures in administering and scoring the test.

Answer 55

Standarization

Question 56

rules that individuals must obey for the good of the society as a whole—or rules thought to be for the good of society as a whole.

Answer 56

Laws

Question 57

An individual’s test score is interpreted by comparing it with the scores obtained by others on the same test.

Answer 57

Norming

Question 58

can be administered to more than one person at a time by a single examiner.

Answer 58

Group test

Question 59

general potential to solve problems, adapt
to changing circumstances, think abstractly, and profit from experience

Answer 59

Intelligence Test

Question 60

the middle score in a distribution, is another commonly used measure of central tendency.

Answer 60

Mean

Question 61

a raw score that has been converted from one scale to another scale

Answer 61

Standard score

Question 62

a bell-shaped, smooth, mathematically defined curve that is highest at its center.

Answer 62

Normal curve

Question 63

term used for relatively flat Center of the Bell-shaped Curve.

Answer 63

Platykurtic

Question 64

when relatively few of the scores fall at the
high end of the distribution, indicating as the test was difficult.

Answer 64

Positively skewed

Question 65

relatively few of the scores fall at the low end of the distribution, indicating that the test is easy

Answer 65

Negatively skewed

Question 66

the nature and extent to which symmetry is absent.

Answer 66

Skwenes

Question 67

a measure of variability equal to the square root of the average squared deviations about the mean.

Answer 67

Standard deviation

Question 68

the difference between the highest and the lowest scores.

Answer 68

Range

Question 69

an indication of how scores in a distribution are scattered or dispersed.

Answer 69

Variability

Question 70

Happens when there are two scores that occur with the highest frequency (of two).

Answer 70

Bimodal Distribution

Question 71

The most frequently occurring score in a distribution of scores

Answer 71

Mode

Question 72

the middle score in a distribution

Answer 72

Median

Question 73

a straightforward, unmodified accounting of performance that is usually numerical.

Answer 73

Raw score

Question 74

results from the conversion of a raw score into a number indicating how many standard deviation units the raw score is below or above the mean of the distribution.

Answer 74

Z-score

Question 75

mean: 0 SD: 1

Answer 75

Z-score

Question 76

the collective influence of all of the factors on a test score or measurement beyond those specifically measured by the test or measurement.

Answer 76

Errors

Question 77

These scales involve classification or
categorization based on one or more distinguishing characteristics, where all things measured must be placed into mutually exclusive and exhaustive categories.

Answer 77

Nominal Scale

Question 78

a scale with the property of magnitude but not equal intervals or an absolute 0.

Answer 78

Ordinal Scale

Question 79

when a scale has the properties of magnitude and equal intervals but not absolute 0.

Answer 79

Interval Scale

Question 80

specific scores or points within a distribution, it divides the total frequency for a set of observation into hundredths

Answer 80

Percentiles

Question 81

average squared deviation around the mean.

Answer 81

Variance

Question 82

a diagram or chart composed of lines, points, bars, or other symbols that describe and illustrate data.

Answer 82

Graph

Question 83

any distinguishable, relatively enduring way in which one individual varies from another

Answer 83

Trait

Question 84

distinguish one person from another but are relatively less enduring

Answer 84

State

Question 85

an informed, scientific concept developed or constructed to describe or explain behavior

Answer 85

Construct

Question 86

refers to an observable action or the product of an observable action.

Answer 86

Overt

Question 87

assumption that the more the testtaker responds in a particular direction keyed by the test manual as correct or consistent with a particular trait, the higher that testtaker is presumed to be on the targeted ability or trait

Answer 87

Cumulative Scoring

Question 88

Test-Related Behavior Predicts Non Test-Related Behavior

Answer 88

Assumption 3

Question 89

Psychological Traits and States Exist

Answer 89

Assumption 1

Question 90

Test and Other Measurement Techniques have strengths and weaknesses

Answer 90

Assumption 4

Question 91

Each test taker has true score on a test that would be obtained but for the action of measurement error

Answer 91

Classical Test Theory

Question 92

consistency of the instrument or scores obtained by the same person when re-examined with the same test on different occasions, or with different sets of equivalent items

Answer 92

Reliability

Question 93

All of the factors associated with the process of measuring some variable, other than the variable being measured - difference between the observed score and the true score

Answer 93

Measurement Error

Question 94

Source of error in measuring a targeted variable caused by unpredictable fluctuations and inconsistencies of other variables in measurement process

Answer 94

Random Error

Question 95

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

Answer 95

Test-Retest Reliability

Question 96

derived from a normative sample that was nationally representative of the population at the time the norming study was conducted.

Answer 96

National Norms

Question 97

a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard

Answer 97

Criterion-Referenced

Question 98

This model considers the problems created by using a limited number of items to represent a larger and more complicated construct.

Answer 98

Domain Sampling Model

Question 99

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

Answer 99

Alternate/ Parallel Forms Reliability

Question 100

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

Answer 100

Spearman-Brown Formula

Question 101

it the the mean of all possible split-half correlations, corrected by the Spearman Brown formula

Answer 101

Coefficient Alpha

Question 102

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

Answer 102

Inter-Item Consistency

Question 103

the degree to which a test measures a single factor.

Answer 103

Homogeneity

Question 104

the degree of agreement or consistency between two or more scorers

Answer 104

Inter-scorer Reliability

Question 105

a judgment or estimate of how well a test measures what it purports to measure in a particular context.

Answer 105

Validity

Question 106

a logical result or deduction.

Answer 106

Inferences

Question 107

the process of gathering and evaluating evidence about validity.

Answer 107

Validation

Question 108

a judgment concerning how relevant the test items appear to be.

Answer 108

Face Validity

Question 109

a judgment of how adequately a test samples behavior representative

Answer 109

Content Validity

Question 110

a plan regarding the types of information
to be covered by the items, the number of items tapping each area of coverage, the organization of the items in the test, and so forth

Answer 110

Test Blueprint

Question 111

a judgment of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest ( the criterion. )

Answer 111

Criterion-related Validity

Question 112

the extent to which a particular trait, behavior,
characteristic, or attribute exists in the population

Answer 112

Base Rate

Question 113

a correlation coefficient that provides a measure of the relationship between test scores and scores on the criterion measure.

Answer 113

Validity Coefficient

Question 114

A miss wherein the test predicted that the test taker did possess the particular characteristic or attribute being measured when in fact the test taker did not.

Answer 114

False Positive

Question 115

the degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use.

Answer 115

Incremental Validity

Question 116

a factor inherent in a test that systematically prevents accurate, impartial measurement.

Answer 116

Bias

Question 117

A judgment resulting from the intentional or
unintentional misuse of a rating scale.

Answer 117

Rating Error

Question 118

a procedure that requires the rater to measure individuals against one another instead of against an absolute scale.

Answer 118

Ranking

Question 119

describes the fact that, for some raters, some ratees can do no wrong.

Answer 119

Halo Effect

Question 120

Can tell us something about the practical value of the information derived from scores on the test

Answer 120

Index of Utility

Question 121

The Usefulness or practical value of testing to improve efficiency

Answer 121

Utility

Question 122

Proportion of people that an assessment inaccurately identifies particular trait.

Answer 122

Miss Rate

Question 123

Proportion of people that an assessment tool accurately identifies as possessing a particular trait

Answer 123

Hit rate

Question 124

The method of contrasting groups, entails collection of data of interest from groups known to possess and not to possess a trait or ability of interest

Answer 124

The Known Groups Method

Question 125

Profits, gains, or advantages

Answer 125

Benefits

Question 126

Specific type of miss whereby an assessment tool falsely indicates that the test-taker DOES NOT possess a particular trait

Answer 126

False Negative

Question 127

A correct classification

Answer 127

Hits

Question 128

Method for setting fixed cut scores can be applied to personnel selection tasks as well as to questions regarding the presence or absence of a particular trait

Answer 128

The Angoff Method

Question 129

An incorrect classification

Answer 129

Miss

Question 130

The validity coefficient for the given predictor and criterion

Answer 130

rxy

Question 131

The standard deviation of performance of employees

Answer 131

Sdy

Question 132

Used to calculate the dollar of a utility gain resulting from the use of a particular selection instrument under specified conditions.

Answer 132

BCG formula

Question 133

the mean score on the test for selected applicants

Answer 133

Zm

Question 134

it means the average length of time in the position

Answer 134

T

Question 135

A cost benefit analysis designed to yield information relevant to a decision about the usefulness or practical value of a tool of assessment

Answer 135

Utility analysis

Question 136

The value assigned for the test’s validity

Answer 136

Computed validity coefficient

Question 137

An alternative table that is likely to have an average increase in criterion performance.

Answer 137

Naylor-Shine Tables

Question 138

refers to the percentage of people hired under the existing system for a particular position

Answer 138

Base rate

Question 139

Cut scores are typically set based in test takers performance across all the items on the test

Answer 139

IRT-Based Methods

Question 140

Disadvantages, losses, or expenses in both economic and non-economic terms

Answer 140

Costs

Question 141

Converts a scatterplot of test data an ______

Answer 141

Expectancy table

Question 142

Specific type of miss whereby an assessment tool falsely indicates that the test taker possesses a particular trait

Answer 142

False positive

Question 143

refers to an estimate of the benefit

Answer 143

Utility Gain

Question 144

It provides an estimate of the extent to which inclusion of a particular test in the selection system will improve selection

Answer 144

Taylor Russel tables

Question 145

Guides the setting of optimal cutoff scores, considering the seriousness of false positive and false-negative outcomes

Answer 145

Decision Theory

Question 146

Numerical value that reflects the relationship between the number of people to be hired and the number of people available to be hired

Answer 146

Selection Rate

Question 147

It means the number of applicants selected per year

Answer 147

N

Question 148

It entails the arrangement of items in a histogram

Answer 148

Item-Mapping Method

Question 149

Umbrella term covering various possible methods

Answer 149

Family of Techniques
Utility Analysis

Question 150

a relatively large and easily accessible collection of test questions. Instructors who regularly teach a particular course sometimes create their own _______ of questions that they have found to be useful on examinations.

Answer 150

Item bank

Question 151

a type of scale where all raw scores on the test are to be transformed into scores that can range from 1 to 9.

Answer 151

Stanine scale

Question 152

any assessment in which scores are interpreted by comparison with a norm, generally the average score obtained by members of a specified group

Answer 152

Norm Referenced

Question 153

meaning that only one dimension is presumed to underlie the ratings.

Answer 153

Unidimensional

Question 154

• can be defined as a groupingof words, statements, or symbols on which judgments of the strength of a particular trait, attitude, or emotion are indicated by the testtaker.
• can be used to record judgments of oneself, others, experiences, or objects, and they can take several forms.

Answer 154

Rating scale

Question 155

a test item that requires the testtaker to respond to a question by writing a composition, typically one that demonstrates recall of facts, understanding, analysis, and/or interpretation.

Answer 155

Essay

Question 156

multiple-choice item that contains only two possible responses (ex. True/False)

Answer 156

Binary Choice

Question 157

Credited for being at the forefront of efforts to develop methodologically sound scaling methods.

Answer 157

Louis Leon Thurstone / L.L Thurstone

Question 158

refers to the degree, if any, a test item is biased.

Answer 158

Item Fairness

Question 159

a type of scale where more than one dimension is thought to guide the testtaker’s responses.

Answer 159

Multidimensional

Question 160

entails judgments of a stimulus in comparison with every other stimulus on the scale.

Answer 160

Comparative Scaling

Question 161

item that favors one particular group of examinees in relation to another when differences in group ability are controlled

Answer 161

Biased test item

Question 162

be defined as the process of setting rules for assigning numbers in measurement.

• is the process by which a measuring device is designed and calibrated and by which numbers (or other indices)—scale values—are assigned to different amounts of the trait, attribute, or characteristic being measured.

Answer 162

Scalinh

Question 163

is an umbrella term for all that goes into the process of creating a test.

Answer 163

Test development

Question 164

test construction begins

Answer 164

test conceptualization;

Question 165

Are employed to assist in making judgments about which items are good as they are, which items need to be revised, and which items should be discarded.

Answer 165

item analysis

Question 166

designed to facilitate the construction of tests as well as their administration, scoring, and Interpretation.

Answer 166

Writing items for computer administration

Question 167

require testtakers to select a response from a set of alternative responses.

Answer 167

Selected Response Format

Question 168

Item analyses of tests taken under speed conditions.

Answer 168

Speed tests

Question 169

Testtakers are presented with pairs of stimuli (two photographs, two objects, two statements), which they are asked to compare.

Answer 169

Method of Paired Comparison

Question 170

A type of scale where the testtaker’s test performance as a function of grade is of critical interest.

Answer 170

Grade-based Scale

Question 171

Because the final test score is obtained by summing the ratings across all the items

Answer 171

Summative Scale

Question 172

The testtaker is presented with two columns: premises on the left and responses on the right.

Answer 172

Matching item

Question 173

Variables such as the form, plan, structure, arrangement, and layout of individual test items

Answer 173

Item Format

Question 174

Refers to the diminished utility of an assessment tool for distinguishing testtakers at the high end of the ability, trait, or other attribute being measured.

Answer 174

Computerized Adaptive Testing (CAT)

Question 175

require testtakers to supply or to create the correct answer, not merely to select it.

Answer 175

Completion Item

Question 176

Scaling method that yields ordinal-level measures. Items on it range sequentially from weaker to stronger expressions of the attitude, belief, or feeling being measured.

Answer 176

Guttman Scale

Question 177

Once a preliminary form of the test has been developed, it is administered to a representative sample of testtakers under conditions that simulate the conditions that the final version of the test will be administered.

Answer 177

test tryout

Question 178

Refers to the diminished utility of an assessment tool for distinguishing testtakers at the low end of the ability, trait, or other attribute being measured.

Answer 178

Floor Effect

Question 179

refers to action taken to modify a test’s content or format for the purpose of improving the test’s effectiveness as a tool of measurement.

Answer 179

Test revision

Question 180

A stage in the process of test development that entails writing test items (or re-writing or revising existing items), as well as formatting items, setting scoring rules, and otherwise designing and building a test.

Answer 180

test construction

Question 181

Stimuli are placed into one of two or more alternative categories that differ quantitatively with respect to some continuum.

Answer 181

Categorical Scaling

Question 182

an exam from which decisions are made about an individual’s absolute level of accomplishment (i.e., mastery or nonmastery) of the material covered in that exam according to some standard reference point.

Answer 182

Criterion Referenced

Question 183

are relatively easy to construct. Each item presents the testtaker with five alternative responses (sometimes seven), usually on an agree–disagree or approve–disapprove continuum.

Answer 183

Likert Scale

Question 184

Ability of the computer to tailor the content and order of presentation of test items on the basis of responses to previous items

Answer 184

Item Branching

Question 185

they tend not to decline with age and may return to preinjury levels following brain damage.

Answer 185

Maintained abilities

Question 186

What are the three stages of-stratum theory?

Answer 186

General Intelligence
Broad abilities
Narrow Abilities

Question 187

Designed to answer the need for a short instrument to screen intellectual ability in testtakers from 6 to 89 years of age.

Answer 187

Wechsler Abbreviated Scale of Intelligence (WASI)

Question 188

refers to receptivity to information.

Answer 188

attention

Question 189

Intelligence was discussed by its components in terms of reasoning, judgment, memory, and abstraction.

Answer 189

Alfred Binet

Question 190

First published in 1949 and not revised until 1974, contained no minority children in its development.

Answer 190

Wechsler Intelligence Scale for Children (WISC)

Question 191

derives from the work of the Russian neuropsychologist Aleksandr Luria, focuses on the mechanisms by which information is processed—how information is processed, rather than what is processed.

Answer 191

The information-processing view

Question 192

item to be substituted for a regular item under specified conditions (such as the situation in which the examiner failed to properly administer the regular item).

Answer 192

Alternate item

Question 193

refers to strategy development for problem solving.

Answer 193

PASS model (Planning, Attention, Simultaneous, Successive)

Question 194

refers to strategy development for problem solving.

Answer 194

Planning

Question 195

designed to improve the practice of psychological assessment in education by identifying tests from different batteries that could be used to provide a comprehensive assessment of a student’s abilities.

Answer 195

Psychoeducational Assessment

Question 196

three-stratum theory is originally known as

Answer 196

Cattell-Horn-Carroll (CHC)

Question 197

Refers to the complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence.

Answer 197

Interactionism

Question 198

They decline with age and tend not to return to preinjury levels following brain damage.

Answer 198

Vulnerable abilities

Question 199

The most advanced adult measure of cognitive ability, it determines a child’s intellectual abilities and particular strengths and weaknesses in cognitively understanding his or her world.

Answer 199

Wechsler Adult Intelligence Scale (WAIS)

Question 200

acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education (vocabulary, for example).

Answer 200

Crystallized Intelligence (symbolized Gc)

Question 201

the ability to understand other people: what motivates them, how they work, how to work cooperatively with them.

Answer 201

Interpersonal Intelligence

Question 202

Designed to measure adult intelligence. The test would subsequently be revised and transformed into the Wechsler Adult Intelligence Scale (WAIS).

Answer 202

Wechsler-Bellevue Intelligence Scale

Question 203

Spearman (1927) formalized these observations into an influential theory of general intelligence that postulated the existence of a general intellectual ability factor (denoted by an italic lowercase g) that is partially tapped by all other mental abilities.

• the variance being accounted for either by specific components (s), or by error components (e) of this general factor.

Answer 203

Two-factor theory of Intelligence

Question 204

Terman’s translation and “extension” of the Binet-Simon test featured newly developed test items, and a new methodological approach that included normative studies.

Answer 204

The Stanford-Binet Intelligence Scales: Fifth Edition (SB5)

Question 205

assessment that employs tests from different test batteries and entails interpretation of data from specified subtests to provide a comprehensive assessment.

Answer 205

cross-battery assessment

Question 206

are nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits).

Answer 206

Fluid Intelligence (symbolized Gf)

Question 207

A multifaceted capacity that manifests itself in different ways across the life span.

Answer 207

Intelligence

Question 208

Intelligence, a seventh kind of intelligence, is a correlative ability, turned inward. It is a capacity to form an accurate, veridical model of oneself and to be able to use that model to operate effectively in life.

Answer 208

Intrapersonal Intelligence

Question 209

Intelligence may be conceived of as a kind of evolving biological adaptation to the outside world. As cognitive skills are gained, adaptation (at a symbolic level) increases, and mental trial and error replaces physical trial and error.

Answer 209

Jean Piaget

Question 210

He believes that the most intelligent persons were those equipped with the best sensory abilities.

Answer 210

Francis Galton

Question 211

. It provides subtest and composite scores that represent intellectual functioning in verbal and performance cognitive domains, as well as providing a composite score that represents a child’s general intellectual ability

Answer 211

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

Question 212

the focus is squarely on identifying the ability or groups of abilities deemed to constitute intelligence.

Answer 212

Factor-analytic theories

Question 213

the age level at which an individual appears to be functioning intellectually as indicated by the level of items responded to correctly.

Answer 213

Mental Age

Question 214

talented performance

Answer 214

Giftedness

Question 215

refer to the type of information processing employed.

Answer 215

simultaneous and successive

Question 216

is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.

Answer 216

David Wechsler

Question 217

A work sample; referred to as ________ assessment when used as a tool in an evaluative or diagnostic process.

Answer 217

Portfolio

Question 218

A type of measurement characterized by the use of standardized measurement procedures to derive local norms to be used in the evaluation of student performance on curriculum-based tasks.

Answer 218

Curriculum-Based Measurement (CBM)

Question 219

Defined in different ways by different school districts, but in general a reference to functioning that is deficient and possibly in need of intervention

Answer 219

At risk

Question 220

A score on a rating scale developed by an obstetrical anesthesiologist who saw a need for a simple, rapid method of evaluating newborn infants and determining what immediate action, if any, is necessary.

Answer 220

Apgar number

Question 221

A method of obtaining evaluation-related information about an individual by polling that individual’s friends, classmates, work colleagues, or other peers.

Answer 221

Peer Appraisal

Question 222

As used in the context of RtI, the use of interventions tailored to students’ individual needs that are selected by a multidisciplinary team of school professionals.

Answer 222

Problem-Solving model

Question 223

A general term referring to school-based evaluations that clearly and faithfully reflect what is being taught

Answer 223

Curriculum-Based Assessment (CBA)

Question 224

A multilevel prevention framework applied in educational settings that is designed to maximize student achievement through the use of data that identifies students at risk for poor learning outcomes combined with evidence-based intervention and teaching that is adjusted on the basis of student responsiveness.

Answer 224

Response to Intervention Model (RtI)

Question 225

Also known as performance-based assessment, evaluation on relevant, meaningful tasks that may be conducted to examine learning of academic subject matter but that demonstrates the student’s transfer of that study to real world activities

Answer 225

Authentic Assessment

Question 226

A multidisciplinary approach to evaluation that assimilates input from relevant sources

Answer 226

Integrative Assessment

Question 227

A multistate educational program for kindergarten-through-12th grade education consisting of grade-by-grade objectives for learning (standards), standardized tests to evaluate progress in meeting those objectives, and the means to achieve standardized test data for diagnostic as well as outcome assessment purposes.

Answer 227

Common Core State Standards

Question 228

A graphic representation of peer appraisal data or other interpersonal information.

Answer 228

Sociogram

Question 229

In educational contexts, test or other data used to pinpoint a student’s difficulties for the purpose of remediating them; contrast with evaluative information.

Answer 229

Diagnostic Information

Question 230

Test or other data used to make judgments such as class placement, pass-fail, and admit-reject decisions; contrast with diagnostic information.

Answer 230

Evaluative Information.

Question 231

A packaged kit containing tests that measure educational achievement and abilities related to academic success

Answer 231

Psychoeducational Test Battery

Question 232

The evaluation of one’s work samples

Answer 232

Portfolio Assessment

Question 233

Russian psychologist best known for his sociocultural theory. He believed that social interaction plays a critical role in children’s learning—a continuous process that is profoundly influenced by culture

Answer 233

Lev Vygotsky

Question 234

An evaluation of performance tasks according to criteria developed by experts from the domain of study tapped by those tasks.

Answer 234

Performance assessment

Question 235

A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations

Answer 235

Specific Learning Disability (SLD)

Question 236

A group of symptoms which consistently occur together, or a condition characterized by a set of associated symptoms.

Answer 236

Syndrome

Question 237

A group of symptoms which consistently occur together, or a condition characterized by a set of associated symptoms.

Answer 237

Checklist

Question 238

A tool used to make a diagnosis, usually to identify areas of deficit to be targeted for intervention.

Answer 238

Diagnostic Test

Question 239

A tool of assessment designed to evaluate whether an individual has the requisites to begin a program or perform a task; sometimes synonymous with aptitude test.

Answer 239

Readiness test

Question 240

A pretest or routing test, usually for determining the most appropriate level of test.

Answer 240

Locator Test

Question 241

Designed to yield information about the nature and amount of intervention required to enhance a child’s performance

Answer 241

Learning Potential Assessment Device (LPAD)

Question 242

Lev Vygotsky’s concept of the area that exists, in theory, between a testtaker’s ability as measured by a formal test and what might be possible as the result of instruction.

Answer 242

Zone of Proximal Development

Question 243

Assess both academic achievement (what children have learned in school) and cognitive development.

Answer 243

Johnson Woodcock

Question 244

designed for use with test takers from age 2½ through age 12½. Subtests measuring both intelligence and achievement are included.

Answer 244

Kaufman Assessment Battery for Children (K-ABC)

Question 245

The age range for the second edition of the test was extended upward (ages 3 to 18) in order to expand the possibility of making ability/achievement comparisons with the same test through high school.

Answer 245

Kaufman Assessment Battery for Children, Second Edition (KABC-II)

Question 246

A typically nonsystematic, relatively brief, and “off-the-record” assessment leading to the formation of an opinion or attitude, conducted by any person in any way for any reason, in an unofficial context and not subject to the same ethics or standards as evaluation by a professional; contrast with formal evaluation.

Answer 246

Informal Evaluation

Question 247

A practice recommended by the Common Core State Standards, unsupported by the scholarly literature, which entails having students study reading material in the absence of background information and context

Answer 247

Cold reading

Question 248

A system of ordered numerical or verbal descriptors on which judgments about the presence/absence or magnitude of a particular trait, attitude, emotion, or other variable are indicated by raters, judges, examiners, or (when the rating scale reflects self-report) the assessee

Answer 248

Rating scale

Question 249

A test that usually focuses more on informal as opposed to formal learning experiences and is designed to measure both learning and inborn potential for the purpose of making predictions about the test taker’s future performance; also referred to as a prognostic test and, especially with young children, a readiness test.

Answer 249

Aptitude Test

Question 250

Evaluation of accomplishment or the degree of learning that has taken place, usually with regard to an academic area.

Answer 250

Achievement Test

Question 251

is one of the most commonly used psychological tests

Answer 251

Minnesota Multiphasic Personality Inventory

Question 252

the targeted characteristics are typically traits, states, or types

Answer 252

Personality profile

Question 253

P an individual’s unique constellation of psychological traits that is relatively stable over time.

Answer 253

Personality

Question 254

an inferred psychodynamic disposition designed to convey the dynamic quality of id, ego, and superego in perpetual conflict.

• refers to the transitory exhibition of some personality trait.

Answer 254

Personality state

Question 255

refers to an occupation: one who creates personality profiles of crime suspects to assist law enforcement personnel in capturing the profiled suspects

Answer 255

Profiler

Question 256

It is a person’s perception about the source of things that happen to him or her

Answer 256

Locus of Control

Question 257

has great appeal: Any distinguishable, relatively enduring way in which one individual varies from another

Answer 257

Personality traits

Question 258

Originally developed by Stephenson (1953), the _____ is an assessment technique in which the task is to sort a group of statements, usually in perceived rank order ranging from most descriptive to least descriptive.

Answer 258

Q-sort Technique

Question 259

LThe most significant difference between the two tests is the more representative standardization sample (normal control group) used in the norming of the ?

Answer 259

The MMPI-2

Question 260

People who are prone to attribute what happens to them to external factors (such as fate or the actions of others)

Answer 260

External Locus of Control

Question 261

a 338–item self-report test used by clinicians to assist with assessment of adult psychological dysfunction and treatment planning.

Answer 261

The MMPI-2-RF

Question 262

a process wherein information about assessees is supplied by the assessees themselves.

Answer 262

Self - report

Question 263

mellow or laid-back

Answer 263

Type B Personality

Question 264

As attributions made in an effort to identify threads of consistency in behavioral patterns.

Answer 264

Psychological Traits

Question 265

Characterized by efforts to learn how a limited number of personality traits can be applied to all people

Answer 265

Nomothetic Approach

Question 266

The tendency to evaluate every person as average regardless of differences in performance.

Answer 266

Error of Central Tendency

Question 267

less than accurate rating or evaluation by a rater due to that rater’s general tendency to be lenient or insufficiently critical

Answer 267

Generosity error

Question 268

refers to the degree to which a person has different self-concepts in different roles

Answer 268

Self-concept differentiation

Question 269

is a 478-item, true–false test designed for use in clinical, counseling, and school settings for the purpose of assessing psychopathology and identifying personal, social, and behavioral problems.

Answer 269

MMPI-A

Question 270

devised by cardiologists Meyer Friedman and Ray Rosenman, characterized by competitiveness, haste, restlessness, impatience, feelings of being time-pressured, and strong needs for achievement and dominance.

Answer 270

Type A Personality

Question 271

contained items designed to elicit self-report of fears, sleep disorders, and other problems deemed symptomatic of a pathological condition referred to then as psychoneuroticism.

Answer 271

Woodworth Psychoneurotic Inventory

Question 272

a narrative description, graph, table, or other representation of the extent to which a person has demonstrated certain targeted characteristics

Answer 272

Profile

Question 273

likely to perceive themselves quite differently in various roles

Answer 273

Highly differentiated

Question 274

defined as one’s attitudes, beliefs, opinions, and related thoughts about oneself

Answer 274

Self - concept

Question 275

People who see themselves as largely responsible for what happens to them

Answer 275

Internal Locus of Control

Question 276

a type of rating error in which a rater consistently gives all employees high ratings, regardless of their actual levels of performance

Answer 276

Leniency error

Question 277

Less than accurate error in evaluation due to the rater’s tendency to be overly critical

Answer 277

Severity error

Question 278

Characterized by efforts to learn about each individual’s unique constellation of personality traits, with no attempt to characterize each person according to any particular set of traits

Answer 278

Idiographic Approach

Question 279

a constellation of traits that is similar in pattern to one identified category of personality within a taxonomy of personalities.

Answer 279

Personality Types

Question 280

refers to the interpretation of patterns of scores on a test or test battery

Answer 280

Profile Analysis

Question 281

be defined as the measurement and evaluation of psychological traits, states, values, interests, attitudes, worldview, acculturation, sense of humor, cognitive and behavioral styles, and/or related individual characteristics.

Answer 281

Personality Assessment

Question 282

An instrument, used in the assessment and treatment of male sex offenders, designed to measure changes in penis volume as a function of sexual arousal

Answer 282

penile plethysmograph

Question 283

The observation of a person or persons in an environment designed to increase the assessor’s chance of observing targeted behaviors and interactions

Answer 283

analogue behavioral observation

Question 284

The thesis that an individual supplies structure to unstructured stimuli in a manner consistent with the individual’s own unique pattern of conscious and unconscious needs, fears, desires, impulses, conflicts, and ways of perceiving and responding

Answer 284

projective hypothesis

Question 285

A generic term that refers to psychophysiological assessment techniques designed to gauge, display, and record a continuous monitoring of selected biological processes such as pulse and blood pressure

Answer 285

Biofeedback

Question 286

Research or behavioral intervention that replicates a variable or variables in ways that are similar to or analogous to the real variables the experimenter wishes to study

Answer 286

Analogue study

Question 287

A technique of personality assessment in which some judgment of the assessee’s personality is made on the basis of his or her performance on a task that involves supplying structure to relatively unstructured or incomplete stimuli

Answer 287

projective method

Question 288

A semistructured, individually administered, projective technique of personality assessment that involves the presentation of a list of stimulus words, to each of which an assessee responds verbally or in writing with whatever comes immediately to mind first upon first exposure to the stimulus word

Answer 288

Word Association Tests

Question 289

A type of measure that does not necessarily require the presence or cooperation of respondents, often a telling physical trace or record

Answer 289

Unobtrusive measures

Question 290

An instrument that records changes in the volume of a part of the body arising from variations in blood supply

Answer 290

Plethysmograph

Question 291

the record from a study conducted using a penile plethysmograph with a male testtaker that is indicative of penile tumescense in response to stimuli

Answer 291

phallometric data

Question 292

A procedure that typically involves the performance of a task by the assessee under actual or simulated conditions while allowing for observation and evaluation by an assessor

Answer 292

Situational performance measures

Question 293

The in the moment and in the place evaluation of targeted variables, such as behaviors, cognitions, and emotions, in a natural, naturalistic, or real-life context

Answer 293

ecological momentary assessment (EMA)

Question 294

All the words that make up the part of a sentence completion item, not including the blank space to be completed by the testtaker

Answer 294

Sentence completion stems

Question 295

A general reference to a type of test in which the testtaker’s task is to draw a human figure and/or other figures, and inferences are then made about the testtaker’s ability, personality, and/or neurological intactness on the basis of the figure(s) produced

Answer 295

Figure-drawing tests

Question 296

Techniques for monitoring physiological changes known to be influenced by psychological factors, such as heart rate and blood pressure

Answer 296

Psychophysiological methods

Question 297

A technique of behavioral observation that involves the recording of the frequency and the intensity of a targeted behavior over time

Answer 297

timeline followback (TLFB) methodology

Question 298

A projective tool of assessment that contains a series of incomplete phrases wherein the task of the assessee is to insert a word or words that will make each of the phrases a complete sentence

Answer 298

Sentence completion tests

Question 299

An approach to evaluation based on the analysis of samples of behavior, including the antecedents and consequences of the behavior

Answer 299

behavioral assessment

Question 300

was originally designed as an aid to eliciting fantasy material from patients in psychoanalysis (Morgan & Murray, 1935). The stimulus materials consisted, as they do today, of 31 cards, one of which is blank.

Answer 300

The Thematic Apperception Test (TAT)

Question 301

A type of task that may be used in personality assessment in which an assessee verbalizes the first word that comes to mind in response to a stimulus word; contrast with free association

Answer 301

Word association

Question 302

In clinical psychology, a helping, open-ended interview wherein both parties work together on a common mission of discovery, insight, and enlightenment

Answer 302

Collaborative Interview

Question 303

That branch of psychology that has as its primary focus the prevention, diagnosis, and treatment of abnormal behavior

Answer 303

Clinical Psychology

Question 304

Constructed to aid in differentiating alcoholic from nonalcoholic psychiatric patients.

Answer 304

MacAndrew Alcoholism Scale (MAC-R)

Question 305

An approach to evaluation characterized by the application of empirically demonstrated statistical rules as a determining factor in the assessor’s judgment and actions; contrast with clinical assessment.

Answer 305

Actuarial Assessment

Question 306

A multidisciplinary approach to assessment that includes exploration of relevant biological, psychological, social, cultural, and environmental variables for the purpose of evaluating how such variables may have contributed to the development and maintenance of a presenting problem.

Answer 306

Biopsychosocial Assessment.

Question 307

An archival document describing findings as a result of psychological testing or assessment, Barnum effect in.

Answer 307

Psychological Report.

Question 308

A selection of tests and assessment procedures typically composed of tests designed to measure different variables but having a common objective; for example, an intelligence test, a personality test, and a neuropsychological test might be used to obtain a general psychological profile of an individual.

Answer 308

Test Battery

Question 309

Understanding the charges against one and being able to assist in one’s own defense

Answer 309

Competence to Stand Trial.

Question 310

Also known as the “right or wrong” test of insanity, a (since replaced) standard that hinged on whether an individual knew right from wrong at the time of commission of a crime; contrast with the Durham standard and the ALI standard

Answer 310

M’Naghten Standard

Question 311

The consequence of one’s belief that a vague personality description truly describes oneself when in reality that description may apply to almost anyone; sometimes referred to as the “Aunt Fanny effect” because the same personality might be applied to anyone’s Aunt Fanny.

Answer 311

Barnum Effect.

Question 312

A term sometimes used synonymously with mental suffering, emotional harm, and pain and suffering to convey psychological damage.

Answer 312

Emotional Injury

Question 313

An approach to evaluation that is keenly perceptive about and responsive to issues of acculturation, values, identity, worldview, language, and other culture-related variables as they may affect the evaluation process or the interpretation of resulting data

Answer 313

Culturally Informed Psychological Assessment

Question 314

The level of psychological and physical performance prior to the development of a disorder, an illness, or a disability.

Answer 314

Premorbid Functioning

Question 315

An interview conducted after a hypnotic state has been induced in the interviewee, most typically in an effort to enhance concentration, focus, imagery, and recall.

Answer 315

Hypnotic Interview

Question 316

A psychological assessment of parents or guardians and their parental capacity and/or of children and their parental needs and preferences—usually undertaken for the purpose of assisting a court in making a decision about awarding custody

Answer 316

Custody Evaluation

Question 317

A specialized interview and observation used to screen for intellectual, emotional, and neurological deficits by touching on areas such as the interviewee’s appearance, behavior, memory, affect, mood, judgment, personality, thought content, thought processes, and state of consciousness.

Answer 317

Mental Status Examination

Question 318

A branch of psychology that has to do with the prevention, diagnosis, and treatment of abnormal behavior, with emphasis on “everyday” types of concerns and problems such as those related to marriage, family, academics, and career.

Answer 318

Counseling Psychology

Question 319

A legally mandated obligation—to advise an endangered third party of their peril—which may override patient privilege; therapists and assessors may have a legal duty to warn when a client expresses intent to hurt a third party in any way, ranging from physical violence to disease transmission

Answer 319

Duty to warn

Question 320

A legal term denoting an inability to tell right from wrong, a lack of control, or a state of other mental incompetence or disorder sufficient to prevent that person from standing trial, being judged guilty, or entering into a contract or other legal relationship.

Answer 320

Insanity

Question 321

Recovery from drug addiction that results in a new sense of identity

Answer 321

Reacculturation

Question 322

A tool of assessment in which information is gathered through direct, reciprocal communication assessor’s role

Answer 322

Interview

Question 323

An approach to predicting behavior based on the application of empirically demonstrated statistical rules and probabilities; contrast with clinical prediction and mechanical prediction.

Answer 323

Actuarial Prediction

Question 324

Argues that the clinician should access and validate the patient’s problem definition and incorporate it within the clinician’s problem definition.

Answer 324

Shifting Cultural Lenses.

Question 325

Lists all the criteria that have to be met in order to diagnose each of the disorders listed.

Answer 325

DSM-5 (Diagnostic and Statistical Manual)

Question 326

An agreement made between a therapist and a client regarding various aspects of the therapeutic process

Answer 326

Therapeutic Contract.

Question 327

A human figure in doll form with accurately represented genitalia, typically used to assist in the evaluation of sexually abused children.

Answer 327

Anatomically Detailed Doll (ADDs)

Question 328

Expressions of understanding, acceptance, empathy, love, advice, guidance, care, concern, or trust from friends, family, community caregivers, or others in one’s social environment.

Answer 328

Social Support.

Question 329

A diagnosis that describes individuals with few inhibitions who may pursue pleasure or money with callous disregard for the welfare of others.

Answer 329

Psychopath

Question 330

A three-part element of the mental status examination consisting of orientation to self (if the interviewee knows who he or she is), place (where the interview is taking place), and time (the date of the interview); interviewees oriented to person, place, and time are said to be “oriented times 3

Answer 330

Orientation

Question 331

A type of hypnotic interview without the hypnotic induction; the interviewee is encouraged to use imagery and focused retrieval to recall information.

Answer 331

Cognitive Interview

Question 332

Referred to by the FBI as “criminal investigative analysis,” a crime-solving process that draws upon psychological and criminological expertise applied to the study of crime-scene evidence.

Answer 332

Profiling

Question 333

Confidence in one’s own ability to accomplish a task

Answer 333

Self-Efficacy

Question 334

A purposely misspelled word but easy-to remember acronym to remind assessors of the following sources of cultural influence: age, disability, religion, ethnicity, social status, sexual orientation, indigenous heritage, national origin, and gender

Answer 334

Addressing

Question 335

In clinical practice, applying a clinician’s own training and clinical experience as a determining factor in clinical judgment and actions; contrast with actuarial prediction and mechanical prediction.

Answer 335

Clinical Prediction

Question 336

Failure on the part of an adult responsible for the care of another to exercise a minimum degree of care in providing food, clothing, shelter, education, medical care, and supervision; contrast with abuse.

Answer 336

Neglect

Question 337

An area of competency that focuses on the ability of an individual to make reasonably sound decisions regarding day-to-day money matters as well as all aspects of their personal finances.

Answer 337

Financial competensy

Question 338

The administration of a group of at least three different types of tests for the purpose of evaluating different spheres of functioning: Usually an intelligence test, a personality test, and a neuropsychological test.

Answer 338

Standard Battery

Question 339

Infliction of or allowing the infliction of physical injury or emotional impairment that is nonaccidental.

• The creation of or allowing the creation of substantial risk of physical injury or emotional impairment that is nonaccidental. -

The committing of or allowing the committing of a sexual offense against a child; contrast with neglect.

Answer 339

Abuse

Question 340

The application of computer algorithms together with statistical rules and probabilities to generate findings and recommendations; contrast with clinical prediction and actuarial prediction.

Answer 340

Mechanical Prediction.

Question 341

The belief that what happens in life is largely out of a person’s control

Answer 341

Fatalism

Question 342

The theory and application of psychological evaluation and management in a legal context.

Answer 342

forensic Psychological Assessment

Question 343

American Law Institute standard of legal insanity, which provides that a person is not responsible for criminal conduct if, at the time of such conduct, the person lacked substantial capacity either to appreciate the criminality of the conduct or to conform the conduct to the requirements of the law; contrast with the Durham standard and the M’Naghten standard

Answer 343

ALI Standard

Question 344

A rating, categorizing, or “pigeonholing” with respect to two or more criteria; contrast with screening, selection, and placement.

Answer 344

Classification

Question 345

A relatively superficial process of evaluation based on certain minimal standards, criteria, or requirements; contrast with selection, classification, and placement

Answer 345

Screening

Question 346

Used to identify aptitudes for occupations, and it is a test just about anyone of working age can take

Answer 346

General Aptitude Test Battery (GATB)

Question 347

An item format characterized by bipolar adjectives separated by a seven-point rating scale on which respondents select one point to indicate their response.

Answer 347

Semantic Differential Technique

Question 348

A process whereby each person evaluated for a position is either accepted or rejected; contrast with screening, classification, and placement.

Answer 348

Selection

Question 349

In workplace settings, a procedure that entails recording employee behavior evaluated as positive or negative by a supervisor or other rater.

Answer 349

Critical Incidents Technique

Question 350

A specific type of miss characterized by a tool of assessment indicating that the testtaker does not possess or exhibit a particular trait, ability, behavior, or attribute when in fact, the testtaker does possess or exhibit this trait, ability, behavior, or attribute.

Answer 350

False Negative

Question 351

A pleasurable or positive emotional state resulting from the appraisal of one’s job or job experience.

Answer 351

Job satisfaction

Question 352

Evaluation of the total person through a series of varied tests and tasks over the course of several sessions so candidates can be evaluated on the basis of data derived from the full range of assessments, considered as a whole.

Answer 352

Organismic Assessment.

Question 353

A screening instrument designed to predict who will and will not be an honest employee.

Answer 353

Integrity test

Question 354

A disposition, transfer, or assignment to a group or category that may be made on the basis of one criterion

Answer 354

Placement

Question 355

An error in measurement characterized by a tool of assessment indicating that the testtaker possesses or exhibits a particular trait, ability, behavior, or attribute when in fact the testtaker does not

Answer 355

False positive

Question 356

Designed to assess children’s interest in various recreational pursuits.

Answer 356

Strong Interest Inventory (SII)

Question 357

A situational assessment procedure wherein an observer/assessor evaluates the performance of assessees in a group situation with regard to variables such as leadership, initiative, and cooperation.

Answer 357

Leaderless Group Technique

Question 358

A procedure entailing the distribution of a predetermined number or percentage of assessees into various categories that describe performance (such as categories ranging from “unsatisfactory” to “superior”).

Answer 358

Forced Distribution Technique

Question 359

An assumption guiding the development of this test was that people exhibit definite preferences in the way that they perceive or become aware of— and judge or arrive at conclusions about—people, events, situations, and ideas

Answer 359

Myers-Briggs Type Indicator (MBTI)

Question 360

A state in which the primary force driving an individual comes from within, such as personal satisfaction with one’s work; contrast with extrinsic motivation.

Answer 360

Intrinsic Motivation

Question 361

A measurement technique used to assess managerial ability and organizational skills that entails a timed simulation of the way a manager or executive deals with an in-basket filled with mail, memos, announcements, and other notices and directives.

Answer 361

In-Basket Technique

Question 362

A state in which the primary force driving an individual comes from external sources (such as a salary or bonus) and external constraints (such as job loss); contrast with intrinsic motivation.

Answer 362

Extrinsic Motivation

Question 363

The strength of an individual’s identification with and involvement in a particular organization

Answer 363

Organizational Commitment

Question 364

In the context of vocational assessment and preemployment counseling, an instrument designed to evaluate testtakers’ likes, dislikes, leisure activities, curiosities, and involvements in various pursuits for the purpose of comparison with groups of members of various occupations and professions

Answer 364

Interest measure

Question 365

A variety of consumer panel in which respondents have agreed to keep diaries of their thoughts and/or behaviors

Answer 365

Diary Panel

Question 366

An adaptation of Lazarus’s multimodal clinical approach for use in qualitative research applications and designed to ensure that the research is comprehensive and systematic from a psychological perspective and is guided by discussion questions based on the seven modalities (or dimensions) named in Lazarus’s model, which are summarized by the acronym BASIC ID (behavior, affect, sensation, imagery, cognition, interpersonal relations, and drugs); Cohen’s adaptation of Lazarus’s work adds an eighth dimension, sociocultural, changing the acronym to BASIC IDS.

Answer 366

Dimensional Qualitative Research