Appraisal Techniques

Question 1

The appraisal processes fans a wide of variety of specific activities including:

Answer 1

Clinical interviewing, behavior observations , neuropsychological testing, career interest and ability measurements, occupational assessments, academic evaluation.

Question 2

Reliability coefficients

Answer 2

Range from 0.0 to +1.0 with Scores of .75 higher considered strong in most situations.

Reliability coefficient of 1.00 indicates a perfect score which has no error.

Question 3

Reliability

Answer 3

Is commonly defined as the consistency of a test or the degree to which yields the same results.

Reliable test is not always valid.

Question 4

Test retest reliability

Answer 4

Same subject are given the same test twice to see if the scores are consistent.

Measures temporal effects

If test is used to influence performance, test retest may be less accurately estimated.

Question 5

Split half procedures

Answer 5

Examiner can artificially create parallel forms of test by splitting the items in half and measuring the consistency of the test halves.

Spearman brown formula is used to calculate a general estimate based on split half procedures.

Sometimes you inflated estimate of the reliability

Question 6

Standard error of measurement (SEM)

Answer 6

Is alternative method to check reliability.

68% of the time, an examines true score would fall within +1 and -1 SEM.

A test with a small SEM has a higher reliability coefficient (.75 to 1.0)

A test with a large SEM has a low reliability coefficient ( 0.0 to .24)

Question 7

Factors that affect reliability

Answer 7

Test length
Homogeneity- A greater number of similar item yield increase reliability estimates.
Test retest interval
Range constriction
Other systematic such as guessing and unsystematic uncontrolled factors.

Question 8

Validity

Answer 8

Is generally defined as the degree to which a test measures what it is supposed too.

A valid test is always reliable

Question 9

Face validity

Answer 9

A simple form validity where you apply a superficial and a subjective assessment of whether or not you study or test measures what it is supposed to measure

Example: IQ test

Looks or appears to measure the intended attribute

Question 10

Content validity

Answer 10

Refers to the degree to which a sample of test items adequately represent or cover the content area the test is supposed to measure.

Example: achievement test

Question 11

Criterion related validity

Answer 11

Determine the extent to which a test can predict,diagnosed, or classify an individuals behavior in specific situations

There are three types: predictive, diagnostic, and concurrent

Example: applicant takes a performance test or GRE or SAT

Question 12

Three types of criterion validity

Answer 12

Predictive validity

• predicts future outcome
• such as ACT/SAT/GRE

Diagnostic validity

• try to diagnose or identify an existing state.
• examples: test for adult memories of childhood

Concurrent validity
-written drivers license is replace in person test

Question 13

Construct validity

Answer 13

Is the extent to which a test measures a concept, construct, or traits of interest.

Example of measurements of the human brain such as, intelligence ,level of emotion ,proficiency or ability

Compare and contrast. Example ego strength

Question 14

Criterion referenced versus normative reference tests

Answer 14

Criterion reference assessments compares group or individual performance with predetermined set of criteria believed to be important or essential.

Normative referenced assessments compares individuals with each other and\or groups who took the same test previously.
Example: Most current standardized test

Question 15

A client who takes a normative test can

Answer 15

Legitimately be compared to others who have taken the test

Question 16

Objective versus subjective test

Answer 16

Subjective test require the information of an answer from a limited or ambiguous stimulus and are, therefore, more difficult to take and to score/grade.

• this may produce greater test validity.
• for example: essay or fill in the blank

Objective tests requires subject to a single answer out of already provided answers
- for example: multiple-choice

Question 17

Free choice versus forced choices

Answer 17

Free choice or free response: person taking the test can respond in any manner he or she chooses.
-for example short answer test

Forced choice: known as recognition item.
-example: NCE, MMPI – 2, MMPI

True and false has dichotomous recognition items

Question 18

Spiral test vs cyclical test

Answer 18

Spiral test the items get progressively more difficult.

Cyclical test you have several sections which are spiral in nature

Question 19

Individually administer test advantages and disadvantages

Answer 19

Advantages: The clinician can establish greater rapport and gain a greater understanding of each client.

Disadvantage: individual testing is time consuming and expensive.

Question 20

Group test advantages versus disadvantages

Answer 20

Advantages: group testing tends towards more objective scoring.
Norms are better established
Group testing is cheaper

Disadvantage
No rapport established
Group testing is dependent
On the reading skills of the examinee

Question 21

Types of standardized test

Answer 21

Achievement test, aptitude test, intelligence test, interest, attitudes, and value tests, psychopathology tests, personality test.

Question 22

The Myers Briggs type indicator

Answer 22

Reflect the work of Carl Jung

Self-report questionnaire claiming to indicate psychological preferences and how people perceive the world around them and make decisions

Question 23

16 personality factor questionnaire

Answer 23

Reflects the work of Raymond B. Cattell

Question 24

The Stanford Binet intelligence scale

Answer 24

Binet introduce the concept of mental age (MA) which is the average score for a given age.

Has a mean of 100, standard deviation of 15, SEM of 10

Question 25

Wechsler adult intelligence scale III (WAIS-III)

Answer 25

Is in individually a administered measure of a person’s capability for intelligent behavior

Ages 16 to 74 years

Question 26

Comparison of the WAIS-III and the Stanford Binet

Answer 26

WAIS has achieved much larger acceptance

The Stanford Binet is more sensitive to lower levels of mental ability and is preferred in many state schools and rehabilitation settings

Question 27

Wechsler intelligence scale for children (WISC-IV)

Answer 27

David Weshsler’s concept of intelligence as a global but is valuable for psychoeducational assessment, placement and planning.

Ages 6 to 16 yrs 11mo
Mean100 SD 15

Question 28

Wechsler preschool and primary scale of intelligence (WPPSI-III)

Answer 28

Is a standardized Measure of intelligence ability of young children.

Ages three years to seven years and three months

Mean if 100 standard deviation is 15

Question 29

Otis Lennon school ability (OLSAT)

Answer 29

Is in intelligence test which can be administered to a group. It can’t be used to determine students who might qualify for gifted and talented program

Question 30

William Wundt founded one of the first psychological laboratory to conduct?

Answer 30

Experimental research

Question 31

Diane versus California state board of education

Answer 31

Schools must provide test to students and their first language as well as in English to limit linguistics biases

Question 32

Adult psychopathology

Minnesota multiphasic personality II (MMPI-2)

Answer 32

It is primarily intended to test people who are suspected of having mental health or other clinical issues. Is currently commonly administer one of two forms which is 563 true false questions. The new test was publish into 2008 contains only 338 true or false question

Question 33

Jane Esquirol

Answer 33

Mental retardation is related to developmental deficiencies

Question 34

Cronbach’s coefficient alpha, reliability :

Answer 34

Is used when test items results in multipoint responses

For example, likert scales with a four point response format.

Question 35

Speed test

Answer 35

No one can complete them in allotted time

Example: arithmetic portion of the WRAT. Coding and symbol search on the WISC and WAIS

Question 36

Power test

Answer 36

Some very difficult items which few if any subjects are able to answer correctly

Example: final items on almost any subtitles on intelligence and achievement measure