asse midterm Flashcards
in response to a need to assess mastery in an emerging
occupation or profession; Can be traced to thoughts
Test
Conceptualization
IQ tests; Comparing test takers to each
other
Norm-Referenced
Licensing exams; Mastery of particular material or skills
Criterion-Referenced
to evaluate whether they should be
included in the final form of the
instrument; Attempts to determine how best to measure a targeted construct
PILOT WORK
process of setting rules of assigning numbers in measurement
Scaling
known for developing methodologically sound scaling methods
L.L. Thurstone
Measures test performance as function of age
Age Based Scale
Measures test performance as function of grade level
Grade Based Scale
transforms raw scores into scores ranging from 1 to 9
Stanine Scale
Unidimensional
Measures one trait or dimension
Multidimensional
Measures multiple traits or dimensions
Comparative
Compares test taker’s to others
Categorical
Places test takers into discrete categories
grouping of words, statements,
or symbols on which judgments of the
strength of a particular trait, attitude, or emotion indicated by the test taker
Rating Scale
The final test score is obtained by
summing the ratings across all the items
Summative Scale
Each item presents the test-taker with the five alternative responses, usually on an agree-disagree/ approve-disapprove continuum
Likert Scale
Test takers are presented with pairs of stimuli which they are asked to
compare
Method of paired comparisons
One method of sorting, entails judgments of a stimulus in comparison with every other stimulus on the scale
Comparative Scale
Stimuli are placed into one of two or more alternative categories that differ
quantitatively with respect to some continuum
Categorical Scale
scaling method yielding ordinal-level measures; Items on it range sequentially from weaker to stronger expressions of the attitude, belief, or feeling being measured
Guttman Scale (Scalogram Analysis)
Obtain data presumed to be interval in natures; Direct estimation method; no need to transform responses into another scale.
Thurstone’s Equal Appearing Intervals Method
well from which items or will not be drawn from the final version of the test
Item Pool
Variable such as the form, plan, structure, arrangement, and layout
Item Format
Require test taker to select a response from a set of alternative responses
Selected-response format
Require test takers to supply or to create the correct answer
Constricted-response format
requires the examinee to provide a word or phrase that completes a sentence
Completion Item
completion item; can be a word, a term, a sentence, or a paragraph
Short answer item
requires the test taker to respond to a question by writing a composition
Essay item
the higher the score on the test, the higher the test-taker is on the ability, trait, or other characteristic that the rest purports to measure
Cumulative scoring
category scoring; responses earn credit toward placement in a particular class or category with other test-takers whose pattern of responses is
presumably similar in some way
Class scoring
comparing a test-taker’s score on one scale within a test to another scale within that same test
Ipsative scoring
administered to a representative sample of test-takers under conditions that simulate the conditions that the final version of the test
Test Tryout
reliable and valid; helps to discriminate test takers
good test item
test data will undergo different types of statistical scrutiny
ITEM ANALYSIS
measure of proportion of examinees who answered the item correctly
ITEM-DIFFICULTY INDEX
obtained by calculating the proportion of the total number of test takers who answered the item correctly
p-value
.4-.6
good range
applicable for personality tests but instead of correct answer, it only measures the percent of people who said yes/agreed to the item
Item-Endorsement Index
statistic designed to provide
an indication of the degree to
which a test is measuring what
it purports to measure
ITEM-VALIDITY INDEX
provides an indication of the internal consistency of a test; the higher this index, the greater the test’s internal
consistency
ITEM-RELIABILITY INDEX
indicates how adequately an item separates or discriminates between high scorers and low scorers on an entire test
ITEM DISCRIMINATION INDEX
discrimination index of 0.3 or greater
highly discriminating
can play a role in decisions about
which items are working well and
which items are not
ITEM CHARACTERISTIC CURVES
Basically hard to detect and no such method has achieved universal
acceptance
Guessing
A biased item is an item that favors one particular group of examinees in relation to another when differences in
group ability are controlled
Item Fairness
The closer an item is to the end of the
test, the more difficult it may appear to be
Speed Test
designed to explore how individual test items work
Nonstatistical procedures
designed to shed light on the test-taker’s thought
processes during the administration of a test
Thinking Aloud Test Administration
revision typically involves rewording
items, deleting items, or creating new items
Expert Panels
study of test items, typically
conducted during the test development process in which items are examined for fairness to all prospective test-takers and for the presence of offensive language, stereotypes, or situations
sensitivity review
revalidation of a test on a sample of
test takers other than those on whom test performance was originally found to be a valid predictor of some criterion
Cross-validation
a test validation process conducted on
two or more tests using the same sample of test takers
Co-validation
multifaceted capacity that manifests
itself in different ways across the lifespan
Intelligence
believed that the most intelligent people are those equipped with the best sensory abilities
Francis Galton
write about the components of intelligence (reasoning, judgment,
memory, and abstraction)
Alfred Binet
stated that intelligence is the aggregate
or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.
David Wechsler
research focused on the
development of cognition in children; Intelligence may be conceived of as a kind of evolving biological adaptation to the outside world.
Jean Piaget
an organized action or mental
structure that, when applied to the world, leads to knowing or understanding
Schema
actively organizing new information so that it fits in with what already is perceived and thought
Assimilation
changing what is already perceived or thought so that it fits with new information
Accommodation
Child develops ability to exhibit goal-directed, intentional behavior; develops the capacity to coordinate and integrate input from the five senses;
Sensorimotor Period
Child’s understanding of concepts is based largely on what is seen; the child’s comprehension of a situation, an event, or an object is typically based on a single, usually the most obvious, perceptual aspect of the stimulus
Preoperational Period
Reversibility of thought now appears
Concrete Operations Period
Increased ability to abstract and to deal with ideas independent of his or her own experience
Formal Operations Period
proposes that intelligence is
composed of two factors: general intelligence “g” and specific intelligence “s”
Charles Spearman
formulated a framework
wherein the 150 different mental
intellectual abilities were organized
within three dimensions –
Operations, Content, and Products
Joy Paul Guilford’s Structure of Intellect Theory (SI)
stated that every individual possesses different levels of seven primary mental abilities: word fluency,
verbal factor, numerical factor,
inductive reasoning, memory, spatial
visualization, and perceptual speed
Louis Leon Thurstone’s Multiple
Factor Theory of Intelligence
introduced the idea of having multiple
intelligence which consists of: logical-mathematical, bodily-kinesthetic,
linguistic, musical, spatial, interpersonal, intrapersonal
Gardner’s Theory on Multiple Intelligence
differentiates between fluid intelligence and crystallized intelligence
Cattell and Horn’s Theory on
Intelligence
ability to think on the spot and solve new problems; ability to
understand relationships between various concepts and solve novel problem
fluid intelligence
knowledge and skills that
accumulate and develop through
learning and experience; application of learned information, comprehension, and wisdom acquired over time
crystallized intelligence
the chronological age equivalent of
one’s performance on a test or a
subtest
Mental Age
assess and measure intelligence in children; among the earliest intelligence tests developed by psychologist Alfred Binet and his colleague Theodore Simon
Binet Scales
designed to measure a person’s cognitive abilities across various domains
Wechsler Tests
Primarily designed for individuals aged 16 and older, the WAIS assesses intellectual functioning in adults
Wechsler Adult Intelligence Scale (WAIS)
geared toward assessing the intellectual abilities of children aged 6 to 16 years
Wechsler Intelligence Scale for Children (WISC)
Developed for children between the ages of 2 years 6 months and 7 years 7 months; measures intellectual functioning in young children
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
non-verbal intelligence test; designed
to assess an individual’s ability to perceive and think clearly, abstractly, and solve problems without relying on language or cultural knowledge; developed by John C. Raven
Raven’s Progressive Matrices
widely used assessment tool
designed to assist in self exploration, vocational exploration, and career development
Occupational Aptitude Survey
and Interest Schedule
