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NCE > Assessment and Testing > Flashcards

Assessment and Testing Flashcards

1
Q

Measurement

A

process of determining dimensions of an attribute or trait

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2
Q

assessment

A

processes and procedures for collecting info about human behavior

eg: tests, inventories, interview data, observation, rating scales

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3
Q

appraisal

A

implies going beyond measurement to making judgments about human attributes and behaviors

  • used interchangeably with evaluation
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4
Q

Interpretation

A

making a statement about the meaning or usefulness of measurement data based on the counselor’s knowledge or judgment

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5
Q

measures of central tendency

A

distribution of scores can be measured using:

mean: symbolized by M or X (with horizontal line on top)
median: middle score
mode: most frequent scor

these 3 fall in same place when distribution is symmetrical

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6
Q

skew

A

(see iphone pic)

refers to the degree to which a distribution of scores is not normally distributed

mode=top curve
median=middle score
mean=pulled in the direction of the extreme scores (which is represented by the tail)

a negative skew is with the tail pointing to left; positive is pointing to right (think of how values increase/decrease on horizontal axis)

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7
Q

Standard Deviation

A
  • describes the variability w/in a distribution of scores
  • is essentially the mean of all deviations from the mean
  • an excellent measure of dispersion of scores
  • Use ‘SD’ to signify standard deviation from a sample
  • use sigma (think cursive ‘o’ without the first part) for population variability
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8
Q

variance

A

the SD squared (SDˆ2)

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9
Q

normal bell curve

A

distributes scores into 6 equal parts–3 above the mean, 3 below–such that:

34% & 34%=68%, comprises 1 standard deviation

13.5% & 13.5%=95%, comprises 2 standard deviations

2% & 2%=99%, comprises 3 standard deviations

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10
Q

standardized scores

A

are scores converted from the individual’s raw score that allows for comparison bw individuals and bw the same individual’s various scores (ie vocab and math)

they basically represent the person’s distance from the mean in terms of standard deviation

two most commonly used standardized scores:

z-score: the mean=0, standard deviation =1, rnge for SD is +3/-3 [the ‘z’ =zero]

T score: mean=50, standard deviation=10. Transforming this score eliminates negative numbers (unlike Z score)
[the “T”=Ten]

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11
Q

two most commonly used standardized scores

A

z-score: the mean=0, standard deviation =1, rnge for SD is +3/-3 [the ‘z’ =zero]

T score: mean=50, standard deviation=10. Transforming this score eliminates negative numbers (unlike Z score)
[the “T”=Ten]

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12
Q

stanine

A

from STAndard NINE
converts distributioin into 9 parts, with 5 in middle and SD of ~2

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13
Q

correlation coefficient

A
  • measures reliability
  • ranges from -1.00 to 1.00 (perfect correlation
    -shows the reln’p bw two sets of #s, but nothing about cause and effect
  • if the reliability coefficient is high (>=.70), then it’s reliable
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14
Q

bivariate vs multivariate

A
  • correlation bw 2 variables=bivariate
  • ” bw 3 or more variables=multivariate
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15
Q

reliability

A
  • a necessary psychometric property of tests and measures
  • consistency of a test or measure
  • the extent to which a measure is free from error (if the instrument has little error, it’s reliable)
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16
Q

stability

A
  • test-retest reliability using same instrument
  • 2 weeks is sufficient bw test administrations
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17
Q

Equivalence

A
  • alternate forms of the same test administered to same group
  • comparable forms of the tests, intervening events, and experiences will influence reliability
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18
Q

spearman-brown formula

A

may use this to see how reliable a split half test would be had you not split it in two

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19
Q

other name for the spearman-brown formula?

A

prophecy formula

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20
Q

internal consistency

A
  • this is a split-half method where the test is divided into halves and the correlation bw these halves is calculated
  • determined by measuring inter-item consistency. the more homogenous the items the more reliable the test
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21
Q

what are the different formulas used to determine internal consistency and when are they used?

A

Kuder-Richardson formula used if the test has dichotomous items (ie true/false, yes/no)

Cronbach alpha coefficient is applied for nondichotomous items (ie multiple choice, essay)

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22
Q

what is used to determine reliability?

A

correlation coefficient
- if the reliability coefficient is high (>=.70), then it’s reliable

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23
Q

Kuder-Richardson formula

A

Kuder-Richardson formula used to measure internal consistency; if the test has dichotomous items (ie true/false, yes/no)

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24
Q

Cronbach alpha coefficient

A

Used to measure internal consistency
- is applied for nondichotomous items (ie multiple choice, essay)

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25
Q

True vs error variance
Coefficient of determination
Coefficient of non determination

A

If 2 tests given and the correlation bw them is .9 (for example), then the true variance measured in common is .9^2=81%.

coefficient of determination=degree of common variance (81%)

coefficient of nondetermination=the unique variance, not common (19%=error variance)

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26
Q

Standard error of measurement (SEM)

A

Another measure of reliability helpful in interpreting test scores
- helps determine the range in which a persons score probably falls
- aka “Confidence Band” or “confidence limits”

Ex:
A person scores a 92 on a test, and Sem is 5. On a normal curve, 1SD away will be 97 and 1 below will be 87, which is where his score will be 67% of time. 95% of time his calcite will be be 82 and 102 (2SD’s away from his mean of 92).

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27
Q

Validity

A

Degree to which a test measures what it’s supposed to measure

28
Q

Face validity

A

The instrument looks valid (i.e., a math test has math items)

29
Q

Content validity

A

The test contains items drawn from the domain of items which could be included

Ex: two pro professors of psychology, 101 device an exam that covers the content that they both teach

30
Q

Predictive validity

A

Predictions made by the test are confirmed by later behavior

Ex: the scores of the GRE predict later grade point average

31
Q

Concurrent validity

A

The results of the test are compared with other tests, results or behaviors at/about the same time

Ex: scores of an art aptitude test may be compared to grades already assigned to students in an art class

32
Q

Construct validity

A

Refers to the extent that a test measures a hypothetical construct such as anxiety, creativity, etc.

33
Q

Convergent validation

A

Occurs when there’s high correlation between the construct under investigation and others

34
Q

Discriminant validation

A

Occurs when there is no significant correlation between the construct under investigation and others

35
Q

Test may be reliable, but not valid, but valid test are reliable. True or false?

A

T

36
Q

Another name for True variance

A

Coefficient of determination

37
Q

Another name for error variance

A

Coefficient of non determination

38
Q

Power based tests

A

No time limits or very generous ones (ie NCE)

39
Q

Speed based test

A

Timed, emphasis on speed and accuracy (ie intelligence, ability, attitude)

40
Q

Norm referenced assessment

A

Comparing individuals to others

41
Q

Criterion referenced assessment

A

Comparing an individuals performance to some predetermined criteria such as NCE cutoff score

42
Q

Ipsatively interpreted assessment

A

Comparing results on test within the individual. May also compare an individual’s score on one test with another.

43
Q

A maximal performance test may generate a person’s ______ on __________

A

Best performance; aptitude or achievement test

44
Q

A typical performance may occur on what types of test?

A

An interest or personality test

45
Q

what is meant by regression toward the mean and what is another name for it?

A

aka “statistical regression”

if a person scores very high (>=85%) or very low (<=15%) on a pretest then they will probably score closer to the mean on the post test.

Why? Because of the error resulting from chance, personal, and environmental factors.

46
Q

defn of intelligence

A

ability to think in abstract terms; to learn.
also called general or cognitive ability

47
Q

Intelligence tests

A

Stanford-Binet Intelligence scales
Wechsler adult intelligence scale (WAIS-IV)
Wechslet intelligence scale for children (WISC-V)
Cognitive abilities test

48
Q

specialized (intelligence) ability tests

A

Kaufman assessment battery for children - II

System of multicultural pluralistic assessment (SOMPA). Measures medical, social systems and pluralistic factors

SMAG:
SAT (scholastic aptitude test)
Miller Analogies Test (MAT)
ACT (american college test)
Graduate record exam (GRE)

49
Q

what do achievement tests measure and example of them

A

measures what a person has already learned/experienced

  • used diagnostically (K-12 achievement tests)
  • National assessment of educational progress (NAEP) is a national measure of academic performance
    [there’s the national level and the state “levels” below]`
  • California Achievement tests
  • Iowa Test of basic skills
  • Stanford achievement test
50
Q

specialized achievement tests

A
  • general education development (GED)
  • college board’s advanced placement program
  • college-level examination program (CLEP)
51
Q

what do aptitude tests measure?

A

also called ability tests, aptitude measures one’s potential to learn; used to predict future performance

52
Q

examples of aptitude tests

A

-Differential aptitude test (DAT)
- O*NET ability profiler (formerly General Aptitude Battery Test, GATB)
- ASVAB
- Career ability placement survey (CAPS)

53
Q

Projective tests. what do they do and examples

A

present an unstructured task and the person projects processes, needs, anxieties…

ex:
Rorschbach
TAT (thematic apperception test)
Rotter incomplete sentences blank
Draw a person test

54
Q

types of personality inventories

A
  • minnesota multiphasic personality inventory
  • Californiia psychological inventory (CPI)
  • NEO Personality inventory
  • Beck Depression Inventory
  • MBTI
55
Q

examples of Interest tests

A
  • Strong interest inventory
  • self-directed search
  • career assessment inventory
  • campbell interest and skill survey
  • ONET interest profiler
56
Q

Intrusive vs unobtrusive measurement

A

Intrusive: reactive measurement where the person being measured knows they’re being watched and this knowledge affects their performance.
- Ex: questionnaires, surveys, observation

Unobtrusive: nonreactive where data is collected without the person’s awareness or without changing the natural course of events.
- Ex: reviewing existing records or unobtrusive observation

57
Q

Semantic differential

A

refers to a scale that asks respondents to report where they are on a dichotomous range bw two affective polar opposites.
- ex: Very bad ____ _____ _____ Very good

  • adjective pairs usually have an evaluative, potency, and activity underlying structure that serves as a secondary analysis
58
Q

Observation as appraisal technique

A
  • Observing samples from a stream of behavior
  • may use schedules, coding systems, or record forms
59
Q

Case/historical study

A

Analytical and/or diagnostic investigation of a person or group

60
Q

Rating scales

A

Used to report the degree to which an attribute or characteristic is present

61
Q

Sociometry

A
  • Used to identify isolates, rejectees , or stars (popular ppl)
  • Requires revealing personal feelings about each other
62
Q

Social desirability

A

Tendency for test takers to respond in ways that are perceived to be socially desirable

63
Q

Grade and age equivalent scores

A

Scores on an achievement test often reported as grade equivalent scores. I.e., if a student completes the number on a test that the average sixth graders scores, then he has a grade equivalent score of six.

Age equivalent scores work similarly. For agr, an individual score is compared to the average score of others at the same age. So if a 7.5 year-old student earned a score equivalent to an eight-year-old, then 8 would be his age equivalent score.

64
Q

Percentile ranks

A

Indicate the percent of people who scored above or below. So if I score in 35th percentile, then I scored higher than 34% of the people and 65% scored higher than me.

65
Q

Assessment resources

A

Mental measurements year
- from Buros Institute
- has critical reviews of tests and lists published references of
20th edition published in 2017

Test and print IX (2016)
- Has information on approximately 3000 testing instruments

A comprehensive guide to career assessment
- Published by national career development Association
- edited by Kevin Stoltz and Susan Barclay in 2019

66
Q

Association for assessment and research and counseling

A

One of 18 divisions of the ACA

NCE (6 decks)

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