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CPCE > Assessment & Testing > Flashcards

Assessment & Testing Flashcards

1
Q

Assessment

A

Processes and procedures for collecting information about human behavior

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2
Q

Appraisal (evaluation)

A

Going beyond assessment and making judgments about human attributes and behaviors.

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3
Q

3 measures of central tendency

A
  1. Mean or the arithmetic: average (M or X bar)
  2. Median: middle score in distribution
  3. Mode: most frequent score
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4
Q

Positive vs negative skew

A

Reference photo

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5
Q

Range

A

Highest score minus lowest score

(Inclusive range is same but then adding 1)

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6
Q

Standard deviation

A

Describes the variability within a distribution of scores.
(SD for a sample)
(Sigma for population)

Essentially the mean of all the deviations from the mean.

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7
Q

Variance

A

The square of the standard deviation

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8
Q

Normal curve (bell curve)

A

Distributes scores into 6 equal parts - 3 above the mean and 3 below

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9
Q

Percentile

A

75%. This score is higher than 74% of the scores. 25% of the scores are higher than this

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10
Q

Stanine

A

Standard 9
Split normal curve into 9 equal parts
5 in the middle standard deviation about 2

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11
Q

Standardized scores

A

Convert raw scores
Allow for direct comparison
Express a persons distance from the average

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12
Q

Z- score

A

Z = zero
Mean is 0 Standard deviation of 1
Range is -3 to 3

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13
Q

T-Score

A

T = 10
Standard deviation of 10 mean of 50

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14
Q

Correlation coefficient (r)

A

Ranges from -1.00 (perfect negative correlation) to 1 (perfect positive correlation)

Shows the relationship between two sets of numbers.

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15
Q

Bivariate correlation

A

Correlation between two variables

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16
Q

Multivariate correlation

A

A correlation between 3 or more variables

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17
Q

Reliability

A

Consistency of a test or measure

Extent to which a measure is free of error

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18
Q

Stability or test-retest reliability

A

Results of two administrations are correlated

2 weeks is a good time between tests administrations

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19
Q

Equivalence reliability

A

Alternative forms of the same test administered to the same group and then correlated

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20
Q

Internal consistency or split half reliability

A

Test divided into two halves
Correlation between two halves is calculated

May apply spearman-brown formula to determine how reliable test would be had you not split it

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21
Q

Internal consistency reliability

A

The more homogenous the items the more reliable the test

For dichotomous items (true-false or yes-no) use Kiser-Richardson formulas

For no dichotomous items (multiple choice or essay) use cronbachs alpha coefficient

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22
Q

True and error variance

A

tests are administered. Each one measures true variance (T1 and T2) and error variance (E1 and E2).
If the correlation between two tests or two forms of the same test is, for example, .90, then the amount of true variance measured in common is the correlation
squared (.902 = 81%).

See photo

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23
Q

Coefficient of determination vs coefficient of nondermination

A

r^2 is the degree of common variance between error and true variance for instance.

.90 is the correlation then squared it is .81 which is 81% and this is the coefficient of determination the remaining 19% is the coefficient of non determination and represents error variance.

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24
Q

Standard Error of Measurement (SEM)

A

Measure of reliability
Helps determine the range within which an individuals score probably falls

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25
Q

Validity

A

Test measures what it purports to measure

26
Q

Face validity

A

The instrument looks valid

Example: a math test has math items

27
Q

Content validity

A

assesses whether a test is representative of all aspects of the construct.

Example: two professors of Psychology 101 devise final exams which covers the important content that they both teach.

28
Q

Predictive validity

A

Predictions made by test are confirmed by later behavior (criterion)

Example: the scores on the GRE predict later grade point average.

29
Q

Concurrent validity

A

The results of the test are compared with other tests results of behaviors (criteria) at or about the same time.

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

30
Q

Construct validity

A

The extent the tool/tools measures some hypothetical construct such as anxiety, creativity.

31
Q

Convergent validation

A

High correlation between the construct under investigation and others.

32
Q

Discriminate validation

A

When there is no significant correlation between the construct under investigation and others.

33
Q

Tests may be reliable but not valid

A

Valid tests are reliable unless there is a change in the underlying trait or characteristic being measured (maturation, training, development)

34
Q

Power based vs speed based tests

A

Power: no time limits or generous ones (NCE and CPCE)

Speed: times, and emphasis placed on speech and accuracy (measures of intelligence, ability, aptitude)

35
Q

Norm referenced assessment

A

Comparing individuals to others who have taken the test before. Norma’s can be national, state or local.

36
Q

Criterion referenced assessment

A

Comparing an individual’s performs to some predetermined criterion.

Example NCE cut off scores
Cutoff score = criterion

37
Q

Ipsatively interpreted

A

Comparing the results on the test within the individual.

Individuals high and low scores on a test

38
Q

Purposes/rationale for using tests

A
  1. Check if client is in range of services
  2. Help client gain self-understanding
  3. Counselor gain better understanding
  4. Which counseling methods?
  5. Predict future performance
  6. Make decisions about future
  7. Indentify interests
  8. Evaluate the outcomes of counseling
39
Q

Circumstances where testing may be useful:

A
  1. Placement - education or work setting
  2. Admissions
  3. Diagnosis
  4. Educational planning
  5. Evaluation
  6. Licensure & certification
  7. Self-understanding
40
Q

Regression toward the mean

A

If one earns a very low score or a very high score on a pretest that individuals will probably earn a score closer the mean on the post test

41
Q

Standardized vs no standardized assessment

A

Standardized: instruments administered in formal, structured procedure and the coding is specified.

Non standardized: there are no formal or routine instructions for administration or or for scoring. Checklists or rating scales

42
Q

Intelligence tests

A

Stanford- Binet Intelligence scales

Wechsler Adult Intdlligence Scale (WAIS-IV)

Cognitive abilities test

43
Q

Specialized ability tests

A

Kaufman Assessment battery for children
System of multicultural Pluralistic assessment
ACT
SAT
Miller analogies test (MAT)
GRE

44
Q

Achievement tests

A

California Achievement Test
Iowa Test of Basic Skills
Stanford Achievement Test

45
Q

Specialized achievement tests

A

General Education Development (GED)
Collage Boards Advanced Placement Program
College- level Examination Program (CLEP)

46
Q

Aptitude

A

Differential Aptitude Test
O*Net Ability Profiler
Armed Services Vocational Aptitude Battery (ASVAB)
Career Ability Placement Survey (CAPS)

47
Q

Personality:

A

The dynamic product of genetic factors, environmental experiences, and learning to include traits and characteristics.

48
Q

Projective Tests

A

Rorschach
Thematic Apperception Test (TAT)
Ritter Incomplete Sentences Blank (Second Edition)
Draw-A-Person Test

49
Q

Inventories

A

Minnesota Multiphasic Personality Inventory
California Psychological Inventory (CPI)
NEO Personality Inventory
Beck Depression Inventory
Myers-Briggs Type Indicator

50
Q

Specialized inventories

A

Tennessee Self Concept Scale
Bender Visual-Motor Gestalt Test

51
Q

Interest inventories

A

Strong interest inventory
Self directed search
Career assessment inventory
Campbell interest and skill survey
O*net interest Profiler

52
Q

Semantic differential

A

Report where you are on a range of polar opposites

Very good <———————> Very Bad

53
Q

Intrusive vs unobtrusive measurement

A

Instrusive (reactive): participant knows they are being watched or questioned and that may effect performance

Unobtrusive (non reactive): data is collected without the awareness of the individual.

54
Q

Social desirability

A

Tendency to respond in ways that are perceived as socially desirable

55
Q

Using & interpreting test scores

A
  1. Training in test theory and studying test manual
  2. Prepare for the test interpretation
  3. Describe test in non technical terms
  4. Describe nature of scores
  5. Organize the data so it makes most sense to client (explain interrelationships)
  6. Ask for reactions and feelings
  7. Scores are additional data
  8. Go slowly
56
Q

Advantages of computer based assessment

A
  1. Standardized administration and scoring
  2. Feedback and results may be available immediately
  3. If computers are available cost is less
  4. Profiles of results and reports can be generated
57
Q

Disadvantages of computer based assessment

A
  1. Not all assessment are available on computer
  2. Can be scary for some people
  3. Computers can be expensive
  4. Personal contact with an administrator may not be available
58
Q

Ethical issues in testing

A
  1. May be biased to nonwhite females
  2. Counselors must be trained and competent
  3. Test may label and stereotype people
59
Q

Assessment resources

A

The mental measurement yearbook: list of references of tests.
Tests in print IX: info on testing instruments
A comprehensive guide to career assessment

60
Q

Association for Assessment and Research in Counseling

A

18 divisions of the American Counseling Association

CPCE (9 decks)

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