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Assessments Flashcards

CPCE Appraisal Study Guide questions

1
Q

What is the general process of determining dimensions of an attribute or trait

A

Measurement

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2
Q

What is the process or procedure for collecting information about human
behavior known as?

A

Assessment

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3
Q

Tests and inventories, rating scales, observations and interview data are tools for this process or procedure.

A

Assessment

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4
Q

Going beyond measurement to making judgments about human
attributes and behaviors

A

Appraisal or Evaluation

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5
Q

Making a statement about the meaning or usefulness of measurement
data according to the professional counselor’s knowledge and judgment

A

Interpretation

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6
Q

Any form of mental testing

A

Psychometric

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7
Q

Measures various factors in same test (ie: math, science)

A

Horizontal test

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8
Q

The arithmetic average

A

Mean

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9
Q

The middle score in a distribution of scores

A

Median

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10
Q

The most frequent score in a distribution of scores

A

Mode

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11
Q

All three of these fall in the same place when the distribution is normally
distributed

A

Mean, Median and Mode

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12
Q

What are the measures of central tendency?

A

Mean, Median and Mode

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13
Q

The degree to which a distribution of scores is not normally distributed

A

Skew

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14
Q

The right tail is longer; the mass of the distribution is concentrated on the left of the figure

A

Positive Skew

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15
Q

The left tail is longer; the mass of the distribution is concentrated on the right of the figure

A

Negative Skew

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16
Q

The highest score minus the lowest score

A

Range

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17
Q

The highest score minus the lowest score plus one

A

Inclusive range

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18
Q

The variability within a distribution of scores

A

Standard deviation

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19
Q

The mean of all the deviations from the mean

A

Standard deviation

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20
Q

Square of the standard deviation

A

Variance

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21
Q

Distributes the scores into six equal parts - 3 above the mean, 3 below the
mean

A

Normal Curve

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22
Q

68% - 34% above the mean, 34% below the mean

A

One standard deviation

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23
Q

95% - 13.5% above the mean, 13.5% below the mean

A

Two standard deviations

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24
Q

99% - 2% above the mean, 2% below the mean

A

Three standard deviations

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25
Q

Converts a distribution of scores into nine parts, with 5 in the middle and a standard deviation of about 2

A

Stanine

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26
Q

Uses to compare several different test scores for the same individual

A

Standardized score scale

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27
Q

These derived scores provide for constant normative or relative meaning,
allowing for comparisons between individuals

A

Standardized Scores

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28
Q

Express the person’s distance from the mean in terms of standard deviation of that standard score distribution

A

Standardized test scores

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29
Q

Standardized score where the mean in 0, SD is 1

A

Z score

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30
Q

Standardized score where the mean is 50, SD is 10

A

T score

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31
Q

Indicates % of people who answered an item correctly

A

Difficulty Index/Value

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32
Q

Higher the number, the easier the item

A

Difficulty Index/Value

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33
Q

What is the difficulty index/value if 25% answered correctly?

A

.25

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34
Q

A statistical index which shows a relationship between two sets of numbers

A

Correlation Coefficient

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35
Q

Represented by “r” and ranges from -1 to +1

A

Correlation Coefficient

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36
Q

A correlation between 2 variables

A

Bivariate

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37
Q

A correlation between multiple variables

A

Multivariate

38
Q

The degree to which the test can be expected to provide similar results for the
same subjects on repeated administrations

A

Reliability

39
Q

Can be viewed as the extent to which a measure is free from error

A

Reliability

40
Q

Is used to determine reliability

A

Correlation Coefficient

41
Q

The same group is tested twice with the same instrument, results are correlated

A

Test-Retest Reliability

42
Q

Alternate forms of the same test are administered to the same group and the correlation between them is calculated

A

Equivalence

43
Q

The test is divided into 2 halves, the correlation between the halves is calculated

A

Split-half

44
Q

The more homogenous the items, he more reliable the test

A

Inter-Item

45
Q

Confidence band or confidence limits

A

Standard Error of Measurement (SEM)

46
Q

Attributed to the actual psychological trait or characteristic that the test is measuring

A

True Variance

47
Q

Can be calculated through the correlation of two tests squared

A

True Variance

48
Q

Attributed to factors other than the psychological trait or characteristic the test is measuring

A

Error Variance

49
Q

The degree of common variance
between two tests

A

Coefficient of determination

50
Q

The unique variance, and is not
common between the two tests

A

Coefficient of nondetermination

51
Q

The instrument appears valid

A

Face validity

51
Q

The degree to which a test measures what it purports to measure

A

Validity

52
Q

In this type of validity, the instrument contains items drawn from the domain of items which could be included

A

Content validity

53
Q

The predictions made by the test are confirmed by later behavior

A

Predictive validity

54
Q

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

A

Concurrent validity

55
Q

A test has this type of validity to the extent that it measures some hypothetical construct

A

Construct validity

56
Q

When there is a high correlation between
the construct under the investigation and others

A

Convergent validity

57
Q

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

A

Discriminant validity

58
Q

Type of test where items get progressively more difficult

A

Spiral Test

59
Q

Type of test where items go from easy to difficult within each section

A

Cyclical Test

60
Q

Type of test where two versions are given to same group

A

Parallel Test

61
Q

Type of test where there are no time limits on tests, or very generous time limits

A

Power based tests

62
Q

these types of tests are timed and the emphasis is placed on speed and accuracy

A

Speed based tests

63
Q

This type of test format relies on scorers opinion

A

Subjective

64
Q

These are examples of what type of test format: Essay, Free Choice, Short Answer?

A

Subjective

65
Q

This type of test format requires no judgment from rater

A

Objective

66
Q

These are examples of what type of test format: Forced choice/Multiple Choice, Multipoint: Three or more choices (a,b,c,or d), Dichotomous: Two choices, True/False

A

Objective

67
Q

In this type of test a client is shown neutral stimuli and projects personality on
unstructured task using the unconscious mind

A

Projective

68
Q

These are examples of what type of test format: free association (Rorschach), completion (sentence), construction (HTP)

A

Projective

69
Q

This type of assessment compares individuals to others who have taken the test before

A

Norm Referenced

70
Q

This type of assessment compares an individual’s performance to some
predetermined criterion which has been established as important

A

Criterion Referenced

71
Q

This type of assessment compares the results on the test within the individual

A

Ipsatively Interpreted

72
Q

This may generate a person’s best performance on an aptitude or achievement test

A

Maximal performance test

73
Q

In this type of assessment the instruments are administered in a formal, structured
procedure and scoring is specified

A

Standardized

74
Q

In this type of assessment there are no formal or routine instructions for
administration or for scoring

A

Non-Standardized

75
Q

These are examples of what types of tests/inventories:
o Stanford-Binet Intelligence Scales
o Wechsler Adult Intelligence Scale (WAIS-IV)
o Wechsler Intelligence Scale for Children (WISC-IV)
o Cognitive Abilities Test

A

Intelligence

76
Q

These are examples of what types of tests/inventories:
o Kaufman Assessment Battery for Children
o ACT
o SAT
o GRE

A

Specialized Ability Tests

77
Q

These are examples of what types of tests/inventories:
o California Achievement Tests
o Iowa Test of Basic Skills

A

Achievement

78
Q

These are examples of what types of tests/inventories:
o GED
o College Board AP Tests

A

Specialized Achievement Test

79
Q

These are examples of what types of tests/inventories:
o DAT
o O*NET Ability Profiler

A

Aptitude

80
Q

These are examples of what types of tests/inventories:
o Strong Interest Inventory
o Self Directed Search
o Career Assessment Inventory
o O*NET Interest Profiler

A

Interests

81
Q

These are examples of what types of tests/inventories:
o MMPI
o Beck Depression Inventory
o MBTI

A

Personality

82
Q

These are examples of what types of tests/inventories:
o Strong Interest Inventory
o Self Directed Search
o Career Assessment Inventory
o O*NET Interest Profiler

A

Interests

83
Q

True/False, Likert Scale and Semantic Differential are examples of this

A

Rating scale

84
Q

This type of observation is reactive, means the participant knows he or she is being watched or questioned and this knowledge may effect his or her performance

A

Intrusive Observation

85
Q

This type of observation is nonreactive, data is collected without the awareness of the individual and without changing the natural course of events

A

Unobtrusive Observation

86
Q

Schedules, coding systems, and record forms are used to document what type of process?

A

Observation

87
Q

An analytical or diagnostic investigation of a person or a group

A

Case study

88
Q

May be used to report the degree to which an attribute or characteristic is present

A

Rating scale

89
Q

Can be used to identify isolates, rejectees, or stars

A

Sociometry

90
Q

A figure or map showing the interrelationships or structure of the
group

A

Sociogram

91
Q

Social desirability and Halo effect are examples of what phenomenon in assessments/testing?

A

Bias

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