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I/O Reviewer > Chap 6: EVALUATING SELECTION TECHNIQUES AND DECISIONS > Flashcards

Chap 6: EVALUATING SELECTION TECHNIQUES AND DECISIONS Flashcards

1
Q

The extent to which a score from a test or from an evaluation is consistent and free from error.

A

Reliability

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2
Q

method each one of several people take the same test
twice.

A

test-retest reliability

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3
Q

The scores from the first administration of the test are correlated with scores from the second to determine whether they are similar

A

test-retest reliability

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4
Q

The extent to which repeated administration of the same test will achieve similar results.

A

test-retest reliability

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5
Q

The test scores are stable across time and not highly susceptible to such random daily conditions as illness, fatigue, stress, or uncomfortable testing conditions

A

temporal stability

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6
Q

The consistency of test scores
across time.

A

temporal stability

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7
Q

two forms of the same test are constructed

A

alternate-forms reliability

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8
Q

designed to eliminate any effects that taking one form of the test first may have on scores on the second form.

A

counterbalancing

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9
Q

The extent to which two forms of the same test are similar

A

alternate-forms reliability

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10
Q

A method of controlling for order
effects by giving half of a sample Test A first, followed by Test B, and giving the other half of the sample Test B first, followed by Test A

A

counterbalancing

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11
Q

The extent to which the scores on two forms of a test are similar.

A

Form stability

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12
Q

consistency with which an applicant responds to items measuring a similar dimension or construct

A

Internal Reliability

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13
Q

The extent to which similar items are answered in similar ways is referred to as internal consistency and measures ______

A

item stability

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14
Q

The extent to which similar items are answered in similar ways is referred to as _____ and measures item stability

A

internal consistency

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15
Q

The extent to which test items measure the same construct.

A

Item homogeneity

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16
Q

3 statistics used to determine internal reliability of test

A

-Kuder-Richardson 20
-Spearman-Brown Prophecy Formula
-Coefficient Alpha (Cronbach’s Alpha)

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17
Q
  • A form of internal reliability in which the consistency of item responses is determined by comparing scores on half of the items with scores on the other half of the items.
  • is the easiest to use, as items on a test are split into two groups.
A

Split-half method

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18
Q

are more popular and accurate methods of determining internal reliability, although they are more complicated to compute

A

Cronbach’s coefficient alpha and the K-R 20

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19
Q

Used to correct reliability coefficients resulting from the split-half method.

A

Spearman-Brown prophecy formula

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20
Q

A statistic used to determine internal reliability of tests that use
interval or ratio scales.

A

Coefficient alpha

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21
Q

A statistic used to determine
internal reliability of tests that use items with dichotomous answers (yes/no, true/false).

A

Kuder-Richardson Formula 20 (K-R 20)

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22
Q

used for tests containing dichotomous items (e.g., yes-no,
true-false)

A

K-R 20

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23
Q

can be used not only for dichotomous items but also for tests containing interval and ratio(nondichotomous) items such as five-point rating scales

A

coefficient alpha

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24
Q

The extent to which two people scoring a test agree on the test score, or the extent to which a test is scored correctly.

A

Scorer reliability

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25
Q

an issue in projective or subjective tests in which there is no one correct answer, but even tests scored with the use of keys suffer from scorer mistakes

A

Scorer reliability

26
Q

When human judgment of performance is involved, scorer reliability is discussed in terms of

A

interrater reliability

27
Q

when Evaluating the Reliability of a Test, two factors must be considered:

A
  • the magnitude of the reliability coefficient
  • the people who will be taking the test.
28
Q

The degree to which inferences from test scores are justified by the evidence.

A

Validity

29
Q

The extent to which tests or test items sample the content that they are supposed to measure.

A

Content validity

30
Q

In industry, the appropriate content for a test or test battery is determined by the _______

A

job analysis

31
Q

The extent to which a test score is related to some measure of job
performance.

A

Criterion validity

32
Q
  • a test is given to a group of employees who are already on the job.
  • A form of criterion validity that correlates test scores with measures of job performance for employees currently working for an organization
A

concurrent validity

33
Q
  • design, the test is administered to a group of job applicants who are going to be hired
  • A form of criterion validity in which test scores of applicants are compared at a later date with a measure of job performance.
A

predictive validity

34
Q

Difference between concurrent and predictive validity

A

Concurrent - already on the job.
Predictive - applicants who are going to be hired

35
Q

performance scores makes obtaining a significant validity coefficient more difficult

A

restricted range

36
Q

the extent to which a test found valid for a job in one location is valid for the same job in a different location

A

validity generalization (VG)

37
Q

it is the most theoretical of the validity types

A

Construct validity

38
Q

The extent to which a test actually measures the construct that it purports to measure.

A

Construct validity

39
Q

is concerned with inferences about test scores

A

Construct validity

40
Q

is concerned with inferences about test construction.

A

content validity

41
Q

is usually determined by correlating scores on a test with scores from other tests

A

Construct validity

42
Q

A form of validity in which test scores from two contrasting groups “known” to differ on a construct are compared.

A

Known-group validity

43
Q

is the extent to which a test appears to be job related.

A

Face validity

44
Q

True or False
face-valid tests resulted in high levels of test-taking motivation, which in turn resulted in higher levels of test performance

A

true

45
Q

statements that are so general that they can be true of almost anyone.

A

Barnum Statements

46
Q
  • A book containing information about the reliability and validity of various psychological tests.
  • which contains information on over 2,700 psychological tests as well as reviews by test experts.
A

Mental Measurements Yearbook (MMY)

47
Q

what edition of Mental Measurements Yearbook (MMY) is used

A

19th edition

48
Q

A type of test taken on a computer in which the computer adapts the difficulty level of questions asked to the test taker’s success in answering previous questions

A

Computer-adaptive testing (CAT)

49
Q

designed to estimate the percentage of future employees who will be successful on the job if an organization uses a particular test

A

Taylor-Russell tables

50
Q

Three information needed by Taylor-Russell Tables

A
  • criterion validity coefficient
  • Selection ratio (The percentage of applicants an organization hires. hired over applicants)
  • Base rate (Percentage of current employees who are considered successful.)
51
Q
  • A utility method that compares the percentage of times a selection decision was accurate with the percentage of successful employees.
  • easier to do but less accurate than the Taylor-Russell tables
A

Proportion of correct decisions (HIT RATE)

52
Q

five items of information must be known in Brogden-Cronbach-Gleser Utility Formula

A
  • Number of employees hired per year
  • Average tenure
  • Test validity
    -Standard deviation of performance in dollars
  • Mean standardized predictor score of selected applicants
53
Q
  • One form of predictive bias
  • meaning that the test will significantly predict performance for one group and not others.
A

single-group validity

54
Q

applicants are rank-ordered on the basis of their test scores

A

top-down selection

55
Q

names of the top three scorers are given to the person making the hiring decision
- often used in public sector

A

rule of three

56
Q
  • are a means for reducing adverse impact and increasing flexibility
  • The minimum test score that an applicant must achieve to be considered for hire.
A

Passing scores

57
Q

A selection strategy in which applicants must meet or exceed the passing score on more than one selection test

A

Multiple-cutoff approach

58
Q

Selection practice of administering one test at a time so that applicants must pass that test before being allowed to take the next test.

A

Multiple-hurdle approach

59
Q
  • As a compromise between top down hiring and passing scores, _______ attempts to hire the top test scorers while still allowing some flexibility for affirmative action
  • A statistical technique based on the standard error of measurement that allows similar test scores to be grouped
A

banding

60
Q

The number of points that a test score could be off due to test unreliability.

A

Standard error of measurement (SEM)

I/O Reviewer (7 decks)

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