Chapter 3: Assumptions about Psychological Testing and Assessment

Question 1

The seven (7) assumptions of psychological testing and assessment.

Answer 1

1. Psychological traits and states exist.
2. Psychological traits and states can be measured.
3. Test-related behavior predicts non-test-related behavior.
4. Test and other measurement techniques have strengths and weaknesses.
5. Various sources of error are part of the assessment process.
6. Testing and assessment can be done in a fair and unbiased manner.
7. Testing and assessment benefit society.

Question 2

This refers to any distinguishable, relatively enduring way in which one individual varies from another.

Answer 2

Trait.

Question 3

Examples of this are intelligence, specific intellectual abilities, cognitive style, adjustment, interests, attitudes, sexual orientation, preferences, etc.

Answer 3

Psychological trait.

Question 4

This distinguishes one person from another but are relatively less enduring.

Answer 4

States.

Question 5

This refers to an informed, scientific concept developed or constructed to explain a behavior, inferred from overt behavior.

Answer 5

Construct.

Question 6

An observable action or the product of an observable action.

Answer 6

Overt behavior.

Question 7

This refers to the assumption that the more the test-taker responds in a particular direction keyed by the test manual as correct or consistent with a particular trait, the higher that test-taker is presumed to be on the targeted ability or trait.

Answer 7

Cumulative scoring.

Question 8

This refers to something that is more than expected. It is a component of the measurement process.

It can also refer to the long-standing assumption that factors other than what a test attempts to measure will influence performance on the test.

Answer 8

Error.

Question 9

The component of a test score attributable to sources other than the trait or ability measured.

Answer 9

Error variance.

Question 10

Three (3) potential sources of error variance.

Answer 10

1. Assessors
2. Measuring instruments
3. Random errors such as luck

Question 11

This refers to the theory that each test-taker has a “true score” on a test that would be obtained if not for the action of measurement error.

Answer 11

Classical test theory.

Question 12

A “good” test has these three (3) characteristics, which are?

Answer 12

1. Includes clear instructions for administration, scoring, and interpretation.
2. Offered economy in the time and money it took to administer, score, and interpret (economical).
3. Measures what it is supposed to measure.

Question 13

This refers to the consistency of the measuring tool.

Answer 13

Reliability.

Question 14

This refers to how accurately a test measures what it is supposed to measure.

Answer 14

Validity.

Question 15

This refers to the usual, average, normal, standard, expected, or typical.

Answer 15

Norms.

Question 16

This is a method of evaluation and a way of deriving meaning from test scores by evaluating an individual test-taker’s score and comparing it to scores of a group of test-takers.

Answer 16

Norm-referenced testing and assessment.

Question 17

This refers to the group of people whose performance on a particular test is analyzed for reference in evaluating the performance of individual test-takers.

Answer 17

Normative sample.

Question 18

The process of deriving norms.

Answer 18

Norming.

Question 19

This consists of descriptive statistics based on a group of test-takers in a given period of time rather than norms obtained by formal sampling methods.

Answer 19

User norms / program norms.

Question 20

The process of administering a test to a representative sample of test-takers for the purpose of establishing norms.

Answer 20

Standardization.

Question 21

A portion of the universe of people that represents the whole population.

Answer 21

Sample.

Question 22

The process of selecting a sample.

Answer 22

Sampling.

Question 23

This refers to the average performance of different samples of test-takers who were at various ages at the time the test was administered.

Answer 23

Age norms.

Question 24

This is developed by administering the test to representative samples of children over a range of consecutive grade levels.

Answer 24

Grade norms.

Question 25

This refers to norms developed on the basis of trait, ability, skill, or other characteristics that is presumed to develop, deteriorate, or otherwise affected by chronological age, school grade, or stage of life.

Answer 25

Developmental norms.

Question 26

This is derived from a normative sample that was nationally representative of the population at the time norming study was conducted.

Answer 26

National norms.

Question 27

This provides normative information with respect to the local population’s performance on some test.

Answer 27

Local norms.

Question 28

This refers to when the distribution of scores obtained on the test from one group of test-takers (fixed reference group) is used as the basis for the calculation of test scores for future administrations of the test.

Answer 28

Fixed reference group scoring system.

Question 29

A method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard (criterion).

Answer 29

Criterion-referenced tests and assessment.

Question 30

A method of evaluation in which scores are related to a particular content area or domain.

Answer 30

Domain-referenced testing and assessment / content-referenced testing and assessment.