Chapter 4

Question 1

7 assumptions about psychological testing and assessment

Answer 1

1. Psychological Traits and States Exist
2. Psychological Traits and States Can Be Quantified
   and Measured
3. Test-Related Behavior Predicts Non-Test-Related
   Behavior
4. Tests 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 Conducted
   in a Fair and Unbiased Manner
7. Testing and Assessment Benefit Society

Question 2

Any distinguishable, relatively
enduring way in which one individual varies from another

Answer 2

Trait

Question 3

Distinguish one person from another but are
relatively less enduring

Answer 3

States

Question 4

Informed,
scientific concept developed or constructed to describe or
explain behavior.

Answer 4

Construct

Question 5

Observable action
or the product of an observable action, including test- or
assessment-related responses.

Answer 5

Overt behavior

Question 6

To aid in
the understanding of behavior that has already taken place.

Answer 6

Postdict

Question 7

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

Answer 7

Error

Question 8

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

Answer 8

Error variance

Question 9

Assumption is made that each testtaker has a true
score on a test that would be obtained but for the random action of
measurement error.

Answer 9

Classical or true score theory

Question 10

Logical criteria for a good test

Answer 10

Clear
instructions for administration, scoring, and interpretation.

Question 11

Technical criteria for a good test (3)

Answer 11

Reliability
Validity
Other considerations

Question 12

Involves the consistency of the measuring tool

Answer 12

RELIABILITY

Question 13

Refers to the extent that a test measures what it purports
to measure

Answer 13

VALIDITY

Question 14

Method of
evaluation and a way of deriving meaning from test scores by
evaluating an individual testtaker’s score and comparing it
to scores of a group of testtakers.

Answer 14

Norm-referenced testing and assessment

Question 15

Behavior that is usual, average, normal, standard, expected, or
typical.

Answer 15

Norm

Question 16

Group of people whose performance
on a particular test is analyzed for reference in evaluating the
performance of individual testtakers.

Answer 16

Normative sample

Question 17

The process of administering a test to a representative sample
of testtakers for the purpose of establishing norms

Answer 17

Standardization or Test standardization

Question 18

Portion of
the universe of people deemed to be representative of the whole
population.

Answer 18

Sample of the population

Question 19

The process of selecting the portion of the universe deemed to be
representative of the whole population

Answer 19

Sampling

Question 20

Subgroups within a defined population may differ with respect to
some characteristics, and it is sometimes essential to have these
differences proportionately represented

Answer 20

Stratified
sampling

Question 21

If such sampling were random (that is, if every member of the
population had the same chance of being included in the sample)

Answer 21

Stratified-random sampling

Question 22

If we arbitrarily select some sample because we believe it to be
representative of the population

Answer 22

Purposive sample

Question 23

One that is
convenient or available for use.

Answer 23

Incidental sample or Convenience sample

Question 24

8 types of norms

Answer 24

• age norms
• grade norms
• national norms
• national anchor norms
• local norms
•norms from a fixed reference group
•subgroup norms
•percentile norms.

Question 25

Raw data from a test’s standardization sample converted to percentile form.

Answer 25

PERCENTILE NORMS

Question 26

Term applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life.

Answer 26

DEVELOPMENTAL NORMS

Question 27

Also known as age-equivalent scores; indicate the average performance of different samples of testtakers who were at various ages at the time the test was administered.

Answer 27

Age norms

Question 28

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

Answer 28

NATIONAL NORMS

Question 29

Provide some stability to test scores by anchoring them to other test scores.

Answer 29

NATIONAL ANCHOR NORMS

Question 30

Results of a normative sample that is segmented by any of the criteria initially used in selecting subjects for the sample.

Answer 30

Subgroup norms

Question 31

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

Answer 31

LOCAL NORMS

Question 32

Standard on which a judgment or decision may be based.

Answer 32

Criterion

Question 33

Method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard.

Answer 33

Criterion-referenced testing and assessment