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Psychological Assessment > Chapter 4: Tests and Testing > Flashcards

Chapter 4: Tests and Testing Flashcards

1
Q

Assumption 1: Psychological Traits and States Exist

Assumption 2: Psychological Traits and States Can Be Quantified and Measured

Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior

Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses

Assumption 5: Various Sources of Error Are Part of the Assessment Process

Assumption 6: Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner

Assumption 7: Testing and Assessment Benefit Society

A

Some Assumptions about Psychological Testing and Assessment

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2
Q

Some Assumptions about Psychological Testing and Assessment

A trait has been defined as “any distinguishable, relatively enduring way in which one individual varies from another”.

States also distinguish one person from another but are relatively less enduring.

Trait only exists as a construct—an informed, scientific concept developed or constructed to describe or explain behavior.

A

Assumption 1: Psychological Traits and States Exist

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3
Q

Some Assumptions about Psychological Testing and Assessment

_____ refers to intelligence, scientific intellectual abilities, cognitive style, adjustment, interests, attitudes, sexual orientation and preferences, psychopathology, personality in general, and specific personality traits.

A

Psychological Traits

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4
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

_____ need to construct tests to at least gauge observable behavior.

States are less enduring.

A

Test Developers

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5
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

A _____ is a 22-item scale used for varied, novel, complex sensations or experiences and the willingness to take physical and social risks for the sake of such experiences.

A

Sensation-Seeking Scale (SSS)

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6
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

_____ Evolution may bring new terms such as Androgynous, Liberated, and New Age.

A

Cultural

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7
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

The term _____ or having both characteristics of a male with masculine traits and female with expressive traits;

A

Androgynous

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8
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

_____ or being freed from the constraints of gender-dependent social expectations.

A

liberated

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9
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 1: Psychological Traits and States Exist

_____ which refers to a particular nonmainstream orientation to spirituality and health.

A

New Age

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10
Q

Some Assumptions about Psychological Testing and Assessment

Test developers and researchers will consider the following to measure traits and states:

  1. What behaviors indicate to have this trait?
  2. How is it operationally defined?
  3. The strength and magnitude to understand more about the trait and the difference from others having the same trait.
  4. A Personality Test yields a score purporting to provide information.

Item content weighs the comparative value: technical considerations, definitions, purpose, value society.

A

Assumption 2: Psychological Traits and States Can Be Quantified and Measured

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11
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 2: Psychological Traits and States Can Be Quantified and Measured

Scoring and interpretation of scores,

  1. _____ Scoring - the more the testtaker responds in a particular direction, as correct or consistent with a particular trait, the higher that testtaker is presumed to be on the targeted ability or trait.
A

Cumulative

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12
Q

Some Assumptions about Psychological Testing and Assessment

—Some tests mimic the test user to understand
—Tests is only for sample behavior that can be under non-test conditions
—Postdicts is to understand the behavior that has already taken place
—This is the case history data, or the “Defendant’s” personal diary for evaluation

A

Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior

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13
Q

Some Assumptions about Psychological Testing and Assessment

—Test users must know the test and its limitations
—Limitations is emphasized repeatedly in the code of ethics of associations or assessment professionals

A

Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses

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14
Q

Some Assumptions about Psychological Testing and Assessment

Error is a component of the measurement process.

—Error Variance, component of a test score attributable to sources other than trait or ability measured. Extraneous variables and assessor can be one of the sources of Error Variance.

A

Assumption 5: Various Sources of Error Are Part of the Assessment Process

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15
Q

Some Assumptions about Psychological Testing and Assessment

Assumption 5: Various Sources of Error Are Part of the Assessment Process

_____ Theory of measurement says that each test taker has a true score to be obtained but for the random action of measurement error.

It is a theory of testing based on the idea that a person’s observed or obtained score on a test is the sum of a true score and an error score

To improve reliability.

A

Classical or True Score

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16
Q

Some Assumptions about Psychological Testing and Assessment

This is controversial.

  1. Fairness-related questions and problems occasionally arise
  2. Iba iba kasi background and experiences ng test-takers, so dapat refer sila sa culture differences

Political vs. Psychometric — tests are tools that can be used properly or improperly

A

Assumption 6: Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner

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17
Q

Some Assumptions about Psychological Testing and Assessment

Testing and assessment is for credentials, hiring and selection, classifying sections, diagnosing educational difficulties, diagnosing health issues, and or screening military.

A

Assumption 7: Testing and Assessment Benefit Society

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18
Q

What is a Good Test?

  1. Clear instruction
  2. Reliable
  3. It measures what it purports to measure—Validity
  4. Useful, may benefit sa individual at sa sangkatauhan!
  5. Contains adequate norms to compare performances
A

Reliability and Validity

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19
Q

What’s a Good Test?

This is a test performance data ng isang group of testtakers as reference when evaluating or interpreting individual test scores.

A

Norm

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20
Q

What’s a Good Test? Norm

_____ is the process of administering test sa sample for the purpose of establishing norms.

A

Standardization

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21
Q

What’s a Good Test? Norm

Types of Standard Error (4)

A

Measurement, Estimate, The Mean, and The Difference

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22
Q

What’s a Good Test? Norm

Types of Standard Error (4)

A statistic used to estimate the extent to which an observed score deviates from a true score

A

Standard Error of Measurement

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23
Q

What’s a Good Test? Norm

Types of Standard Error (4)

In regression, involved predicting the value of one variable from another

A

Standard Error of Estimate

24
Q

What’s a Good Test? Norm

Types of Standard Error (4)

Sampling error

A

Standard Error of the Mean

25
Q

What’s a Good Test? Norm

Types of Standard Error (4)

estimate how large a difference between 2 scores should be before the difference is considered statistically significant

A

Standard Error of the Mean

26
Q

Sampling to Develop Norms

The test developer can obtain a distribution of test responses by administering the test to a _____ of the population—a portion of the universe of people deemed to be representative of the whole population.

A

sample

27
Q

Sampling to Develop Norms

_____ Norming is a controversial practice that was based on a race or ethnic background.

A

Race

28
Q

Sampling to Develop Norms

3 types of Sampling:

A
  1. Stratified Sampling - best against sampling bias and aid in interpretation of sampling. Stats ng whole population by partitioned strata
  2. Purposive Sampling - sampling na logically assumed/believed represents a population
  3. Incidental/convenience Sampling - available lang siya kunware nakita mo sa convenience store
29
Q

Developing norms for a standardized test

When the people in the normative sample are the same people on whom the test was standardized, the phrases normative sample and standardization sample are often used _____.

A

interchangeably

30
Q

Developing norms for a standardized test

_____ is the tendency to stay the same level relative to one’s peers

  1. Percentile of an individual within age group
  2. Comparison within the age group, they have different growth patterns
  3. Charts are used
  4. May analogy between rates of physical and intellectual growth
A

Tracking

31
Q

_____ uses norms to compare each person or evaluate test scores related to other scores on the same test.

A

Norm-referenced test

32
Q

Types of Norms or Norm-referenced tests (5)

A
  1. Percentiles
  2. Age or age-equivalent scores
  3. Grade norms
  4. National norms
  5. Local norms
33
Q

Types of Norms or Norm-referenced tests (5)

gagawing percent yung scores. Alternatively, we could divide a distribution into 100 equal parts— 100 percentiles.

A

Percentiles

34
Q

Types of Norms or Norm-referenced tests (5)

_____ refers to the distribution of raw scores—more specifically, to the number of items that were answered correctly multiplied by 100 and divided by the total number of items.

A

Percentage correct

35
Q

Types of Norms or Norm-referenced tests (5)

iba iba dead, pero gumagamit ng mental age vs. physical age

A

Age or age-equivalent scores

36
Q

Types of Norms or Norm-referenced tests (5)

depende sa school grade.

A

Grade norms

37
Q

Types of Norms or Norm-referenced tests (5)

Both grade norms and age norms are referred to more generally as _____, a 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.

A

developmental norms

38
Q

Types of Norms or Norm-referenced tests (5)

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

parang representative ng iba’t ibang age, gender, racial/ethnic bg, socioeconomic strata. geolocation, communities

**National anchor norms

A

National norms

39
Q

Types of Norms or Norm-referenced tests (5)

may respesto sa local, Individual high schools may wish to develop their own school norms for student scores on an examination that is administered statewide.

A

Local norms

40
Q

_____ norms can be segmented by criteria initially used in selecting subjects for sample.

A

Subgroup

41
Q

A _____ scoring system where the distribution of scores obtained sa tests, will be used as the basis for the calculation of test scores for future administration on the test.

Perhaps the test most familiar to college students that exemplifies the use of a fixed reference group scoring system is the SAT.

nalalaos yung difficulty ng test

A

Fixed reference group

42
Q

may be defined as 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.

In norm-referenced interpretations of test data, a usual area of focus is how an individual performed relative to other people who took the test. People ang comparison.

Pero dito, may given criteria, for achievement ganyan or AKA mastery tests.

A

Criterion-referenced test/domain or

Content referenced testing and assessment

43
Q

Here, the distribution of scores obtained on the test from one group of testtakers—referred to as the _____ — is used as the basis for the calculation of test scores for future administrations of the test.

Perhaps the test most familiar to college students that exemplifies the use of a fixed reference group scoring system is the SAT.

A

Fixed Reference Group Scoring Systems

44
Q

In _____ interpretations of test data, a usual area of focus is how an individual performed relative to other people who took the test.

A

norm-referenced

45
Q

In _____ interpretations of test data, a usual area of focus is the testtaker’s performance: what the testtaker can do or not do; what the testtaker has or has not learned; whether the testtaker does or does not meet specified criteria for inclusion in some group, access to certain privileges, and so forth.

A

criterion-referenced

46
Q

A _____ is a number that provides us with an index of the

strength of the relationship between two things

A

coefficient of correlation (or correlation coefficient)

47
Q

Simply stated, _____ is an expression of the degree and direction of correspondence between two
things.

If asked to supply information about its magnitude, it would respond with a number anywhere at all between －1 and ＋1.

If a _____ is zero, then absolutely no relationship exists between the two variables. And some might consider “perfectly no correlation” to be a third variety of perfect _____; that is, a perfect non_____.

A

correlation

48
Q

Many techniques have been devised to measure correlation. The most widely used of all is the _____, also known as the _____ correlation coefficient and the _____ product-moment coefficient of correlation. Devised by Karl _____, r can be the statistical tool of choice when the relationship between the variables is linear and when the two variables being correlated are continuous (that is, they can theoretically take any value).

A

Pearson r

49
Q

History records, however, that it was actually Sir _____ who should be credited with developing the concept of correlation. _____ experimented with many formulas to measure correlation, including one he labeled r.

Pearson.

A

Francis Galton

50
Q

One commonly used alternative statistic is variously called a rank-order correlation coefficient, a rank-difference correlation coefficient, or simply _____. Developed by Charles _____, a British psychologist, this coefficient of correlation is frequently used when the sample size is small (fewer than 30 pairs of measurements) and especially when both sets of measurements are in ordinal (or rank-order) form.

A

The Spearman Rho

51
Q

Charles Spearman is best known as the developer of the Spearman rho statistic and the Spearman-Brown prophecy formula, which is used to “prophesize” the accuracy of tests of different sizes. Spearman is also credited with being the father of a statistical method called _____.

A

factor analysis

52
Q

_____ may be defined broadly as the analysis of relationships among variables for the purpose of understanding how one variable may predict another.

A

Regression

53
Q

_____ involves one independent variable ( X ), typically referred to as the predictor variable, and one dependent variable ( Y ), typically referred to as the outcome variable.

A

Simple regression

54
Q

The use of more than one score to predict Y requires the use of a _____ equation.

The _____ equation takes into account the intercorrelations among all the variables involved.

A

multiple regression

55
Q

Inference from Measurement (2)

A

Meta-Analysis and Culture and Inference

56
Q

The term _____ refers to a family of techniques used to statistically combine information across studies to produce single estimates of the statistics being studied.

A

meta-analysis

57
Q

It is incumbent upon responsible test users not to lose sight of culture as a factor in test administration, scoring, and interpretation. So, in selecting a test for use, the responsible test user does some advance research on the test’s available norms to check on how appropriate they are for use with the targeted testtaker population

A

Culture and Inference

Psychological Assessment (12 decks)

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