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PSY 4310L > Chapter 5 > Flashcards

Chapter 5 Flashcards

1
Q

refers to something that produces similar results

A

reliability

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2
Q

a statistic that quantifies reliability which ranges from 0 to 1

A

reliability coefficient

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3
Q

what is the score for not reliable at all

A

zero (0)

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4
Q

what is the score for perfectly reliable

A

one (1)

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5
Q

the individual’s score on a measure if there was no error

A

true score

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6
Q

a person’s standing on the theoretical variable independent of any particular measurement

A

construct score

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7
Q

______ : reliability :: _____ : validity

A

true score; construct score

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8
Q

formula for observed score

A

X = T + E

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9
Q

refers to the difference between the observed score and the true score

A

error

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10
Q

standard deviation squared

A

variance

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11
Q

variance equals _____ plus _____

A

true variance; error variance

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12
Q

the proportion of the total variance attributed to true variance

A

reliability

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13
Q

percentage of true variance

A

67%

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14
Q

percentage of error due to test construction

A

18%

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15
Q

percentage of administration error

A

5%

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16
Q

percentage of unidentified error

A

5%

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17
Q

percentage of scorer error

A

5%

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18
Q

refers the inherent uncertainty associated with any measurement, even after care has been taken to minimize preventable mistakes

A

measurement error

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19
Q

consists of unpredictable fluctuations and inconsistencies of other variables in the measurement process

A

random error

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20
Q

typically proportionate to what is presumed to be the true value of the variable being measured

A

systematic error

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21
Q

sources of error variance

A
  • test construction
  • test administration
  • test scoring and interpretation
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22
Q

what are the variables under test administration source of error variance

A
  • test taker variables
  • examiner-related variables
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23
Q

sources of error variance: variation may exist within items in a test or between tests

A

test construction

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24
Q

sources of error variance: may stem from the test environment

A

test administration

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25
Q

sources of error variance: pressing emotional problems, physical discomfort, lack of sleep, and the effects of drugs or medication

A

test taker variables

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26
Q

sources of error variance: physical appearance and demeanor may play a role

A

examiner-related variables

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27
Q

sources of error variance: computer testing reduces error in test scoring, but many tests still require expert interpretation

A

test scoring and interpretation

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28
Q

reliability estimates

A
  • test-retest reliability
  • split-half reliability
  • inter-scorer reliability
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29
Q

an estimated of reliability obtained by correlating pairs of scores from the same people on two different administrations of the same test

A

test-retest reliability

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30
Q

true or false: in test-retest reliability, as time passes, correlation between the scores obtained on each testing increases

A

false; decreases

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31
Q

this reliability is most appropriate for variables that should be stable over time, such as personality

A

test-retest reliability

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32
Q

with intervals greater than 6 months, the estimate of test-retest reliability is called _____

A

coefficient of stability

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33
Q

measures the degree of the relationship between various forms of a test by means of alternate-forms or parallel-forms

A

coefficient of equivalence

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34
Q

for each form of the test, the means and the variances of observed test scores are equal

A

parallel forms

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35
Q

typically designed to be equivalent with respect to variables such as content and level of difficulty

A

alternate forms

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36
Q

obtaining estimates of alternate-forms reliability and parallel-forms reliability is similar to obtaining an estimate of _____

A

test-retest reliability

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37
Q

obtained by correlating two pairs of scores obtained from equivalent halves of a single test administered once

A

split-half reliability

38
Q

step 1 of split-half reliability

A

divide the test into equivalent halves

39
Q

step 2 of split-half reliability

A

calculate a pearson r between scores on the two halves of the test

40
Q

step 3 of split-half reliability

A

adjust the half-test reliability using the spearman-brown formula

41
Q

allows a test developer or user to estimate internal consistency reliability from a correlation of two halves of a test

A

spearman-brown formula

42
Q

the degree of correlation among all the items on a scale

A

inter-item consistency

43
Q

mean of all possible split-half correlations

A

coefficient alpha

44
Q

range of coefficient alpha

A

0 to 1

45
Q

coefficient alpha is corrected by what formula

A

spearman-brown formula

46
Q

the degree of agreement or consistency between two or more scorers with regard to a particular measure

A

inter-scorer reliability

47
Q

what reliability is often used when coding nonverbal behavior

A

inter-scorer reliability

48
Q

a correlation coefficient used to determine the degree of consistency among scorers

A

coefficient of inter-scorer reliability

49
Q

the nature of tests

A
  • homogeneity vs. heterogeneity of items
  • dynamic vs. static characteristics
  • restriction of range vs. inflation of range
  • speed test vs. power test
50
Q

estimates the portion of a test score that is attributable to error

A

true score theory or classical test theory

51
Q

averaging all the observed scores obtained over a period of time, the result would be closest to the true score

A

true score theory or classical test theory

52
Q

the greater the number of items, the higher the reliability

A

true score theory or classical test theory

53
Q

estimates the extent to which specific sources of variation under defined conditions are contributing to the test score

A

domain sampling theory

54
Q

assumes that the items that have been selected for any one test are just a sample of items from an infinite domain of potential items

A

domain sampling theory

55
Q

based on the idea that a person’s test scores vary from testing to testing because of variables in the testing situation

A

generalizability theory

56
Q

it is described in terms of its facets

A

universe

57
Q

provides a way to model the probability that a person with x ability will be able to perform at a level of y

A

item response theory

58
Q

refers to a family of methods and techniques used to distinguish specific approaches

A

item response theory

59
Q

incorporates considerations of an item’s level of difficulty and discrimination

A

item response theory

60
Q

relates to an item not being easily accomplished, solved, or comprehended

A

difficulty

61
Q

refers to the degree to which an item differentiates among people with higher or lower levels of the variables being measured

A

discrimination

62
Q

the _____ the reliability of the test, the _____ the standard error

A

higher; lower

63
Q

the higher the _____ of the test, the lower the _____

A

reliability; standard error

64
Q

can be used to estimate the extent to which an observed score deviates from a true score

A

standard error

65
Q

a range or band of test scores that is likely to contain the true score

A

confidence interval

66
Q

percent between +-1 sd

A

68.3%

67
Q

percent between +-2 sd

A

95.4%

68
Q

percent between +-3 sd

A

99.7%

69
Q

percent 1 sd from the mean

A

34.1%

70
Q

percent 2 sd from the mean

A

13.6%

71
Q

percent 3 sd from the mean

A

2.1%

72
Q

when a time limit is long enough to allow test takers to attempt all items, and if some items are so difficult that no test taker is able to obtain a perfect score

A

power test

73
Q

generally contains items of uniform level of difficulty so that, when given generous time limits, all test takers should be able to complete all the test items correctly

A

speed test

74
Q

designed to provide an indication of where a test taker stands with respect to some variable or criterion

A

criterion-referenced test

75
Q

examines how generalizable scores from a particular test are if the test is administered in different situations

A

generalizability study

75
Q

error that is unpredictable

A

random error

76
Q

error that is expected so you have prepared for it

A

systematic error

77
Q

summary of test-retest reliability

A

test-retest = different administrations - coefficient of stability

78
Q

summary of parallel/alternate forms

A

parallel/alternate forms = different forms - coefficient of equivalence

79
Q

summary of split-half reliability

A

split-half reliability = different halves of the test - person r (correlation) & spearman brown (adjustment)

80
Q

score for reliability

A

0.8 and above

81
Q

all items measure only one construct

A

homogenous items

82
Q

all items measures lots of constructs

A

heterogenous items

83
Q

in which items is internal consistency high

A

homogenous items

84
Q

what coefficient removes biases in scoring

A

coefficient of inter-scorer reliability

85
Q

analyze correlation at a specific range; high reliability

A

restriction of range

86
Q

looks at the whole picture; low reliability

A

inflation of range

87
Q

what is measured in power test

A

ceiling and floor limits

88
Q

highest that you can analyze

A

ceiling limits

89
Q

lowest that you can understand

A

floor limits

PSY 4310L (9 decks)

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