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PSY 4310L > Chapter 6: validity > Flashcards

Chapter 6: validity Flashcards

1
Q

a judgement or estimate of how well a test measures what it purports to measure in a particular context

A

validity

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2
Q

The process of gathering and evaluating evidence about
validity

A

validation

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3
Q

T or F: Both test developers and test users may play a role in the validation of a test

A

true

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4
Q

May yield insights regarding a particular population of test takers as compared to the norming sample described in a test manual

A

Local validation studies

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5
Q

three categories of validity

A
  • content validity
  • criterion-related validity
  • construct validity
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6
Q

This measure of validity is based on an evaluation of the subjects, topics, or content covered by the items in the test

A

content validity

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7
Q

This measure of validity is obtained by evaluating the relationship of scores obtained on the test to scores on other tests or measures

A

criterion-related validity

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8
Q

This measure of validity is arrived at by executing a comprehensive analysis of:
- how scores on the test relate to other test scores and measures
- how scores on the test can be understood within some theoretical framework for
understanding the construct that the test was designed to measure

A

construct validity

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9
Q

A judgment concerning how relevant the test items appear to be

A

face validity

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10
Q

If a test appears to measure what it purports to measure “on the face of it,” it could be said to be __________

A

high in face validity

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11
Q

A judgment of how adequately a test samples behavior representative of the universe of behavior that the test was designed to sample

A

content validity

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12
Q

A plan regarding the types of information to be covered by
the items, the number of items tapping each area of coverage, the organization of the items in the test, etc.

A

test blueprint

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13
Q

Culture and the relativity of content validity

A
  • the content validity of a test varies across cultures and time
  • political considerations may also play a role
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14
Q

measures
agreement among raters regarding how essential an individual test item is for inclusion in a test

A

content validity ratio

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15
Q

values range of content validity ratio

A

-1 to 1

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16
Q

what does it mean if content validity ratio is closer to +1

A

majority of experts agree there is an association between the item and the domain

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17
Q

the standard against which a test or a test score is evaluated

A

criterion

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18
Q

characteristic of an adequate criterion

A
  • relevant to the matter at hand
  • valid for the purpose for which it is being used
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19
Q

A judgment of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest

a. criterion-related validity
b. concurrent validity
c. predictive validity

A

a. criterion-related validity

20
Q

An index of the degree to which a test score is related to some criterion measure obtained at the same time

a. criterion-related validity
b. concurrent validity
c. predictive validity

A

b. concurrent validity

21
Q

An index of the degree to which a test score predicts some criterion, measure

a. criterion-related validity
b. concurrent validity
c. predictive validity

A

c. predictive validity

22
Q

Statistical evidences for concurrent and predictive validity

A
  • expectancy data ~ expectancy table/chart
  • validity coefficient
23
Q

A correlation coefficient that provides a measure of the relationship between test scores and scores on the criterion measure

A

validity coefficient

24
Q

The degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use

A

incremental validity

25
Q

Proportion of people a test accurately identifies a possessing/exhibiting a
particular trait, behavior/
characteristic/attribute

A

hit rate

26
Q

Proportion of people the
test fails to identify as having/ not having a particular characteristic/
attribute

A

miss rate

27
Q

percentage of people hired under the existing system for a particular position extent to which a particular trait, behavior, characteristic or attribute exists in the population expressed in proportion

A

base rate

28
Q

numerical value that
reflects the relationship
between the number of
people to be hired and the number of people available to be hired

A

selection ration

29
Q

a miss wherein the test
predicted that the examinee did possess the particular characteristic being measured when the examinee did not

A

false positive (type 1 error)

30
Q

a miss wherein the test predicted that the examinee did not possess
the particular characteristic being measured when the examinee did

A

false negative (type 2 error)

31
Q

Judgment about the appropriateness of inferences drawn from test scores regarding individual standings on a construct

A

construct validity

32
Q

T or F: If a test is a valid measure of a construct, then high scorers and low scorers should behave as theorized

A

true

33
Q

evidence of construct validity

A
  • homogeneity
  • changes with age
  • pretest-posttest changes
  • from distinct groups
34
Q

evidence of construct validity: How uniform a test is in measuring a single concept

A

evidence of homogeneity

35
Q

evidence of construct validity: Some constructs are expected to change over time (e.g., reading rate)

A

evidence of changes with age

36
Q

evidence of construct validity: Test scores change as a result of
some experience between a pretest and a posttest (e.g., therapy)

A

evidence of pretest-posttest changes

37
Q

evidence of construct validity: Scores on a test vary in a predictable way as a function of membership in some group

A

evidence form distinct groups

38
Q

Scores on the test undergoing construct validation tend to correlate highly in the predicted direction with scores on older, more established tests designed to measure the same (or a similar) construct

A

convergent evidence

39
Q

Validity coefficient showing little relationship between test scores and/or other variables with which scores on the test should not theoretically be correlated

A

discriminant/divergent evidence

40
Q

Class of mathematical procedures designed to identify specific variables on which people may differ

A

factor analysis

41
Q

A factor inherent in a test that systematically prevents accurate, impartial measurement

A

bias

42
Q

A judgment resulting from the intentional or unintentional misuse of a rating scale

A

rating error

43
Q

Raters may be either too lenient, too severe, or reluctant to give ratings at the extremes

A

central tendency error

44
Q

A tendency to give a particular person a higher rating than he or she objectively deserves because of a favorable overall impression

A

halo effect

45
Q

The extent to which a test is used in an impartial, just, and equitable way

A

fairness

PSY 4310L (9 decks)

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