Chapters 2, 3, 4, Test Development and Psychometrics

Question 1

What are four basic types of measurement scales

Answer 1

nominal, ordinal. interval, and ratio

Question 2

the most elementary of the measurement scales, involves classifying by name based on characteristics of the person or object being measured.

Answer 2

nominal scale

Question 3

provides a measure of magnitude and, thus, it often provides more information than does a nominal scale.

Answer 3

ordinal scale

Question 4

units are in equal intervals; thus, a difference of 5 points between 45-50 represents the same amount of change as the differences of 5 points between 85 and 90 points.

Answer 4

Interval scale

Question 5

Has the same properties of an Interval scale without the existence of a meaningful zero.

Answer 5

ratio scale

Question 6

an individual’s score is compared with scores of other individuals who have taken the same test

Answer 6

norm-referenced instrument

Question 7

an individual’s score is compared with an established standard or criterion

Answer 7

criterion-referenced instrument

Question 8

predetermined cutoff score indicates whether the person has attained and established level

Answer 8

Mastery component

Question 9

converting scores into a _________helps understand how your score compares with the others who also took the test

Answer 9

Frequency distribution

Question 10

often used assessment because this graphic representation makes the data easier to understand (x-axis -horizontal/y-axis vertical)

Answer 10

Frequency polygon

Question 11

What are the three central tendencies that are useful in interpreting individual’s results on an instrument

Answer 11

Mode
Median
Mean

Question 12

is the most frequent score in a distribution - highest frequency of any of the scores

Answer 12

Mode

Question 13

the score at which 50% of the people had a score below it and 50% of the people had a score above it.

Answer 13

Median

Question 14

The arithmetic average of the scores

Answer 14

Mean

Question 15

Provides a measure of the spread of scores and indicates the variability between the highest and the lowest scores. _________ is calculated by simply subtracting the lowest score from the highest score.

Answer 15

Range

Question 16

To avoid the problem of getting a zero- square the deviations, add these together and divide by the numbers of scores

Answer 16

Variance or mean square deviation

Question 17

The square root of the variance is the ___________

Answer 17

standard deviation

Question 18

scores on an instrument fall into a ______

Answer 18

normal distribution or a normal. curve (bell-shaped)

Question 19

________is one in which the majority of scores are at the lower end of the scores.

Answer 19

positively skewed distribution

Question 20

Where the majority of scores are on the higher end of the distribution

Answer 20

negatively skewed distribution

Question 21

What are example of three standard Scores

Answer 21

z Score
T Scores
Stanines

Question 22

What are the three major theories related to reliability?

Answer 22

classical test theory,
generalizability theory
item response theory

Question 23

Based on the degree that there is an error within the instrument. _________suggests thatt every score has two hypothetical components: a true score and an error component

Answer 23

Classical test theory

Question 24

_______means there is a system-methods are planned, orderly, and methodical

Answer 24

Systematic

Question 25

means lack of system. -occurrences are presumed to be unsystematic (eg. not consistent, such as coffee spill on just one person’s test)

Answer 25

Random error

Question 26

estimates range of
scores if someone to took test over and over again.

Answer 26

Standard error of measurement

Question 27

When there is a long period between the administrations of the instrument

Answer 27

coefficient of stability

Question 28

Measures consistency of how the test measures a particular construct within the group

Answer 28

Internal consistency

Question 29

Helps measure internal consistency by splitting group in half and comparing results of each which should be consistent

Answer 29

Split-half Reliability

Question 30

Measurement of consistency between
test scores for different test scorers.

Answer 30

Interscorer (interrater reliability)

Question 31

Two forms given to same person and then tested for
reliability.

Answer 31

Parallel forms

Question 32

Norming Groups. Created through:

Answer 32

*Simple random sample (every person in pop has same chance of being sampled)

*Stratified sample (used in assessments –where test developer match percentage or population
in terms of ethnic groups, geographic location, socioeconomic status)

*Cluster sample (create sample from groups – ie random sample of child achievement achieved through random selection of clusters – ie schools).

Question 33

Consistency of a measure.

Answer 33

Reliability

Question 34

Typically Pearson r – estimates a test
reliability – ranges from -1 to 1 – where 1 or -1 is a perfect relationship between the variables with no measurement error. The closer to 1 or -1, the better. 0 indicates there is no association between the variables.

Small association: .1 to .3 or -.1 to -.3
Medium association: .3 to .5 or -.3 to -.5
Strong association: .5 to 1.0 or -.5 to -1.0
Correlation NOT causation!

Answer 34

Reliability Coefficient

Question 35

The extent to which a test measures what it’s meant to measure.

Answer 35

Validity

Question 36

How well the test or assessment evaluates all aspects of the topic, construct or behaviour

Answer 36

Content-related variability

Question 37

Extent to which test or instrument measures outcome (SAT as a predictor of college performance)

Answer 37

Criterion-related validity

Question 38

Extent to which test or instrument measures or reflects the intended construct (such as intelligence).

Answer 38

Construct validity

Question 39

Allows us to predict values for a response.

Answer 39

Regression
(Regression analysis used to estimate slope)