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CAS 310 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What is the year of the first known testing

A

2200 BC

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2
Q

Who did China first test

A

public officials

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3
Q

Who created the normal distribution

A

Gauss

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4
Q

What happened during the 1700-1800

A

normal distribution was created
Civil service examination was given in the US
intellectual disability and psychosis were classified
Free association tests were developed

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5
Q

What were the 6 tests developed in the 1900

A 
Binet-simon scale
Army Alpha and Beta test
Woodworth Personality test and MMPI
Rorschach inkblot
college admission
Wechsler intelligence scale
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6
Q

Device or procedure in which a sample of an individual’s behavior is obtained, evaluated, and scored using standard procedures.

A

Test

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7
Q

A set of rules for assigning numbers to represent objects, traits, attributes, or behaviors

A

Measurement

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8
Q

Systematic procedure for collecting information that can be used to make inferences about the characteristics of people or objects

A

Assessment

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9
Q

Test designed to assess the upper limits of an examinee’s ability and knowledge

A

Maximum performance tests

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10
Q

Examples of maximum performance tests

A

SAT, job performance, Exams

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11
Q

Test that attempts to measure the typical behavior and characteristics of examinees

A

Typical response test

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12
Q

Types of typical response tests

A

personality tests, test about attitudes towards somthing

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13
Q

What are the two types of scoring

A

Norm-referenced scoring and Criterion-referenced scoring

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14
Q

Type of scoring where an examinee’s performance is compared to the performance of other people

A

Norm referenced scoring

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15
Q

A type of scoring where an examinee’s performance is compared to a specific level of performance

A

Criterion-referenced scoring

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16
Q

What influences norm-referenced scoring

A

scores of other people on the test

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17
Q

What influences criterion-referenced tests

A

the test itself

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18
Q

What are the 10 assumptions

A

Psychological constructs exist
Constructs can be measured
Measurement isn’t perfect
A construct can be measured in different ways
All assessments have strengths and weaknesses
Always try to triangulate
Performance on a test can be generalized to other behaviors
Assessments can help people make decisions
Can be conducted in a “fair” manner
Can benefit individuals and society

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19
Q

What are the applications of psychological assessment

A 
Diagnosis
Treatment planning and effectiveness
Selection, placement, and classification
Self-understanding
Evaluation & program evaluation
licensing
Scientific method
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20
Q

Categories with no numeric scales

A

Nominal

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21
Q

Rank ordering, intervals between items not known

A

Ordinal

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22
Q

Numeric properties are literal with equal intervals between values, no zero

A

Interval

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23
Q

Real values, has a zero

A

Ratio

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24
Q

Skew that points to the right

A

positive skew

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25
Q

Skew that points to the left

A

Negative skew

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26
Q

Part of distribution that most scores tend to concentrate around

A

Central tendency

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27
Q

The average of the distribution

A

Mean

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28
Q

The middle score in the distribution

A

median

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29
Q

The score that appears with the most frequency

A

mode

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30
Q

Average deviation of scores from the mean

A

Standard deviation

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31
Q

The mean of the sum of squared deviation of scores from the group mean

A

Variance

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32
Q

The difference between the highest and lowest scores

A

Range

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33
Q

The relationship between two variables

A

correlations

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34
Q

Variables that are outside of our measurement that influence the relationship between the variables of interest

A

third variable

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35
Q

Quantitative measure of the linear relationship between two variables

A

Correlation Coefficient

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36
Q

The amount of variance shared between two variables

A

Coefficient of determination

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37
Q

What is the rage of coefficient of determination

A

o to 1

38
Q

What correlation coefficient is used with intervals and ratios

A

Pearson product moment

39
Q

What correlation coefficient is used with ordinal scales

A

Spearman’s rank corelation

40
Q

What correlation coefficient is used with one dichotomous scale or one interval/ratio scale

A

Point-based correlation coefficient

41
Q

Predicting one variable given the information on another variable

A

Linear regression

42
Q

What is the equation for linear regression

A

Y=a+bX

43
Q

The likelihood of error in a prediction

A

Standard error of estimate

44
Q

A range of scores that a participants is likely to fall in, given a certain degree of confidence

A

Confidence interval

45
Q

Who was the first country to use testing

A

China

46
Q

The 8 factors in developing tests

A

Develop specific assessment objectives
Develop procedures that are appropriate for the construct
Develop explicit scoring criteria
Specify a sampling plan for collecting data
Develop test administration guidelines
Plan accommodations for those with special needs
Review the assessment prior to administration
Evaluate the psychometric properties of assessments

47
Q

7 things selected assessments should do

A

Tap into the construct
Produce reliable data that are representative of the target population
be fair
Match info found in the literature
be appropriate for your qualifications and experience
cannot be misinterpreted or misused
be secure

48
Q

What are the 6 components of assessment

A

Obtain informed consent/assent
Administer assessment in a standardized manner
modify assessments to meet the needs of examinees
Maintain test security
Make sure everything is scored properly and fair
Keep everything confidential and anonymous

49
Q

6 rules for interpreting/reporting results

A

Don’t use the assessment for other purposes
use multiple sources and types of assessment info
Stay close to the data-minimize subjectivity
Be aware of limitations of data
Consider if the normative sample is different from the chosen sample
Discuss results with examinees

50
Q

Taking raw scores are transforming them in a systematic manner that places them on a scale that has a specific mean and standard deviation

A

Standard scores

51
Q

Transformation in which the standard scores have the same distribution as the raw scores and maintain a direct relationship

A

Linear transformations

52
Q

What are the four types of linear transformations

A

z-scores
T-scores
IQ scores
CEEB scores

53
Q

an abnormal distribution that is transformed into a normal distribution

A

Normalized standardized scores

54
Q

3 types of nonlinear distribution

A

Stanine scores
Wechsler scales scores
Normal curves equivalent

55
Q

A measure indicating an examinee’s performance relative to the group performance

A

Percentile rank

56
Q

Norm-referenced scores that identify the level achieved by the examinee

A

Grade equivalents

57
Q

Theory/model of mental measurement that states that the responses to items on a test are accounted for by latent traits

A

Item response theory

58
Q

An ability or characteristic that is thought to exist, but can’t be assessed directly

A

Latent Traits

59
Q

The consistency accuracy or stability of results

A

Reliability

60
Q

Theory that states that every score on a mental test is composed of two components: the true score and the error score

A

Classical Test Theory

61
Q

The score that would be obtained on a perfect measure with perfect comprehension of the examinee

A

True score

62
Q

What is true score formula

A

X = T + E

63
Q

What is the X in the true score formula

A

the observed score

64
Q

What is T in the observed score formula

A

The true score

65
Q

What is E in the true score formula

A

Error

66
Q

What are the two types of error

A

Systematic and Random

67
Q

The differences that result from the items on the test and all possible items that the test could be constructed from.

A

Content sampling error

68
Q

Random fluctuations in performance from one time to another

A

Time sampling error

69
Q

Administer same test to same group at 2 different times.

A

Test-retest

70
Q

How is test retest administered

A

1 form in 2 sessions

71
Q

Administer 2 forms of the test to same group in the same session

A

Alternate forms

72
Q

How is alternate forms administered

A

2 forms and 1 session

73
Q

Administer two forms of test to same group at two different sessions

A

Delayed administration

74
Q

How is delayed administration administered

A

Two forms in two sessions

75
Q

Administer test to group one time. Split test into 2 halves

A

Split half

76
Q

How is split half administered

A

One form one session

77
Q

Administer a test to group one time

A

Coefficient alpha

78
Q

How is coefficient alpha administered

A

One form one session

79
Q

Administer a test to a group one time. Two or more raters score test independently

A

Inter-rater

80
Q

How is inter-rater administered

A

One form one session

81
Q

Combining scores on several different test/subtests

A

Composite scores

82
Q

Which is higher the reliability of the composite score or the reliability of the individual scores

A

The composite score

83
Q

What are the four factors in determining that a coefficient is acceptable

A

The construct
The time that is available to administer the test
That uses of the test
Method of estimating reliability

84
Q

Standard deviation of the distribution of scores that would be obtained by one person if they were tested on an infinite number of parallel forms of a test comprised of items randomly sampled from the same content domain

A

Standard error of measurement

85
Q

The appropriateness and accuracy of the interpretation a performance on a test

A

Validity

86
Q

What are the two threats to validity

A

Construct underrepresentation

construct – irrelevant variance

87
Q

What are the five types of validity evidence

A

Evidence based on test content
Evidence based on relations to other variables
Evidence based on internal structure
Evidence based on response processes
Evidence based on consequences of testing

88
Q

A measure of validity that shows how well a specific item falls with in the content

A

Item relevance

89
Q

Measure of validity that shows how well the test itself covers the domain

A

Content coverage

90
Q

A measure of validity in which something appears to be valid not a true measure of validity

A

Face validity

CAS 310 (3 decks)

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