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Assessment Counseling > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

You can have _________ without _________ but the opposite is not true

A

Reliability &; validity

Reliability is a prerequisite to validity

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2
Q

What an instrument measures and how well it does that task

A

Validity

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3
Q

The degree to which the evidence indicated that the items, questions, or tasks adequately represent the intended behavior domain

A

Content-related Validity

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4
Q

Concerns the extent to which the instrument may measure a theoretical or hypothetical construct or trait

A

Construct Validity

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5
Q

The degree to which test scores are consistent, dependable, stable, and repeatable

A

Reliability

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6
Q

a reliability coefficient is calculated simply by correlating the performance on the first administration with the performance on the second. It is expected that the variation in scores between the 1st and 2nd would relate to random error because everything else should be the same

A

Test-Retest

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7
Q

Individuals are given one form of the instrument initially and then are assessed with a second alternate form of the instrument; scores are correlated

A

Parallel forms

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8
Q

What was the original purpose for the MMPI? Were they successful?

A

To diagnose psychiatric illnesses; NO

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9
Q

Who created the MMPI?

A

Hatheway & Mckenley

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10
Q

4 Important Content areas to cover in an interview?

A

Identifying information, History of the problem, family background/history, Developmental history, age specific information, ethnic/cultural considerations

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11
Q

What is the difference between the content-related procedure & empirical criterion keying?

A

the rational approach basically looks at content relevance of the items
Items are selected based on their relationship to some external criterion rather than on their content; MMPI items selected that separated people who were considered normal from those who were diagnosed with some form of psychopathology

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12
Q

What does validity refer to in regards to MMPI?

A

Describes test taking attitude; whether or not they endorse the test in some distorted manner

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13
Q

MMPI I content scales

A

hostility scales

Alcoholism Scale

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14
Q

MMPI-2 content scales

A

ANX The anxiety Scale

DEP The Depression Scale

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15
Q

What is the Code type?

A

The 1 or two highest clinical scales at or above a T score of 65 with the most elevated one first
Scale 3T=69; Scale 6T=65 (3-6)
Scale 3T=70; Scale 6T=70 (3-6)
90 possible code types

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16
Q

Clinical Scale #1

A

Hs Hypochondriasis Scale: Indicates concern with physical symptoms and fear of bodily harm

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17
Q

Clinical Scale #2

A

D Depression: measures depressive symptoms and psychic energy

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18
Q

Clinical Scale #3

A

HY Hysteria: indicates awareness of problems and vulnerabilities, and social comfort

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19
Q

Clinical Scale #4

A

Pd Psychopathic Deviate: measures conflict, struggle, respect for society’s rules, anger, social poise, and exploitation

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20
Q

Clinical Scale #5

A

Mf Masculinity/Femininity: Male-Female, indicates interest in activities & behaviors that are stereo-typically masculine or feminine

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21
Q

Clinical Scale #6

A

Pa Paranoia: Indicates level of trust, sensitivity, and suspiciousness

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22
Q

Clinical Scale #7

A

Pt Psychasthenia: detects worry , anxiety, doubts, tension, discomfort, and obsessiveness

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23
Q

Clinical Scale #8

A

Sc Schizophrenia: Measures odd thinking and social alienation

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24
Q

Clinical Scale #9

A

Ma Hypomania: indicates level of excitability and psychic energy

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25
Q

Clinical Scale #0

A

Si Social Introversion: indicates people orientation

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26
Q

What are the general objectives of an interview?

A
  • Gather information not otherwise easily obtained
  • Establish a relationship conducive to obtaining the information
  • Develop greater understanding in both the interviewer and interviewee of the specific problem behavior
  • Provide direction and support in helping the interviewee deal with problem behaviors
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27
Q

What is Standard Deviation?

A

a measure of the variability or spread of scores in a group; it is the positive square root of the variance

variance = 25
SD= 5
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28
Q

In terms of correlation, what determines a strong relationship?

A

-/+ 1

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29
Q

What is a norm referenced instrument and what do you need to evaluate to determine if that instrument is appropriate?
what does norm refer to?

A

is the norm group appropriate?
size?

sample comparable in terms of sex, age, ethnic, SES, education level, and geographic representation

large samples are better

how did they select the norm group? (simple random sample/ stratified sample/ cluster sampling)

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30
Q

These forms of reliability examine the instrument “internally” to determine its consistency or lack of error

A

split-half reliability, spearman-brown formula, Kuder-Richardson formulas, coefficient alpha

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31
Q

______ instruments compare an individual’s performance with a standard or criterion

A

criterion referenced

need classification consistency for reliability evidence

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32
Q

refers to how consistently different raters evaluate the answers to the items on the instrument

A

INTERrater reliability

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33
Q

Provides an estimation of the range of scores that would be obtained if someone were to take an instrument over and over again

A

SEM Standard Error of Measurement

Reliability is related to results and the degree of error in those results

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34
Q

concerns the degree to which the instrument is unable to capture significant aspects of the construct

A

construct under-representation

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35
Q

refers to the degree to which scores or results are affected by factors that are extraneous to instrument’s intended purpose

A

construct irrelevance

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36
Q

concerned the extent to which an instrument was systematically related to an outcome criterion

A

Criterion-related validity

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37
Q

Validity evidence based on response processes

A

analyzing the cognitive processing of the clients while they are taking the assessment is important in some assessment situations

the goal; think out aloud; question examinees about their performance strategies; examine subgroup differences

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38
Q

Validity evidence based on internal structure

A

an instrument may be designed to measure one clearly defined construct or it may have subtests or scales withing the instrument

Factor analysis (a statistical technique used to analyze the interrelationships of a set or sets of data): exploratory (explore the factor structure of the instrument) & confirmatory (use existing structure of the instruments and examine whether the factor analysis matches or confirms that structure)

Differential Item Functioning (examines whether there are group differences in terms of the percentage of individuals who get the item correct

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39
Q

Validity evidence based on relations to other variables

A

Criterion-Related validity - correlate measure with a criterion measure known to be valid

  • concurrent validity: when the criterion measure is collected at the same time as the measure being validated
  • predictive validity: when the criterion is collected later. In order for a test to be a valid screening device for some future behavior, it must have predictive validity
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40
Q

The extent to which your items are tapping into the underlying theory or model of behavior. It’s how well the items hang together (_______) or distinguish different people on certain traits or behaviors (________)

A

convergent validity; discriminant validity

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41
Q

Is closely related to correlation, is commonly used to determine the usefulness of a variable, or set of variables, in predicting another important or meaningful variable

A

regression

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42
Q

Another method that examines the relationship between an instrument and a criterion or predictor variable is ______ or _______. this approach is sometimes referred to as _________ because instruments are often used in decision making & this approach evaluates the accuracy of the decision making.

A

group separation; expectancy tables; decision theory

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43
Q

_______ occurs when the instrument predicts that individuals have “it” when in fact they do not

A

false positive

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44
Q

_______ occurs when the instrument predicts that test takers do not have it when in fact they do

A

false negative

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45
Q

The statistical procedure used to examine whether an instrument’s validity can be generalized is meta-analysis

A

Validity Generalization

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46
Q

________ focuses on examining and evaluating each item within an assessment; examines the qualities of each item

A

Item analysis

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47
Q

______ is an index that reflects the proportion of people getting an item correct

A

item difficulty (.50 is optimum)

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48
Q

___________ provides an indication of the degree to which an item correctly differentiates among the examinees on the behavior domain of interest

A

Item discrimination

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49
Q

_________ builds on the concepts of item analysis; the focus is on arriving at one true score and our attempts to control error in the instrument

A

IRT Item Response Theory

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50
Q

a statistical technique used to analyze the INTERRELATIONSHIPS of a set or sets of data

A

Factor Analysis

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51
Q

What is intelligence influenced by?

A

Genes & Environment; we cant determine if one is more important than the other

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52
Q

What are the gender differences related to tasks on the intelligence test?

A

Male: better at visual/spatial tasks
Females: verbal fluency tasks
no general intellectual differences

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53
Q

What is the current thinking on ethnic differences between intellectual tests?

A

SES is a major determinant

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54
Q

What are the different types of achievement assessments?

A

screening tests and comprehensive tests; each type includes single subject tests and multiple subject tests

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55
Q

________ tests are brief tests containing one sub-test for each subject area covered; achievement

A

Screening

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56
Q

________ tests contain more than one sub-test per subject area and cover the subject area in depth; achievement

A

Comprehensive

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57
Q

Screening tests

A
  • Usually simpler to administer and score
  • Useful in determining whether a comprehensive test is necessary
  • Results may be misleading; can overestimate or underestimate an individual’s skills
  • Do not measure other important achievement areas

Wide Range Achievement Test-4, Wechsler Individual Achievement Test - screener

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58
Q

Comprehensive Tests

A
  • Must assess 3 or more subject areas typically taught in schools
  • At least 2 different sub tests for each subject area
  • Assess both lower and higher levels of cognitive skills within each subject area

Wechsler Individual Achievement Test-Comprehensive Test, Wookcock-Johnson III Tests of Achievement

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59
Q

_______ provide information about what an individual has learned or acquired.

A

Achievement Tests

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60
Q

________ predict future performance or ability to learn

A

Aptitude Tests

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61
Q

___________ is particularly critical because some researchers have found that it has more influence on est performance than either ethnicity or instrument bias

A

SES

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62
Q

An important concept to consider in interpreting assessment results with racially and ethnically diverse individual s is __________

A

acculturation

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63
Q

An instructor wants to know if an item is too difficulty or too easy on a test he should look at the ______

A

Item difficulty

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64
Q

Comprehensive Tests: the ______ the cognitive level assessed, the _____ reliable one can predict performance on higher levels; the ____ the level assessed, the more reliable the results

A

lower; less; higher

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65
Q

Many screening tests only assess ______ cognitive abilities; the lower the level assessed, ___ ability to predict overall achievement

A

lower; less

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66
Q

Categories of Achievement TESTS

A
  • Survey Achievement Batteries
  • Individual & Diagnostic Achievement Tests
  • Criterion-referenced Tests & Minimum-level skills assessments
  • Subject Area Tests
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67
Q

Scale 4-5-6 configuration; 4&6 above T score of 65

A

Scarlett O’Hara V

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68
Q

Scales 6-7-8 configuration; 6&8 high; all above 65

A

Psychotic “V” or Paranoid Valley

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69
Q

Validity scale Configuration

A

LFK

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70
Q

Scale 1-2-3

A

Neurotic Triad Configuration

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71
Q

What is the mean of an IQ test? SD?

A

100 &; 15

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72
Q

What happens to the SEM as the reliability coefficient increases?

A

less error; decreases

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73
Q

variance, SD, & Range are all measures of

A

dispersion/spread

74
Q

Classical Test Theory

A

Observed score = True score + error

75
Q

Scales of measurement

A

nominal, ordinal, ratio, equal interval

76
Q

A scale in which the variable values are NAMES that have no inherent relationship among themselves, even if their names are numbers; all you can determine is frequency; no indication of amount or magnitude

A

NOMINAL! Order does not matter!

77
Q

Provides a measure of magnitude; a scale that orders or ranks info on some kind of continuum (1st or last) but does not have an equal difference between the ranks

A

ORDINAL! ORDER MATTERS

78
Q

The unites are in equal intervals; Scales without an absolute zero (such as temperature; have properties of ordinal data and interval between observations is expressed in terms of a fixed unit of measure; always numeric

A

Equal Interval scales; common IQ tests use this

79
Q

The data have all the properties of interval data and the ratio of two values is meaningful; when ________ are used, all math operations can be used;

A

ratio scales; distance, height, weight, and time

Scale must contain a zero value!

80
Q

mean is skewed right in the tail

A

positive skew

81
Q

mean is skewed left in the tail

A

negative skew

82
Q

_______ or ________ indicate the percentage of people in the norming group who had a score at or below a given raw score

A

percentile scores or percentile ranks

83
Q

Can an instrument be unreliable & valid?

A

NO

84
Q

Who has the ultimate responsibility for using an instrument appropriately?

A

The clinician! ME!

85
Q

Counselors use assessment as one component of the counseling process, taking into account the clients personal and cultural context

A

TRUE

86
Q

Counselors must know the limits of their competencies in the area of assessment and that counselors only use the testing and assessment services for which they have been adequately trained and are competent to use

A

TRUE

87
Q

counselors explain to clients the nature and purposes of the assessment and the specific use of results

A

TRUE

88
Q

A counselor can only release assessment data in which a client’s identity is revealed with the consent of the client or the client’s legal representative

A

TRUE

89
Q

Counselors are required to recognize that culture influences the manner in which clients’ problems are defined and experienced

A

TRUE

90
Q

Counselors need to carefully consider an instrument’s reliability, validation evidence, psychometric limitation, and appropriate use within selecting assessment instruments

A

TRUE

91
Q

Counselors administer assessments under the same conditions that were established in their standardization; ensure that technologically administered assessments function properly and provide clients with accurate results

A

TRUE

92
Q

Consider assessment issues related to age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status

A

TRUE

93
Q

Consider the client’s personal and cultural background when reporting assessment results & consider the level of the client’s understanding of the results and the impact of the results on the client

A

TRUE

94
Q

We have the responsibility in regards to maintaining the integrity and security of tests and assessments consistent with legal and contractual obligations

A

TRUE

95
Q

It is not appropriate to use an outdated or obsolete version of an instrument

A

TRUE

96
Q

Counselors do not provide therapeutic or counseling services to individuals for whom they are evaluating for forensic purposes

A

TRUE

97
Q

Review 10 postulates

A

How counselors should use assessment

98
Q

Is it appropriate to diagnose someone based on a elevations scale of the MMPI-2?

A

no

99
Q

What was the contrasting group or the criterion group of the MMPI clinical scales?

A

patients with psychiatric diagnoses

100
Q

Should the client report current or past feelings when answering question regarding the MMPI?

A

current; two weeks

101
Q

Who created the MMPI?

A

Hathaway & McKinley

102
Q

What are the four pillars of assessment?

A

Norm-referenced Tests
Interviews
Observations
Informal Assessment Procedures

103
Q

Conversion V

A

Neurotic Triad Configuration: 1&2 above 65

104
Q

How do we interpret assessment results of an individual from another culture or ethnicity?

A
  • Comprehensive knowledge of the clients culture
  • Acculturation
  • Detailed info about the instrument’s characteristics
105
Q

What is the first step in identifying appropriate assessment strategies?

A

identify what info is needed; what are you trying to find out?

106
Q

Laws

A

body of rules

107
Q

Ethics

A

body of principles

108
Q

What evidence is needed to translate an instrument in another language

A

reliability & validity
retains meaning
equivalent to original (difficulty level)

109
Q

Sometimes the design of an instrument does not correspond to the purpose

A

TRUE

110
Q

With a criterion referenced instrument, it is important that the clinician evaluates what?

A

The validity of the criterion for the assessment; the procedures the developers used to come up with the criterion

111
Q

Sufficient knowledge about the specifics of an appraisal instrument can only be gained through…..

A

a thorough examination of the test, manual, and materials

112
Q

Communication of he test/assessment results….

A

should be an intricate part of the counseling process

113
Q

Clients prefer the interpretation of assessment results in group settings

A

FALSE

114
Q

____ interpretations are reported to be more helpful than ______ interpretations

A

tentative; absolute

115
Q

When sharing the assessment results with parents, counselors should keep the following in mind except:

A

parents only need to review results once

116
Q

What is the core of the psychological report?

A

Interpretation

117
Q

Initial intake interviews focus on:

A

relevant background info of current problems
pertinent details about current situation
range/scope of clients problems
(all of above)

118
Q

An affective interview should gather information &

A

build repore

119
Q

When assessing and defining different problems that a client is experiencing it is important to:

A

-identify previous methods client has used to solve problem
-problem intensity
-explore the problem from multiple prospective
(all of the above)

120
Q

When interviewing the client, counselors need to attend to the process & content

A

TRUE

121
Q

Clients who perceive their counselors as ________, _______, & ________ tend to have better outcomes

A

trustworthy, expert, attractive

122
Q

What should you do if a client is being disruptive or has an outburst?

A

don’t stop it right away, observe first

123
Q

A _____ interview consists of an established set of questions that are asked the same manner and sequenced to each client

A

structured

124
Q

One of the major advantages of a structured over unstructured interview is….

A

it is more reliable

125
Q

Whats a major advantage to an unstructured interview?

A

you can modify and design it to respond to specific things (open ended Q)

126
Q

When conducting an interview with a client from another culture, counselors should….

A

consider the degree in which self disclosure is encouraged in that culture

127
Q

If an instrument is found to have CONTENT more familiar to one ethnic group than another it would have what kind of bias?

A

Content bias

128
Q

The content may be more familiar or appropriate for one group as compared with another group

A

Content bias

129
Q

A method for analyzing the relative difficulty of individual items for different racial or ethnic groups

A

Differential item Functioning

130
Q

Another method for detecting possible instrument bias is to examine the instrument’s ___________

A

Internal structure; can involve looking at factor structure

131
Q

The analyses of possible bias should also include studies related to the relationship between the ________and the ________for different groups

A

instrument; criterion

132
Q

With correlation, the _______ the sample, the larger the correlation coefficient needs to be in order to be significant

A

smaller

133
Q

If an instrument yields validity coefficients that are significantly different for two or more groups, then this difference is described as ________

A

slope bias

134
Q

Counselors can expect to be involved in either formal or informal assessment of clients from cultures other than their own.

A

TRUE

135
Q

What does academic achievement refer to?

A

What the student has learned from direct intervention or instruction

136
Q

What does an achievement test assess?

A

mastery of skills and abilities from direct intervention or instruction

137
Q

What does an aptitude test assess?

A

future academic or vocational performance

138
Q

Name 2 types of achievement tests

A

screening & comprehensive

139
Q

Which type of test constitutes the largest # of achievement tests out there? (which are the most frequently occurring?)

A

single subject tests given by teachers

140
Q

Screening basically tells you if you need to take a comprehensive test

A

TRUE

141
Q

essentially nonverbal, relatively culture free mental efficiency; it includes adaptive and new learning capabilities and is related to mental operations and processes

A

Fluid intelligence

142
Q

The knowledge and skill that one requires over time and increases throughout time. Vocab and general knowledge are ways to assess that; refers to acquired skills and knowledge that are developmentally dependent on exposure to culture. it involves over learned and well established cognitive functions and is related to mental products and achievements; it is highly influenced by formal and informal educational factors

A

Crystallized Intelligence

143
Q

Many theorists have developed their own intelligence test to assess their definition of intelligence

A

TRUE

144
Q

The WISC 4 & WAIS4 are instruments that assess a different age range

A

TRUE

WCIS: Weshler Intelligence Scale for Children

WAIS: Weshler Adult Intelligence Scale

145
Q

Probably the most important means of data collection during a psychological evaluation is the __________

A

assessment interview

146
Q

How a counselor ______ the counseling process has been found to be critical to the effectiveness of the counseling!

A

Begins

147
Q

Whiston recommends using ______ _______ questions require a more elaborate answer

A

open ended

148
Q

A major advantage to a structured interview is that it’s __________

A

More Reliable

149
Q

In a ________ ________ counselors ask an established set of questions in the same manner and sequence for each client

A

structured interview

150
Q

In an _________ _______ counselors might have an idea about possible items to address but gear the interview in a unique manner, depending on the client’s needs

A

unstructured interview

151
Q

A _______ ________ is a combination of the structured and unstructured interviews; certain questions are always asked, but there is room for exploration & additional queries

A

semi-structured

152
Q

The advantage of ____ ___________ is that they can be easily adapted to respond to the unique needs of the client; however they are less reliable and are prone to more error than structured interviews.

A

unstructured interviews

153
Q

What is the million dollar question in the interviewing process?

A

Is there anything I should know about that I haven’t asked? especially after a structured interview

154
Q

Tests that are developed by teachers and are specific

A

subject area tests

155
Q

Who is the primary user of assessment results?

A

Client

156
Q

Who is responsible for proper use of assessment?

A

the Counselor

157
Q

Why do we have ethical guidelines?

A

to protect the client

158
Q

Any results of the evaluation must be sufficient to substantiate the findings

A

TRUE

159
Q

The use of scientific procedures is sometimes not required in test equipment

A

FALSE

160
Q

Psychologist should only perform evaluations within the context of a professional relationship

A

TRUE

161
Q

Validity error implies that there will always be some sort of ________in our measurements

A

inaccuracy

162
Q

______ attempts to evaluate the contribution of various sources of error; the counselor is interested in the dependability or the “generalization”, of the scores

A

Generalization Theory (domain sampling theory)

163
Q

No test is completely reliable

A

TRUE

164
Q

Validity does not exist in the abstract but must be anchored to _______ purposes for which the test is given

A

specific

165
Q

Whiston’s counseling process steps:

A
  • Assessing the client problem(s)
  • Conceptualizing & defining the client problems
  • Selecting and implementing effective treatments
  • Evaluating the counseling
166
Q

High error =

A

low reliability

167
Q

Large SD =

A

large SEM (confidence intervals) = low reliability

168
Q

Correlations are all about _________

A

prediction; no cause and effect

169
Q

Misuse of tests are due to ______________

A

lack of information

170
Q

“STANDARDS”

A

Standards for educational and psychological testing

171
Q

As of yet, there is NO culture-free assessment device

A

TRUE

172
Q

Researchers have found that differences on intelligence tests and on the MMPI dissipate when African Americans and European Americans of equal SES are compared

A

TRUE

173
Q

What is the most common method in assessment?

A

observation

174
Q

What is the most widely used and researched assessment instrument?

A

MMPI-2

175
Q

Items are selected based on their relationship to some external criterion rather than on their content

A

empirical criterion keying

176
Q

A response set exists when an individual answers one question a certain way and then falls into the habit of answering similar questions in the same way; focus is on content relevance of the items1

A

Content-related procedure

177
Q

Why was the MMPI revised?

A

the original norming group was tested in 1930s and consisted primarily of white, middle-class individuals from Minnesota… there is still debate about racial bias

178
Q

Probably the most important means of data collection during a psychological evaluation is the _______ ________

A

assessment interview

179
Q

A term that is sometimes used instead of intelligence is……

A

(g) general ability

180
Q

An instrument that has fixed directions for the administration and scoring…

A

standardized

181
Q

We no longer use the name of the scales because ______________

A

elevation does not equal diagnosis

182
Q

Knowing the ______ of any individual is important in selecting any diagnostic test

A

Acculturation

Assessment Counseling (2 decks)

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