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CAS 310 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Designed to measure the typical behavior and characteristics of examinees

A

Typical response test

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2
Q

Item in which all scores agree on the score for the item

A

Objective item

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3
Q

Item in which disagreement may exist between scorers

A

Subjective item

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4
Q

Example of subjective items

A

Short answer, essays

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5
Q

Sample of objective items

A

Multiple-choice true false matching

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6
Q

Type of test that measures knowledge and skills in an area in which instruction has been provided

A

Achievement test

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7
Q

A type of test that measures cognitive abilities and skills that are accumulated as a result of overall life experience

A

Aptitude test

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8
Q

Type of test in which performance reflects differences in the speed of performance

A

Speed test

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9
Q

Type of test in which performance reflects the difficulty of the items the examinee is able to answer correctly

A

Power test

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10
Q

Type of personality test that uses items that are not influenced by the subjective judgment of the person scoring the test

A

Objective personality test

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11
Q

Type of test that involves the presentation of ambiguous material that elicits an almost infinite range of responses

A

Projective personality test

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12
Q

Types of maximum performance tests

A

Achievement/aptitude
Objective/subjective
Speed/power

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13
Q

Types of typical response test

A

Objective/projective

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14
Q

Item requires examinee to select a response from multiple alternatives

A

Selected response

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15
Q

Item requires examinee to create or construct a response

A

Constructed response

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16
Q

Strengths of selected response

A

You can typically include a relatively large number of selected-response items in your test
They can be scored in an efficient, objective, and reliable manner
They are flexible and can be used to assess a wide range of abilities
They can reduce the influence of certain construct-irrelevant factors

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17
Q

Limitations associated with the use of selected response items

A

They are relatively difficult to write
They are not able to assess all abilities
They are subject to random guessing

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18
Q

Strengths of constructed response items

A

Compared to selected response items they are easier to write
they are well suited for assessing higher order cognitive abilities and complex task performance
They eliminate random guessing

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19
Q

Limitations of constructed response items

A

They require more time then selected response to answer and therefore cannot include as many items in a test
They are more difficult to score in a reliable manner
They are vulnerable to feigning
They are vulnerable to the influence of construct-irrelevant factors

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20
Q

12 Item writing guidelines

A 
Provide clear directions
Use clear east to understand language
Develop items that can be scored in a decisive manner
Avoid cues to answers
Arrange items in a systematic manner
Try to contain similar items on the same page
Tailor items to target population
Minimize construct-irrelevant factors
Avoid using exact phrasing from textbook
Avoid biased language
Make things easy to read
Determine how many items to include
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21
Q

5 Types of items included in maximum performance tests

A 
Multiple choice
True/False
Matching
Essay
Short answer
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22
Q

Type of multiple choice test when there is only one right answer

A

Correct answer test

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23
Q

Type of multiple choice test when there is more than one correct answer and the objective is to identify the best answer

A

Best answer format

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24
Q

Incorrect answers

A

distractors

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25
Q

What is the most popular type of selected response test

A

Multiple Choice

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26
Q

11 Guidelines for developing multiple choice items

A

Make item as clear as possible
Stem should contain all info necessary to understand problem
3-5 alternatives
Keep alternatives brief
Avoid negatively stated stems
Make sure there is only one correct choice
The alternatives should be grammatically correct with the stem
Distractors should appear plausible
Don’t make the same alternative the correct answer every time
Minimize the use of “non of the above”. Avoid using “all of the above”
Limit the use of “always” or “never” in the alternatives

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27
Q

What is the second most popular selected-response format

A

True-false

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28
Q

What is another name for true/false

A

Binary items

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29
Q

What are the 4 guidelines for developing True/false items

A

Avoid double barreled items
Avoid specific determiners/qualifiers that cue the answer
Make true and false statements the same length
Include equal number of true and false statements

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30
Q

Items that contain two columns of words and phrases.

A

Matching items

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31
Q

In matching items it is the column on the left for which the examinee seeks a match

A

premises

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32
Q

In matching it is the column on the right that the examinee uses to find a match

A

responses

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33
Q

6 Guidelines for matching items

A

Limit matching items to homogenous material
In the directions, indicate the basis for matching premises with responses
Include more responses than premises
Indicate if responses could be used more than once or not at all
Keep list brief
Ensure that responses are brief and follow a logical order

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34
Q

Poses a question or problem for the examinee to respond to in an open-ended written format

A

Essay item

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35
Q

Structured items that specify the form and scope of a response

A

Restricted response

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36
Q

Item in which there is no limit or form on the scope of response

A

Extended response

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37
Q

What is the benefit of restricted response items

A

Can be answered in a timely manner and are easier to score

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38
Q

What is the benefit of extended response items

A

Gives examinees more freedom in constructing a response

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39
Q

4 essay item guidelines

A

Clearly specify the assessment task
Use more restricted-response items in place of smaller number of extended response items
Develop and use a scoring rubric
Limit essay items to objectives that cannot be measured with selected response

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40
Q

Items that require the examinee to supply a word, phrase, number, or symbol in response to a direct question

A

Short answer item

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41
Q

Items written as incomplete sentences

A

Completion items

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42
Q

7 Guideline for short answer items

A

The response should be as short as possible
Make sure there is only one correct response
Direct-question format is preferable to the incomplete-sentence format
When using the incomplete-sentence format, it is best to have only one blank space, generally near the end of a sentence
Make sure that the blanks provide adequate space for response
For questions requiring quantitive answers, indicate the degree of precision expected
Create a scoring rubric and use it

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43
Q

Typical response item formats

A

True/false
Rating scale
Likert scale

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44
Q

Scale that focuses on frequency

A

Rating scale

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45
Q

Scale that focuses on degree of agreement

A

Likert scale

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46
Q

The percentage of test takers who correctly answer the item

A

Item difficulty index

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47
Q

What letter represents item difficulty index

A

P

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48
Q

What does P=

A

number of people who got the item correct over the number of total test takers

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49
Q

What is the range of the difficulty index

A

0.0-1.0

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50
Q

The percentage of examinees that responded to an item in a given manner

A

percent endorsement

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51
Q

Do easier items have higher or lower values

A

higher

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52
Q

To maximize variability and reliability items should be at what item difficulty index

A

.40-.60

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53
Q

On a mastery test what is the typical item difficulty index

A

.90

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54
Q

Why do mastery tests have such high difficulty indexes

A

because they are usually pass/fail and they indicate the extreme upper level of knowledge

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55
Q

Indicator of how well an item can differentiate among test takers who differ on the construct measured by the test

A

Item discrimination

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56
Q

What are the indexes of item discrimination

A

Discrimination index

Item-total correlation

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57
Q

What will the item discrimination likely indicate on a speed test

A

Where the item was placed in the exam because only the fastest examinees can reach the items at the end of the test

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58
Q

Index of the difference in performance between two groups

A

Discrimination Index

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59
Q

How do you calculate the discrimination index

A

Take the difficulty index of the item for each group, then subtract one group from the other

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60
Q

What letter represents the discrimination index

A

D

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61
Q

What is considered an excellent discrimination index

A

.40 or larger

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62
Q

What is considered a good discrimination index

A

.30-.39

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63
Q

What is considered a fair discrimination index

A

.11-.29

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64
Q

What is considered a poor discrimination index

A

0.00-.10

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65
Q

What does a negative discrimination index indicate

A

That an item was miskeyed or has a major flaw

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66
Q

How do you calculate the discrimination index for mastery testing

A

test two groups. one group receives instruction, the other does not. The same formula is used to compare the two groups

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67
Q

Correlation of the performance on the whole test to one item

A

Item-total correlation

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68
Q

Total number of items answered correctly including the item being looked at

A

Unadjusted item-total correlation

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69
Q

Total number of items answered correctly, omitting the item being examined

A

Adjusted item-total correlation

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70
Q

How is item-total correlation calculated

A

with point-biserial correlation

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71
Q

How does the item-total correlation indicate if an item measures the same construct as the test

A

The larger the item-total correlation, the more evidence that an item measures the same construct as the test

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72
Q

Does item-total correlation always indicate that your test measure what it intends to measure

A

No, it just shows that the item and the test measure the same thing

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73
Q

Examines how many people in the top and bottom groups selected each option on a multiple choice exam

A

Distractor analysis

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74
Q

Responses to items on a test that are accounted for by latent traits

A

Item response theory

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75
Q

A graph with ability on the X-axis and the probability of a correct response on the y-axis

A

Item Characteristic curve (ICC)

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76
Q

One parameter IRT model: items differ only by one parameter, difficulty

A

Rasch model

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77
Q

What do the lines look like on the Rasch model

A

They have the same slope

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78
Q

Items differ in both difficulty and discrimination

A

Two parameter model

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79
Q

What do the lines look like in a two parameter model

A

slopes are different

80
Q

ICC model that even if the respondent has no “ability” there is still a chance that they’ll get the item correct

A

Three-parameter model

81
Q

When two different groups respond differently to the same item. They have different slopes

A

Biased items

82
Q

What do steep slopes on the ICC indicate

A

better discrimination between different abilities

83
Q

A test that ensures that testing conditions are nearly the same as possible for all students

A

Standardized test

84
Q

A test that assesses knowledge or skill and a content domain in which the participant has received instruction

A

Achievement test

85
Q

What was A nation at risk

A

A study linking the success of a country to the success of the public education system

86
Q

What did a nation at risk say about US students

A

They performed worse than other countries

87
Q

What happened with no Child left behind

A

States required to develop standards

88
Q

What happened with race to the top

A

To performing states were awarded with funding

89
Q

Test that can be administered to more than one examinee at a time

A

Group administered test

90
Q

What are the three pros of group administered tests

A

Efficient: large sample, short time
Typically can be scored objectively
Uniform testing conditions

91
Q

What are the three cons of group administered tests

A

Limited qualitative behavioral observation
Lack of flexibility
Items restrict type of responses

92
Q

Comprehensive batteries designed to assess achievement in multiple academic areas such as, but not limited to, reading, language arts, math, science and social studies

A

Commercial standardized achievement tests

93
Q

Who are the three publishing companies that are most likely to produce commercial standardized achievement tests

A

CTB McGraw-Hill
Pearson assessment
Riverside publishing

94
Q

What test does CTB produce

A

California achievement tests
Terranova CTBS
Terranova second edition

95
Q

What two tests does Pearson assessment publish

A

Stanford achievement test series

Metropolitan tests of achievement

96
Q

What to test does riverside publishing produce

A

Iowa tests of basic skills

Iowa tests of educational development

97
Q

Test designed for use with students from kindergarten through grade 12 and is described as a traditional achievement battery

A

California achievement test – fifth edition (CAT/5)

98
Q

Test designed for use with students from kindergarten to grade grade 12 and was published in 1997. It combines selected response and constructed response items that allow students to respond in a variety of formats

A

Terranova CTBS

99
Q

A comprehensive modular achievement battery designed for use with students from kindergarten to grade 12 and contains year 2005 normative data

A

Terranova the second edition

100
Q

Test for use with students from kindergarten to grade 12 and has your 2007 normative data

A

Stanford achievement test series

101
Q

Test that can be used with students from kindergarten through grade 12 it assesses content in reading math Madix language science and social science it is untimed and can be administered with the Otis Lennon school ability test

A

Metropolitan test of achievement

102
Q

Test designed for use with students from kindergarten through grade 8 and as the name suggests is designed to provide a thorough assessment a basic academic skills

A

Iowa test of basic skills

103
Q

Intended for use with students from grades nine through 12 and was published in 2001. Is designed to measure the long-term goals of secondary education

A

Iowa tests of educational development

104
Q

Supplement to the standardized tests that typically only employee selected response questions

A

Diagnostic constructed response and performance assessments

105
Q

Provides a larger number of items for each specific learning objective

A

Diagnostic achievement tests

106
Q

What do proponents say about high-stakes testing

A

It increases expectations and equals fair judgment

107
Q

What do critics say about high-stakes testing

A

Neglect critical thinking and problem-solving, and teachers teach to the test

108
Q

What are a states choices for standardized testing

A

They can choose either commercial off-the-shelf tests or develop their own battery or use a combination of both

109
Q

What are the six best practices to prepare students for tests

A 
Do not teach to the test
Teach generic test taking skills
Use practice forms of the test
Develop class assignments that prep students for format of standardized test
Emphasize content of test
Present material using different formats
110
Q

Achievement test that is administered to one student at a time and provides a more thorough assessment of skills and wider variety of item formats

A

Individual achievement test

111
Q

Five types of individual achievement test

A 
Wechsler individual achievement test
Woodcock – Johnson III test of achievement
Wide range achievement test 4
Gray oral reading test (fourth edition)
KeyMath
112
Q

Individual achievement test that looks at reading comprehension, mathematics, written language, and oral language

A

Wechsler individual achievement test

113
Q

Individual achievement test that covers broad reading, oral language, broad math, math calculation skills, broad written language, written expression

A

Woodcock – Johnson III tests of achievement

114
Q

Individual achievement test that covers word reading, reading comprehension, spelling, arithmetic

A

Wide range achievement test 4

115
Q

Individual achievement test that measures oral reading skills and is often used to diagnose reading difficulties

A

Gray oral reading test

116
Q

Individual achievement test that measures mathematics skills in the area of basic concepts, operations, and applications

A

KeyMath

117
Q

What are the five principles a teacher uses to develop a test

A 
Specify educational objectives
Develop test blueprint
Determine how scores will be interpreted
Select item formats
Determine how students will be graded
118
Q

What type of test is the most popular and widely used aptitude test in psychology

A

Intelligence tests

119
Q

Abilities such as problem-solving, abstract reasoning, ability to acquire knowledge

A

Intelligence

120
Q

How is intelligence represented

A

Through intelligence quotients

121
Q

What are contemporary intelligence test a reliable indicator of

A

Academic success

122
Q

What is the most frequently used measure of intelligence

A

Wechsler Bellevue

123
Q

What was the first test to combine verbal and nonverbal abilities on the same test

A

Wechsler Bellevue

124
Q

Who is responsible for ministering, scoring, and interpreting intelligence tests

A

Teachers, school counselors, and psychologist

125
Q

Compares a clients performance on an aptitude test with their performance on an achievement test

A

Aptitude – achievement discrepancy analysis

126
Q

Achievement score is higher then aptitude score

A

Overachiever

127
Q

What accounts for someone being an overachiever

A

Studied hard, worked really hard,

128
Q

Why is being an overachiever problematic

A

Because they have great knowledge in this one domain, but they might not be able to generalize it to other things

129
Q

Achievement score is lower than aptitude score

A

Underachiever

130
Q

What might account for someone being an underachiever

A

Environmental factors, illness, poor teaching, ADHD

131
Q

What do critics of ability achievement comparison say

A

Discrepancies can be attributed to measurement error, differences in content covered, and students attitudes

132
Q

An alternative to AADA when looking for students who are doing well in the subject

A

Response to intervention

133
Q

What are the five steps of response to intervention

A

Students are provided with effective teaching
Progress is monitored
Students who do not respond get something else from the teacher
Progress is monitored
Students who do not respond qualify for special education

134
Q

What is a pro of response to intervention

A

Provides help to struggling students sooner, before they start to fail. It distinguishes between students who have learning difficulties and students who have poor instruction

135
Q

What are the three requirements of diagnosing an intellectual disability

A

Performance on intelligence test must be two standard deviation below the mean
Significant deficits in adaptive behavior including self help skills, daily living and communication
Evidence that these deficiencies and function occurred during the developmental period Before age 18

136
Q

What is the IQ range from mild disability/difficulty

A

55 to 70

137
Q

What is the IQ range for moderate, severe or profound intellectual difficulty

A

Below 55

138
Q

What age are these difficulties typically diagnosed

A

Before the age of five or six

139
Q

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

A

Maximum performance test

140
Q

List of all 7 of the group tests

A

Test of cognitive skills, second edition (TCS/2)
Otis – Lennon school ability test, eighth edition (OLSAT-8)
Personal and vocational assessment
Primary test of cognitive skills (PTCS)
InView
Cognitive abilities test (COGAT)
College admission tests

141
Q

Covers verbal, nonverbal, memory abilities: verbal reasoning, memory, sequences, and analogies. Age range from 2 to 12

A

TCS/2

Test of cognitive skills

142
Q

Contest that has for some test: verbal, special, memory, and concepts. No meaning or number knowledge required comers age kindergarten to first grade

A

Primary test of cognitive skills

143
Q

Group test that covers verbal reasoning, nonverbal reasoning, and quantitative reasoning – new version of TCS age range 2 to 12

A

InView

144
Q

Test that covers verbal and nonverbal processes. For use with grades K through 12

A

Otis-Lennon school ability test

145
Q

Test that measures verbal, quantitative, and nonverbal reasoning ability. Test change based on grade level. For use with grades K-12

A

Cognitive abilities test

146
Q

Group test for use in personal and vocational testing entirely verbal measures vocabulary development, reasoning skills for use with ages 18 and over

A

MAT

147
Q

Group test for use for college admission. Critical reading, math, writing for use with grades nine through 12

A

College admission tests

148
Q

What are the four individual aptitude tests

A

Wechsler Intelligence Scale for Children
Stanford-Binet Intelligence scales
Woodcock-Johnson III Test of Cognitive Abilities
Reynolds Intellectual Assessment Scales

149
Q

Most popular individual test of intellectual ability for children.

A

Wechsler Intelligence Scale for Children

150
Q

The first intelligence test to gain widespread acceptance. Has the expanded IQ scale that allows the calculation of IQs higher than 160

A

Stanford Binet

151
Q

Test based on Cattell-Horn-Carroll theory of cognitive abilities

A

Woodcock Johnson

152
Q

Has the ability to obtain a reliable, valid measure of intellectual ability that incorporates both verbal and nonverbal abilities in a relatively brief period

A

Reynolds Intellectual Assessment scales

153
Q

4 principals of selecting aptitude tests

A

How information will be used
Time available for testing
Population that will be tested
Psychometric properties of the test

154
Q

A test that attempts to measure the typical behavior and characteristics of examinees

A

Typical response

155
Q

Test that involves the presentation of unstructured or ambiguous stimuli that allows almost infinite responses

A

Projective personality test

156
Q

Test responses that misrepresent a person’s true characteristics

A

Response sets and dissimilation

157
Q

When a person responds and either negative or positive manner

A

Response set

158
Q

When a person purposefully misrepresent themselves

A

Dissimulation

159
Q

Transient emotional states that fluctuate over time

A

State

160
Q

Stable internal characteristic that is manifested as a tendency for an individual to behave in a particular manner

A

Trait

161
Q

Items that are included to help combat and identify response sets and dissimilations

A

Validity scales

162
Q

What is an example of three validity scales

A

F index
L Index
V index

163
Q

Index composed of items that are infrequently endorsed

A

F index

164
Q

Index composed of items that are in frequently endorse that also identify individuals with a social desirability bias

A

L index

165
Q

Index that includes nonsensical items if examinees select these items, they may be careless during test taking, or it might indicate a learning difficulty

A

V index

166
Q

Develop items based on their apparent relevance to the construct measured

A

Content rational approach

167
Q

Limitation of the content rational approach

A

Examinees can easily manipulate that results to present themselves in a specific way

168
Q

A process in which a large pool of items is administered to two groups one typically a clinical group composed of individuals with a specific diagnosis and the other a control or normal group representative of the general population

A

Empirical criterion keying

169
Q

What is an example of an empirical criterion keying

A

Minnesota multiphasic personality inventory he (MMPI)

170
Q

Statistical approach that evaluates the presence and structure of latent constructs existing among a set of variables

A

Factor analysis

171
Q

Five factor model (big five)

A

Neuroticism, extroversion, openness, agreeableness, conscientiousness

172
Q

Number of objective personality scales that have been developed based on a specific theory of personality

A

Theoretical approach

173
Q

What are two examples of theoretical approach to personality tests

A

Myers-Briggs and Millon clinical multiaxial inventory

174
Q

Individuals preference to focus on the M world of thoughts and ideas

A

Introversion

175
Q

Preference to focus on the external world of thoughts and ideas

A

Extroversion

176
Q

Preference to focus on what can be perceived by the five senses

A

Sensing

177
Q

Preference for basing decisions on a logical analysis of the facts

A

Thinking

178
Q

Preference for basing decisions on personal values and situational factors

A

Feeling

179
Q

Preference for structure and decisiveness

A

Judging

180
Q

Preference for flexibility and adaptability

A

Perceiving

181
Q

I or E

A

Introversion or Extroversion

182
Q

S or N

A

Sensing or Intuition

183
Q

T or F

A

Thinking or Feeling

184
Q

J or P

A

Judging or perceiving

185
Q

Most popular self report measure among school psychologists. High scores reflect some sort of pathology or abnormality

A

Self-report of personality

186
Q

What does the self-report personality measure

A

Inattention/hyperactivity, internalizing problems, school problems, personal adjustment

187
Q

Four examples of projective tests

A

Projective drawings
Sentence completion tests
Apperception tests
Inkblot techniques

188
Q

Three types of projective drawings

A

Draw a person
House tree person
Kinetic family drawing

189
Q

Client is given a blank sheet of paper and asked to draw a whole person the figure in the drawing is thought to represent the self

A

Draw a person

190
Q

Client is asked to draw a house, tree, and person of each gender. Thought to tap into home life

A

House tree person

191
Q

Diet is asked to draw everyone in their family. Design to tap into view a family and interactions

A

Kinetic family drawing

192
Q

Give the examinee sentence and asked them to finish it

A

Sentence completion

193
Q

Client has shown a picture and asked to make up a story about it

A

Apperception test

194
Q

What is the most widely used apperception test

A

Thematic apperception test

195
Q

Examinee presented with an ambiguous inkblot and asked to interpret it in some manner

A

Inkblot

CAS 310 (3 decks)

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