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Psych Tests & Meas > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

cross-validation

A

process of administering a test to another sample of test takers, representative of the target population; can also simply gather a large enough data set and randomly split into 2 samples; influenced by sample and used to evaluate regression

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2
Q

calibration sample (aka Training Set)

A

sample for which regression parameters are set

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3
Q

validation sample (aka Test Set)

A

sample used to predict criterion scores

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4
Q

differential validity

A

when a test yields significantly different validity coefficients for subgroups

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5
Q

single-group valididty

A

valid for one group, but not for another

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6
Q

measurement bias

A

scores on a test are taken by different subgroups in the population (ex. men & women) need to be interpreted differently because of some characteristic of the test that is not related to the construct being measured

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7
Q

differential prediction

A

an outcome in which there is a significant difference between regression equations for 2 groups as indicated by differences in slopes, intercepts, or both.

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8
Q

criterion-related validity

A

the extent to which scores on a test correlate with scores on a measure of PERFORMANCE or behavior; extent to which tests scores correlate with or predict independent behaviors attitudes, or events

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9
Q

2 Methods for evidence of Criterion-Related Validity

A
  1. predictive 2. concurrent
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10
Q

Predictive Method

A

used to show a relationship between test scores and a future behavior
validity coeff.= a statistic used to infer the strength of the evidence of validity that the test scores might demonstrate in predicting job performance
restriction of range= asses job applicants on the predictor

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11
Q

Concurrent Method

A

test administration and criterion measurement happen at the same time. does NOT involve prediction; provides information about the present & status quo.

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12
Q

reliability/precision vs. validity

A

reliability/precision: the CONSISTENCY of test results that derives from 2 factors (internal consistency and test-retest reliability)

validity: depends on the INFERENCES that are going to be made from scores

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13
Q

objective criterion

A

observable and measurable; verifiable with facts and no doubt

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14
Q

subjective criterion

A

based on a person’s judgement; peer-ratings; well-defined objective criteria leads to less error, narrow scope

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15
Q

criterion contamination

A

when criterion measures MORE DIMENSIONS than those measured by the test; when unreliable/inappropriate criteria are used for validation, the true validity coefficient might be under or overestimated

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16
Q

Tests of Significance

A

“how likely is it that the correlation between the test & the criterion resulted from chance or from sampling error?”

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17
Q

coefficient of determination

A

determined the amount of variance that the test and criterion share; shared variance by sharing the validity coefficient to obtain r sq.

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18
Q

Linear Regression

A

one set of test scores (x) to predict one set of criterion scores; in linear regression, we refer to this line as the regression. we calculate the slope or b weight of the regression line- the expected change in Y for every one right unit change in X

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19
Q

Range Restriction

A

the reduction in range of scores that results when some people are dropped from a validity study such as when low performers are not hired, causing the validity coefficients to be lower than it would be if all persons were included in the study; correlations for range restriction are available

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20
Q

construct validity

A

evidence that a test relates to other tests and behaviors; a construct=behaviors, actions, that are observable and measurable

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21
Q

Nomological network

A

method for defining a construct by illustrating its relation to as many other constructs and behaviors as possible

22
Q

states vs. traits

A

states are a TEMPORARY condition, perhaps brought on by situational circumstances
traits are LONG-LASTING individual quality that has become an enduring part of a person

23
Q

Jingle-Jangle Fallacy- JINGLE

A

Jingle is 2 measures labeled w/ same construct, but uncorrelated

24
Q

Jingle-Jangle Fallacy- JANGLE

A

Jangle is 2 measures w/ DIFFERENT construct but CORRELATED

25
Q

Convergent Validity

A

test scores correlated with measures of the same or similar constructs

26
Q

Discriminant Validity

A

test scores are NOT related to unrelated constructs

27
Q

Heterotrait-hetermethod Correlations

A

(evidence of discriminant) different things measured differently should not be correlated

28
Q

Heterotrait-Monomethod Correlations

A

(evidence of common method variance) different things measured the same way should NOT be correlated, but they typically are to some degree

29
Q

Monotrait-heteromethod correlations

A

(evidence of convergent validity) the same thing measured in different ways should be correlated

30
Q

Monotrait-Monomethod

A

(evidence of reliability) same thing measured in the same way correlated with itself should be HIGHLY correlated

31
Q

Exploratory Factor Analysis (EFA)

A

no formal hypothesis about factors, “how many underlying factors are there?”

32
Q

Confirmatory Factor Analysis (CFA)

A

factor structure specified in advance based on theory; “how well does my data replicate the theoretical structure?”

33
Q

validity

A

refers to whether there is evidence supporting the interpretation of the resulting test scores for their proposed use; a test must be reliable before it is valid

34
Q

test-retest method

A

test developer gives the same test to the same group on 2 different occasions; scored for a correlation; examine the stability of test scores over time and provides an estimate of tests reliability/precision limitation is practice effects

35
Q

alternate-forms method

A

2 forms of the same test, as much alike as possible, to the same people; 2 forms are the alternate/parallel forms; administered close in time typically the same day to guard order effects

36
Q

internal consistency method

A

how related the items on 1 test are to one another; measuring the same attribute

37
Q

split-half method

A

divide test into 2 halves and then compare the set of individual scores on the first half with the second; must be equal in length and content; use random assignment

38
Q

homogeneous tests

A

measure 1 trait/characteristic

39
Q

scorer reliability/ interscorer agreement

A

the amount of consistency among scorers’ judgemetns

40
Q

intrascorer reliability

A

whether each clinician was consistent in the way he or she assigned scores from test to test

41
Q

Classical Test Theory

A

X= T + E

42
Q

True Score (T)

A

can not be truly known or determined, represents score a person would obtain if they took a test an infinite number of times and then average the score and that average cancels out random error

43
Q

Random Error (E)

A

difference between actual score (obtained) and true score

44
Q

Systematic Error

A

obscures the true score, when a single source of error always increases or decreases the score by the same amount

45
Q

Spearman-Brown Formula

A

used for split-half tests

46
Q

KR-20

A

used for internal consistency tests that are based on true or false or multiple choice scored on right vs wrong

47
Q

Coefficient Alpha

A

used for tests that have a number of answers to choose from

48
Q

Pilot Testing

A

when developing a test we cannot simply assume a test will be as reliable as expected; pilot tests should be representative of the intended use; participants should be representative

49
Q

quantitative item analysis (2)

A

2 main components:

item discrimination & item difficulty

50
Q

item difficulty

A

percentage of people who answer the item correctly (p) defines the probability of occurring by chance

51
Q

item discrimination

A

how well item separates high and low performers ; upper and lower groups;
negative numbers mean people w. low ability
low positive numbers mean poor discrimination
high positive numbers mean good discrimination

Psych Tests & Meas (1 decks)

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