Exam 2 revision Flashcards
Define/interpret specific numerical values of test item statistics of kind derived in classical test theory (CTT), including p, D and rit. What values of these statistics would be best for testing purposes?
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Explain why D is described as an “item validity” statistic
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Describe item parameters (statistics) in item response theory (IRT), including difficulty, discrimination, and guessing.
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How does item difficulty in classical test theory differ from item difficulty in IRT?
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What is an item characteristic curve (ICC), and what does it represent?
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What are limitations of CTT compared to IRT?
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Describe at least 2 applications of IRT.
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What are the considerations in selecting an item response format, including selected response versus constructed response formats?
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What is the difference between a pure speed test and a pure power test?
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Describe a process of evaluating item psychometrics (including item validity) and quality in test development.
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What do intelligence tests measure?
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Explain why IQ is not equal to intelligence.
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Outline uses of IQ tests in various applied settings
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Describe characteristics of modern, individually-administered IQ-tests.
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Describe issues and challenges in testing cognitive abilities among preschool children. What are best practices?
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Define test bias and distinguish it from test fairness.
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Explain why group-mean differences are insufficient to establish bias.
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Explain predictive bias, construct bias, and item/content bias with description of the types of evidence needed in order to evaluate each type.
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Outline challenges in translating a test from one language to another, especially if the translated test is to be used in a different country or culture
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What is back translation, and what are some possible problems in its use?
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Describe an integrated (i.e., professional) process to translate a test. What are the steps, who should be involved?
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Describe types of bias that can arise when translating a test from one language to another
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Explain major ethical issues in assessment, including the role of standards for test publishers or examiners versus standards for examinees, and issues in the scoring of test results and in the communication of those results
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What is the concept of test utility?
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