Exam 3 Flashcards
computerized adaptive testing (CAT)
an interactive, computer administered test-taking process wherein items presented to the testaker are based in part on the testaker’s performance on previous items
efficient in testing time and number of items
and reduces floor and ceiling effects
floor effect
diminished ability to distinguish testtakers at the low end of the continuum (too difficult)
ceiling effect
diminished ability to distinguish testtakers at the high end of the continuum (too easy)
cumulatively scored
assumption that the higher the score on the test, the higher the testtaker is on the ability, trait, or other characteristic that the test purports to measure- total score with range on a continuum
class scoring
responses earn credit toward placement in a particular class or category with other testtakers whose pattern of responses is presumably similar in some way
ipsative scoring
comparing a testtaker’s score on one scale within a test to another scale within that same test
test tryout
test should be tried out on same population it was designed for
5-10 responders per item, bigger sample size, higher generalizability
in the same manner, same instructions
what is a good item?
reliable and valid
discriminates testtakers
item-difficulty index
the proportion of respondents answering an item
item-endorsement index
the percentage of agreement as opposed to percentage correct
item-reliability index
indication of the internal consistency of the scale
factor analysis can also provide an indication of whether items that are supposed to be measuring the same thing load on a common factor- how do the items correlate to each other
item-validity index
allows test developers to evaluate the validity of items in relation to a criterion measure
item-discrimination index
indicated how adequately an item separates or discriminated between high scorers and low scorers
d-value
the proportion of high scorers answering an item correctly and the proportion of low scorers answering the item correctly
a parameter
relatedness (slope) of the item to the latent construct
discrimination
b parameter
point on the latent construct where the probability of endorsing the item equals 0.50 while controlling for mean differences along the continuum
difficulty
item fairness
the degree to which a test item is biased
speed tests
the closer an item is to the end of the test, the more difficult it may appear to be
differential item functioning
item functions differently across groups
qualitative methods
techniques of data generation and analysis that rely primarily on verbal rather than mathematical or statistical procedures
examples of qualitative methods
think aloud, expert panels, sensitivity review
revision in new test development
items evaluated to strengths and weaknesses
some items are replaced with items from item pool
revised tests will be administered under standardized conditions to a second sample
once a test has been finalized, norms may be developed from the normative sample and is standardized
cross-validation
revalidation of a test on a sample of testtakers other than those on whom test performance was originally found to be a valid predictor of some criterion
validity shrinkage- most valid when first created
co-validation
a test validation process conducted on two or more tests using the same sample of testtakers
economical and minimizes sampling error
applications of IRT in building and revising tests
evaluating existing tests for the purpose of mapping test revisions
determining measurement equivalence across testtaker populations
developing item banks
intelligence
a multifaceted and dynamic across the lifespan
francis galton
heredity of intelligence
alfred binet
test scores are a measure of performance not strictly TRUE intelligence, intelligence is a relative contribution of abilities, 1905- Binet-Simon test of intelligence
Truman
Binet-Simon to Stanford-Binet
ratio IQ
mental age/chronological age x 100
david wechsler
intelligence is not the mere sum of abilities, believed it was important to measure several aspects, 1939 developed an intelligence test which included non-verbal tasks
Jean piaget
stages of cognitive development
interactionism
heredity and environment interact to influence one’s intellect
factor analytic theories of intelligence
identify the ability or group of abilities that constitute intelligence
factor analysis
statistical techniques designed to determine the existence of underlying relationships between sets of variables or items
charles spearman
g- to define overall intelligence
group factors
an intermediate class of factors common to a group of activities but not all, neither as general as g nor as specific as s
gillard, thurstone
deemphasizing or eliminating any reference to g
gardner
developed a theory of seven intelligences
horn and cattell
two major types of cognitive abilities
crystallized intelligence (Gc)
includes acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education
fluid intelligence (Gf)
nonverbal, relatively culture-free and independent of specific instruction- ability to adapt in novel situations
McGrew
CHC model
horn and cattell with broad stratum and narrow stratum
did not include general intellectual ability factor
thorndike’s three clusters of ability
social, concrete, abstract
general mental ability=modifiable neural connections
simultaneous (parallel) processing
integration of info at the same time
successive (sequential) processing
individually processed in a logical sequence
PASS model
planning, attention, simultaneous, successive
basal level
baseline level requirement to continue testing
types of tests and tasks change as a function of
developmental level
stanford-binet 5
based on CHC intellectual abilities- 5 factors
improved norms
internal consistency, test-retest reliability, content and criterion-related validity
adaptive testing
profile analysis of performance
wechsler tests
wechsler adult intelligence scale (WAIS)
4 index scores
10 core 5 supplemental
practice or teaching items
internal consistency reliability and validity
index scores in wechsler tests
verbal comprehension, working memory, processing speed, and perceptual reasoning
scoring considerations
verbal and nonverbal
norms to testing manual
mean of 100 and sd of 15
others in same group
nominal classifications
scale for children
WISC wechsler intelligence scale for children
scale for pre-school and primary intelligence
WPPSI
short forms
WASI wechsler abbreviated scale of intelligence
world war 1
alpha and beta testing
alpha-verbal
beta- nonverbal
world war 2 aptitude tests
predictive validity
flynn effect
intelligence inflation, practice and familiarity
cultural considerations
differences in definition, materials, phrases, medium
acculturation
reduced predictive validity
standardized testing
policy implementation
every student succeeds act and common core
dynamic assessment
test-intervention-retest
targeting child’s zone of proximal development
achievement testing
wechsler individual achievement test
aptitude testing
determining readiness
assessment of children
spurts and lags
nonverbal techniques
reliance on other techniques-> case history, portfolio evaluation, and role-play
