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Psychological assessment and psychometrics > Impact on individual test score > Flashcards

Impact on individual test score Flashcards

1
Q

Sources of information to help evaluate test scores

A
  • point estimate

- confidence interval

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2
Q

point estimates of true scores

A
  • observed test scores
  • adjusted true score estimate
  • -> measurement error is considered
  • -> regression to the mean
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3
Q

three factors influence size and direction of discrepancy

A
  • reliability of test scores
  • size of differences between observed test score and mean
  • direction of differences between original score and mean
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4
Q

confidence intervals

A
  • reflect accuracy of point estimate
  • standard error of measurement
  • used to compute CI
  • precise CI = higher reliability
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5
Q

several ways to quantify associations

A
  • most common - correlation coefficient
  • correlation between true scores
  • reliabilities of measures
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6
Q

Implications of measurement error

A
  • observed associations < true associations
  • attenuation determined by measure reliability
  • error constrains maximum association
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7
Q

Reliability, effect sizes and statistical signifcance

A
  • interpret results in context of reliability

- behavioural research emphasises effect size and statistical significance

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8
Q

effect sizes

A

represent results as a matter of a degree, affected directly by measurement error and reliability

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9
Q

better reliability =

A

larger observed effect size

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10
Q

statistical significane

A
  • confidence in results
  • affected strongly by observed effect
  • larger observed effect increases likelihood of significance
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11
Q

measures with poor realiability =

A

underestimate the true effect sizes = non significant results

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12
Q

Important characteristics considered throughout the process of test construction and refinement

A
  • items means (item difficulty)
  • item variances
  • item discrimination
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13
Q

item variance

A
  • may be related to item consistency
  • absence of variability = absence of consistency
  • implications for item-total correlation
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14
Q

item mean

A
  • reflection of variability

- sometimes interpreted in terms of ‘difficulty’

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15
Q

Test item types

A
  • selected response items (objective or fixed response)
  • forced choice
  • constructed response
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16
Q

Selected response items (objective or fixed response)

A
  • closed ended
  • ability tests - multiple choice/true or false/ranking/matching
  • personality tests - dichotomous or polytomous
17
Q

forced choice

A
  • most or least characteristic of oneself

- mainly used in multidimensional personality inventories

18
Q

constructed response

A
  • open-ended

- stipulations on time, response length, use of materials

19
Q

Selected response items - positives

A
  • popular and frequently used
  • time efficient
  • transformation
20
Q

selected response items - negatives

A
  • more susceptible to problems
  • guessing - distort error
  • can diminish reliability and validity
  • creation is time consuming
21
Q

constructed time response items - positives

A
  • rich sample

- authentic behaviour sample

22
Q

constructed time response items - negatives

A
  • scoring
  • test length restriction
  • response length
23
Q

item validity

A

extent to which items accurately differentiate test takers

24
Q

external

A

enhances score validity, multifaceted constructs

25
Q

internal

A

homogeneity of test increases - unidimensional constructs

26
Q

item validity statistics require information on -

A
  • item performance
  • criterion standing from samples producing item discrimination stats
  • index of discrimination statistics
27
Q

Goals of item response theory

A
  • generate items to provide maximum amount of information
  • give examinees items tailored to abilities
  • reduce number of items needed and reduce measurement error
28
Q

shortcomings of CIT

A
  • indexes of item difficulty are group dependent
  • scores are test dependent
  • score reliability gauged by standard error of measurement
29
Q

Item information function

A

contribution an item makes to trait/ability estimation along continuum

30
Q

test item information

A

sum of item information functions (akin to CIT score reliability) used to obtain standard scores of estimation

31
Q

Applications of IRT

A
  • test development and administration
  • psychometric properties of cognitive levels
  • common in development of ability/achievement batteries
  • development of computerised adaptive tests
32
Q

Item fairness

A
  • many ways items can be biased - can be investigated across population subgroups
  • test fairness - more complex
  • responsibility to implement fair testing practice
  • awareness of universal design

Psychological assessment and psychometrics (7 decks)

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