Lecture 2 Flashcards
What are the 6 steps to test construction?
- Goal
- Definition (of construct and how it will be measured)
- Construction (or using pre-existing test after doing research literature)
- Reliability
- Validity
- Utility (was it useful? did it provide the wanted information?)
What are the objectives and procedures for the goal of the measure?
-objective: what do we want to measure?; Among whom? (target population); in which context?; to what end? To solve which problem?
-procedures: personal values and experiences; readings; expert advice
What are the objectives and procedures for the theoretical definition?
-objectives: defining the construct; identify/defined its main components; clear indicators
-procedures: readings, lit review; brainstorming; consultation of theoretical and practical experts
What are the 3 levels of definition?
- global construct: global but precise definition of construct
- specific components: defining key components of construct
- behavioural indicators: definition of behavioural indicators of each dimension
What are behavioural indicators?
-some indicators can be worth more than others
-consider consistent and inconsistent (opposite, not just adding “not”) indicators to cover the whole range of the construct
-differentiate core indicators from peripheral indicators
What are the objectives and procedures of construction?
-objectives: select the most appropriate type of measurement instrument
d scale; write items; try to prevent sources of error
-procedures: standardization of test administration process; writing clear instructions; focus group (test)
What are the 2 big types of tests?
-maximal performance/ability tests (knowledge, skill achievement, aptitudes, etc.)
-typical performance (attitudes, personality, behaviours, feelings, etc.)
What is a maximal performance test?
-right or wrong answers
-maximal level of performance (everything correct)
What is a typical performance test?
-no right or wrong answers
-daily life characteristics
-personality, interests, attitudes, etc.
-aim to describe the respondent as they are, with no assumption that any score is “better” than any other score
What are the 2 classifications of maximal performance tests?
- achievement (current acquisitions, current level of mastery/knowledge) OR aptitude (future mastery potential)
- power (items of varying levels of difficulty) OR speed (easy but numerous items)
-ex: typing test (speed + achievement); school exam (power + achievement); intelligence test (power + aptitude); manual dexterity (speed + aptitude)
What are the 2 types of typical performance tests?
-objective: structured questions and responses format
-projective: unstructured/ambiguous questions, based on the assumptions that respondents will “project” their natural spontaneous characteristics in their responses
What are the 3 types of administration modes?
-individual: assessor works with 1 person at a time; more flexibility in terms of content and responses; motivation; spontaneity & accuracy; time & cost
-group: rigidity(needs to be same administration); time & cost (less expensive and long)
-computerized (falls in between: no physical assessor, flexible, etc.)
What are the 2 types of expected results for all tests?
-norm-referenced: in comparison with the levels typically observed among members of a specific population (average, or below/above)
-criterion-referenced: in comparison with some pre-established level of performance (ex: DSM diagnosis)
What are the 2 types of expected results for tests measuring multiple dimensions (norm or criterion-referenced)?
-normative: absolute strength of the various characteristics (comparison of the strength of each specific characteristic across individuals)
-ipsative: relative strength of the various characteristics (comparison of the relative strength of various characteristics for a single individual) - formed choices
What are the response formats of maximal performance tests?
-true/false
-matching
-multiple choices
-open-ended questions (sentence completion; short response; essay)
