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TEST AND MEASUREMENTS > MIDTERM > Flashcards

MIDTERM Flashcards

1
Q

measurement device or technique

A

Test

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2
Q

used to quantify behavior or aid the understanding and prediction of behavior

A

test

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3
Q

specific stimulus which person responds overtly; response can be scored or evaluated

A

items

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4
Q

set of items that are designed to measure characteristic of human beings pertain to behavior

A

psychological test

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5
Q

raw scores on test items

A

scales

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6
Q

theoretical or empirical distributions

A

scales

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7
Q

type of test

A
  • individual test
  • group test
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8
Q

previous learning

A

achievement

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9
Q

potential for learning or acquiring a specific skills

A

aptitude

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10
Q

persons general potential to solve problems, adapt to changing circumstances, think abstractly, and profit from experience

A

intelligence

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11
Q

overt and covert dispositions of individual

A

personality test

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12
Q

self report

A

structured personality test

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13
Q

require the subject to choose between two or more alternative

A

structured personality test

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14
Q

stimulus (test materials) or required response or both are ambigous

A

projective personality test

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15
Q

all possible uses, applications, and underlying concepts of psychological and educational tests

A

Psychological Testing

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16
Q

the accuracy, dependability, consistency, or repeatability of test results

A

reliability

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17
Q

meaning and usefulness of test results

A

validity

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18
Q

act of giving a test

A

test administration

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19
Q

method of gathering information through verbal interaction, such as direct questions

A

interview

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20
Q

uses test batteries (two or more tests used in conjunction)

A

206BCE-220CE Han Dynasty

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21
Q

A national multistage testing program involved local and regional testing centers be equipped with special testing booths

A

1368-1644CE Ming Dynasty

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22
Q

Jean Esquirol distinguishes between mental illness and mental retardation

A

1838

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23
Q

Wilhelm Wundt uses calibrated pendulum to measure the speed of thought

A

1862

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24
Q

O. Edouard Seguin writes the first major textbook on the assessment and treatment of mental retardation

A

1866

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25
Q

Wundt funds the first experimental laboratory in psychology at Leipzig, Germany

A

1869

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26
Q

Francis Galton administers the first test battery to thousands of citizens at the International Health Exhibit

A

1884

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27
Q

James Mckeen Cattel uses the term mental test in announcing the agenda for his Galtonian test battery

A

1890

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28
Q

James Mckeen Cattel uses the term mental test in announcing the agenda for his Galtonian test battery

A

1896

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29
Q

Clark Wissler discovers that Cattellian brass instrument tests have no correlations with college grades

A

1901

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30
Q

Charles Spearmen proposes that intelligence consists of a single general factor and numerous specific factors

A

1904

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31
Q

Karl Pearson formulates the theory of correlation

A

1904

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32
Q

Alfred Binet and Theodore Simon Invent the first modern intelligence test

A

1905

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33
Q

Henry H. Goddard translates the Binet-Simon scales from French into English

A

1908

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34
Q

Stern introduces the IQ or Intelligence Quotient

A

1912

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35
Q

Lewis Terman revises the Binet-Simon; revisions appear in 1937, 1960, and 1986

A

1916

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36
Q

Robert Yerkes Spearheads development of the Army Alpha and Beta examinations used for testing WWI recruits

A

1917

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37
Q

Robert Woodworth develops the Personal Data Sheet, the first personality test

A

1918

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38
Q

Rorschach Test published

A

1920

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39
Q

Psychological corporation the first major test publisher, was founded by Cattell, Thorndike, and Woodworth

A

1921

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40
Q

The first scholastic aptitude test is published by the College Entrance Examination Board

A

1926

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41
Q

Test is released by Morgan and Murray at Harvard University

A

1935

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42
Q

L. l. Thurstone Proposes that intelligence consists of about seven group factors known as primary abilities

A

1938

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43
Q

Publishes the Raven’s Progressive Matrices, a nonverbal test reasoning intended to measure Spearman’s g factor

A

1938

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44
Q

Lauretta Bender Publishes the Bender Visual Motor Gestalt Test, a design-copying test of Visual Motor Integration

A

1938

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45
Q

Oscar Buros Publishes the first mental measurements yearbook

A

1938

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46
Q

The Wechsler-Bellevue Intelligence Scale is published; revisions are published in 1955 (WAIS), 1981 (WAIS-R), 1997 (WAIS-III)

A

1939

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47
Q

The Minnesota Multiphasic Personality Inventory is published

A

1942

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48
Q

The Wechsler Intelligence Scale for Children is published; revisions are published in 1974 (WISC-R), and 1991 (WISC-III)

49
Q

The Rotter Incomplete Sentence Blank is published

50
Q

Lee Cronbach introduces coefficient Alpha as an index of reliability (internal consistency) for tests and scales

51
Q

American Psychiatric Association publishes the Diagnostic Statistical Manual (DSM-1)

52
Q

Raymond Cattell proposes the theory of fluid and crystallized intelligence

53
Q

The American Psychological Association and other groups jointly publish the influential standards for Educational Psychological Testing

54
Q

American Psychiatric Association published DSM-III-R

55
Q

The Minnesota Multiphasic Personality Inventory-2 is published

56
Q

American Psychological Association publishes a revised Ethical Principles of Psychologists and Code of Conduct

57
Q

American Psychiatric Association publishes DSM-IV

58
Q

Dr. Marcelo A. Ordonez

A

General Mental Ability Test

59
Q

Secondary Guidance and Counseling Services, Division of City Schools, Manila

A

Manila Self-Administering Test of Mental Ability

60
Q

Guthrie, Tayag and Jacob

A

Philippine Non-Verbal Intelligence Test

61
Q

National Education Testing Center, Ministry of Education, Culture and Sports

A

National College Entrance Examination (NCEE)

62
Q

Center for Educational Measurement

A

Philippine Occupational Interest Inventory

63
Q

Zenaida C. Santos, Ed. D.

A

Standardized Aptitude Test for Teachers

64
Q

Virgilio Enriquez

A

Panukat ng Ugali’t Pagkatao

65
Q

Abenojar

A

Panukat ng Pagkikipagkapwa ng Batang Filipino

66
Q

Filipino Adaptation of the Piers Harried Children’s Self-Concept Scale: The Way I Feel About Myself, Manila Guidance Testing Center

A

Ang Palagay Ko Sa Aking Sarili

67
Q

assignment of numbers to object or events according to a specific set of rules

A

measurement

68
Q

A process of summarizing the results of tests and assigning meaning based on value analysis

A

evaluation

69
Q

The scientific way of assigning numbers or events according to prescribe set of rules and the accurate appraisal of individuals

A

Psychological Measurement and Evaluation

70
Q

picture of the relationship between two variables

A

Scatter Diagram

71
Q

A mathematical index that describes the direction and magnitude of a relationship

A

Correlation Coefficient

72
Q

Used to make predictions about scores on one variable from knowledge of scores on another variable

A

Regression Line

73
Q

method of correlation for finding the association between two sets of ranks

A

Spearman’s Rho

74
Q

expresses the relationship between a continuous variable and an artificial dichotomous variable

A

Biserial Correlation

75
Q

tells the proportion of the total variation in scores on Y

A

Coefficient of Determination

76
Q

Characteristics of a Good Psychological Test

A
  • Standardized
  • Objective Measurement of Difficulty
  • Validity
  • Reliability
  • Scorability
  • Interpretability
  • Economy
77
Q

Basic of Test Score Theory

A

Reliability

78
Q

X=T+E

A

Reliability

79
Q

 Scores Inconsistency
 Limited Sampling Behavior
 Instability of the examinee’s performance

A

Possible Reasons for Inconsistencies of Scores

80
Q

 Measure of Stability (Test-Retest)
 Measures of Equivalence
 Measures of Equivalence and Stability
 Measures of Internal Consistency
o Cronbach Alpha
 Split-Half

A

Estimate of Reliability

81
Q

 Length of the Test
 Difficulty of the Test
 Objectivity

A

Factors that may Affect Reliability

82
Q

type of validity

A

 Face Validity
 Content Validity
 Criterion-Related Validity
o Predictive Validity Evidence
o Concurrent-Related Evidence
 Construct Validity
o Convergent Evidence o Discriminant Validity

83
Q

 Defining the Test
 Selecting a Scaling Method
 Constructing the Items
 Testing the Items
 Revising the Test
 Publishing the Test

A

test construction

84
Q

 Measure from a strong theoretical and research basis
 Separate acquired factual data from the ability to solve unfamiliar problem
 Yield scores that translate to educational intervention
 Include novel task
 Easy to administer and objective to score

A

Defining the test

85
Q

Ranking of Experts

A

Selecting a Scaling Method

86
Q

Method of Absolute Scaling (age groups)

A

Selecting a Scaling Method

87
Q

Likert Scale (Coding and Reverse Coding)

A

Selecting a Scaling Method

88
Q

Method of Equal Appearing Interest
o Collect items
o Ask 10 experts to rate the statements
o Get the SD
o Remove items with large SD

A

Selecting a Scaling Method

89
Q

Items format

A

Constructing the Items

90
Q

Testing the items

A

Constructing the Items

91
Q

Item Content (Table of Specification)

A

Constructing the Items

92
Q

Halo Effect

93
Q

higher expectations lead to an increase in performance

A

Pygmalion Effect/Rosenthal Effect (Bias)

94
Q

Golem Effect

95
Q

Observer-Expectancy Effect

96
Q

Hawthorne Effect

97
Q

Placebo effect

98
Q

John Henry Effect

99
Q

Focuses upon pathology, maladjustment, deficiency and equilibrium process

A

clinical approach

100
Q

Emphasis in on normative comparison; uses concept, theories, data

A

scientific approach

101
Q

Uses every language, creative and dramatic, becomes too flowery, it is more concerned on the impression of poetry than scientific writing

A

literary approach

102
Q

Centers on the specific problems and uses action language (on-going behavior)

A

Case-Focused Report Style

103
Q

When psychologists/clinicians draw from all three approaches

A

Professional Report Style

104
Q

Focuses on answering specific questions and all are included

A

Hypothesis-Oriented Report

105
Q

Talks about the client in relation to specific topic

A

Domain-Oriented Report

106
Q

test results is presented

A

Presenting Test Results

107
Q

Assist in the assessment of the individual’s psychodynamics

A

Evaluation or Assessment Interview

108
Q

Starts with an open-ended question that will provide the interviewer a comprehensive information about the individual

A

Case-History Interview

109
Q

3 types of interview

A
  • evaluation or assessment interview
  • case history interview
  • mental status examination
110
Q

Arrange for a comfortable, private setting

A

Clinical Interview Techniques

111
Q

Introduce yourself, greet the patient by name,
and tell the purpose of the interview

A

Clinical Interview Techniques

112
Q

Put the patient at ease, and establish rapport by showing personal qualities of empathy and
sensitivity

A

Clinical Interview Techniques

113
Q

Do not make a judgment

A

Clinical Interview Techniques

114
Q

Carefully observe the patient’s nonverbal
behavior, posture, and mannerism

A

Clinical Interview Techniques

115
Q

Avoid excessive note-taking

A

Clinical Interview Techniques

116
Q

Keep the interview active.

A

Clinical Interview Techniques

117
Q

Do not argue or get angry

A

Clinical Interview Techniques

118
Q

Use language consistent with the patient’s
intelligence

A

Clinical Interview Techniques

119
Q

Length of interview should be 15-90 minutes
depending on the patient status (average time, 45-60 minutes)

A

Clinical Interview Techniques

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