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PSYCHOLOGICAL ASSESSMENT AND TESTING > MIDTERM > Flashcards

MIDTERM Flashcards

1
Q

What is Psychological Assessment and Testing all about?

A
  1. To measure behavior (overt and covert)
  2. To describe and predict behavior and personality (traits, states,personality types, attitudes, interests, values, etc.)
  3. To determine signs and symptoms of dysfunctionality (for case formulation, diagnosis, and basis for intervention/plan for action)
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2
Q

Gathering and integration of psychology-related data for the purpose of making psychological evaluation that is accomplished through the use of tools (test,interviews, case studies, behavioral observations)and specially designed and measurement procedures.

A

Psychological Assessment

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3
Q

Process of measuring psychology-related variables by means of devices on procedures designed to obtain sample of behavior.

A

Psychological Testing

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4
Q

A standardized measuring device or procedure used to describe the ability, knowledge, skills or attitude of the individual.

A

Psychological Test(s)

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5
Q

The process of quantifying the amount or number of a particular occurrence of event, situation, phenomenon, object or person.

A

Measurement

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6
Q

The process of synthesizing the results of measurement with reference to some norms and standards.

A

Assessment

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7
Q

Tools of Psychological Assessment

A

1) Psychological Tests
2) Interviews
3) Portfolio Assessment
4) Case-History Data
5) Behavioral Observation
6) Role Play Tests
7) Computers as Tools

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8
Q

The process of judging the worth of any occurrence of event, situation, phenomenon, object or person which concludes with a particular decision.

A

Evaluation

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9
Q

A tool of assessment in which information is gathered through direct, reciprocal communication.

  • Ideally conducted face to face
  • Telephone: pitch, pause are signs of emotion
A

Interviews

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10
Q

Three types of interviews

A

Structured
Semi-structured
Unstructured

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11
Q

Method of gathering information through direct communication involves:

A

1) Reciprocal exchange
2) Take note of verbal and non-verbal actions—facial expressions, eye contact and general reaction to the demand of the interview

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12
Q

A type of work sample is used as an assessment tool—sample of one’s ability and accomplishment.

  • Education (writing samples) tools for hiring instructors.
A

Portfolio Assessment

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13
Q

Records, transcripts, and other accounts in any media that preserve archival information, official and informal accounts, and other data and items relevant to the assessee

  • Records, transcripts and other accounts in written, pictorial or other form that present archival information, official and informal accounts and other data and items relevant to assessee
  • Files/excerpts from files maintained in situation and agencies
  • Letters, written correspondence, photos, family albums, newspaper,magazine clippings, home news and pictures, movies and audio tapes
  • Shed light on individuals
  • Past and current adjustment as well as on the events/circumstances that may have contributed to any changes in assessment
A

Case-History Data

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14
Q

Monitoring the actions of others or oneself by visual or electronic means while recording quantitative/qualitative information regarding those sections—can be used as diagnostic aid (inpatient facilities, behavioral research lab, classroom)

A

Behavioral Observation

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15
Q

Tool for assessment wherein assesses are directed to act as if they were in a particular situation—used when real settings are too impractical.

  • Substance abusers can used as both a tool for assessment and measure of outcome
A

Role Play Tests

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16
Q
  • As test administrators, computers do much more than replace the “equipment” that was so widely used in the past (a number 2 pencil).
  • Computers can serve as test administrators (online or off) and as highly efficient test scorers. Within seconds they can derive not only test scores but patterns of test scores.
A

Computers as Tools

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17
Q

Types of Tests Based on the Number of Examinees

A

1) Individual Test
2) Group Test

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18
Q

The examiner/test administrator gives the test to only one person

A

Individual Test

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19
Q

The examiner/test administrator gives to more than one person

A

Group Test

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20
Q

Tests Based on the Type of Behavior They Measure

A

1) Ability Test
a) Achievement Test
b) Aptitude Test
c) Intelligence Test
2) Personality Test
3) Interest Test

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21
Q
  • Cognitive Performance—Based Measures
  • Measures what people can do
  • Pertains to capacity or potential; items are scored according to speed, accuracy or both
  • Variable measurement
  • Presence of right and wrong
  • IQ, Aptitude, Achievement
A

Ability Test

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22
Q

Measures previous learning

A

Achievement Test

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23
Q

Measures potential for learning or acquiring a specific skill

A

Aptitude Test

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24
Q

General potential to solve problems, adapt to changing circumstances, think abstractly, and profit from experience.

A

Intelligence Test

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25
Q

It has to do with an individual’s covert and overt dispositions, such as a person’s tendency to act in a certain way or respond in a certain way in a given situation.

A

Personality Test

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26
Q

Provides a self-report statement to which the person responds “True” or “False”, “Yes” or “No”.

A

Structured Personality Test

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27
Q

Provides an ambiguous test stimulus

A

Projective Personality Test

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28
Q

Originally developed for vocational guidance but later found its way to employee selection and career development

A

Interest Test

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29
Q

Three-Tier System of Psychological Tests

A

1) Level A
2) Level B
3) Level C

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30
Q

These tests are those that can be administered, scored and interpreted by responsible non-psychologist who have carefully read the manual and are familiar with the overall purpose of testing.

  • Educational achievement tests fall into this category
  • Examples: Achievement tests and other specialized (skill-based) aptitude tests
A

Level A

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31
Q

These tests require technical knowledge of test construction and use of appropriate advanced coursework in psychology and related courses

  • Examples: group intelligence tests and personality tests
A

Level B

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32
Q

These tests require an advanced degree in Psychology or License as Psychologist and advanced training/supervised experience in a particular test

  • Examples: Projective tests, Individual Intelligence tests, Diagnostic tests
A

Level C

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33
Q

Testing was instituted as a means of selecting who, of the many applicants, would obtain government jobs

A

Chinese Civilization

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34
Q

Tests were used to measure intelligence and physical skills

A

Greek Civilization

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35
Q

These universities relied on formal exams in conferring degrees and honors

A

European Universities

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36
Q

Believed that despite our similarities, no two humans are exactly alike. Some of these individual differences are more “adaptive than others and these differences lead to more complex, intelligent organisms over time.

A

Charles Darwin

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37
Q

He established the testing movement; introduced the anthropometric records of students; pioneered the application of-rating-scale and questionnaire method, and the free association technique; he also pioneered the use of statistical methods for the analysis of psychological tests.

  • Moreover, he also noted that persons with mental retardation tend to have diminished ability to discriminate among heat, cold and pain.
A

Francis Galton

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38
Q

Visual Discrimination Length

A

Galton Bar

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39
Q

determining the highest audible pitch

A

Galton whistle

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40
Q

Mathematical models of the mind; father of pedagogy as an academic discipline; went against Wundt

A

Johan Friedrich Herbart

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41
Q

Sensory thresholds; just noticeable differences (JND)

A

Ernst Heinrich Weber

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42
Q

Mathematics of sensory thresholds of experience; founder of psychophysics; considered one of the founders of experimental psychology

A

Gustav Theodor Fechner

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43
Q

First to relate sensation and stimulus

A

Weber-Fechner Law

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44
Q

Considered one of the founders of Psychology; first to set up a psychology laboratory

A

Wilhelm Wundt

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45
Q

Succeeded Wundt; brought Structuralism to America; his brain is still on display in the psychology department at Cornell

A

Edward Titchner

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46
Q

Pioneer of human ability testing; conducted seminars that changed the field of psychological testing

A

Guy Montrose Whipple

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47
Q

Large contributor of factor analysis; approach to measurement was termed as the law of comparative judgment

A

Louis Leon Thurstone

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48
Q

Provided the first accurate description of mental retardation as an entity separate from insanity

A

Jean Esquirol

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49
Q

Pioneered modern educational methods for teaching people who are mentally retarded/intellectually disabled

A

Edouard Seguin

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50
Q

An American psychologist who coined the term “mental test”

A

James McKeen Cattell

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51
Q

The father of IQ testing

A

Alfred Binet

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52
Q

Introduced the concept of IQ as determined by the mental age and chronological age

A

Lewis M. Terman

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53
Q

Introduced the two-factor theory of intelligence

  • General ability or “g”: required for performance on mental tests of all kinds
  • Special abilities or “s”: required for performance on mental test of only one kind
A

Charles Spearman

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54
Q

Primary Mental Abilities

A

Thurstone

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55
Q

Wechsler Intelligence Tests (WISC, WAIS)

A

Wechsler

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56
Q

Introduced the components of “g”

  • Fluid “g”: ability to see relationships as in analogies and letter and number series, also known as the primary reasoning ability which decreases with age
  • Crystalized “g”: acquired knowledge and skills which increases with age
A

Raymond Cattell

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57
Q

Theorized the “many factor intelligence theory” (6 types of operations X 5 types of contents X 6 types of products = 180 elementary abilities)

A

Guilford

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58
Q

Introduced the 3 “g’s”

  • Academic g, Practical g, and Creative g
A

Sternberg

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59
Q

Conceptualized the multiple intelligences theory

A

Howard Gardner

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60
Q

Translated the Binet-Simon test into French

A

Henry Goddard

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61
Q

Pioneered the first group intelligence test known as the Army Alpha (for literate) and Army Beta (for functionally illiterate)

A

Robert Yerkes

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62
Q

Introduced multiple-choice and other “objective” item type of tests

A

Arthur S. Otis

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63
Q

Devised the Personal Data Sheet (known as the first personality test) which aimed to identify soldiers who are at risk for shell shock

A

Robert S. Woodworth

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64
Q

Slow rise of projective testing

  • _________ Inkblot Test
A

Herman Rorschach

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65
Q

Thematic Apperception Test

A

Henry Murray & Christina Morgan

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66
Q

Structure tests were being developed based on their better psychometric properties

A

Early 1940’s

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67
Q

16 Personality Factors

A

Raymond B. Cattell

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68
Q

Big 5 Personality Factors

A

McCrae & Costa

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69
Q

Panukat ng Ugali at Pagkatao or PUP

A

Virgilio Enriquez

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70
Q

Panukat ng Katalinuhang Pilipino or PKP

A

Aurora R. Palacio

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71
Q

Panukat ng Pagkataong Pilipino or PPP

A

Anadaisy Carlota

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72
Q

Masaklaw na Panukad ng Loob or Mapa ng Loob

A

Gregorio E.H. Del Pilar

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73
Q

Philippine Thematic Apperception Test (PTAT)

A

Alfredo Lagmay

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74
Q

Initial ideas or thoughts of the psychologists

  • No brainer
A

Some Assumptions about Psychological Testing and Assessment / Basic Assumptions

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75
Q

Some Assumptions about Psychological Testing and Assessment

A

Assumption 1: Psychological Traits and States Exist

Assumption 2: Psychological Traits and States Can Be Quantified and Measured

Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior

Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses

Assumption 5: Various Sources of Error Are Part of the Assessment Process

Assumption 6: Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner

Assumption 7: Testing and Assessment Benefit Society

76
Q

Defined as “any distinguishable, relatively enduring way in which one individual varies from another”

  • Specific and unique
A

Trait

77
Q

Distinguish one person from another but are relatively less enduring

  • Arises depending on context
  • Part of the personality
A

States

78
Q

An informed, scientific concept developed or constructed to describe or explain behavior.

A

Construct

79
Q

Refers to an observable action or the product of an observable action, including test- or assessment-related responses.

A

Overt Behavior

80
Q

Reminder that a trait is not expected to be manifested in behavior 100% of the time.

  • Thus, it is important to be aware of the context or situation in which a particular behavior is displayed.
A

Relatively enduring

81
Q

The test score is presumed to represent the strength of the targeted ability or trait or state and is frequently based on _______________

A

Cumulative Scoring

82
Q

May refer to either:

1) a sample of behaviors from all possible behaviors that could conceivably be indicative of a particular construct or

2) a sample of test items from all possible items that could conceivably be used to measure a particular construct.

A

Domain Sampling

83
Q

Refers to a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test.

  • Test scores are always subject to questions about the degree to which the measurement process includes _______.
A

Error

84
Q

The component of a test score attributable to sources other than the trait or ability measured.

A

Error Variance

85
Q

An assumption is made that each testtaker has a true score on a test that would be obtained but for the random action of measurement error.

A

Classical or True Score Theory

86
Q
  • Assess what a person usually does
  • There are no right or wrong
  • Values, Personality, Interest
A

Test of Typical Performance

87
Q

Specific Types of Psychological Tests

A

1) Intelligence Test
2) Aptitude Test
3) Achievement Test
4) Personality Test
5) Projective Test
6) Interest Test
7) Attitude Inventory
8) Values Inventory
9) Diagnostic Test (For remedial test)
10) Powered / Power Test — easy to difficult (measures the ability)
11) Speed Test — uniformed
12) Creativity Test
13) Neuropsychological Test

88
Q
  • Decision theory as applied to psychological testing and measurement
  • Making inferences and decisions
A

Base rate
Hit rate
Miss rate

89
Q

Is the extent to which a particular trait, behavior, characteristic, or attribute exists in the population (expressed as a proportion).

  • 10/100 people have depression
A

Base rate

90
Q

May be defined as the proportion of people a test accurately identifies as possessing or exhibiting a particular trait, behavior, characteristic, or attribute.

  • Could refer to the proportion of people accurately predicted to be able to perform work at the graduate school level or to the proportion of neurological patients accurately identified as having a brain tumor.
  • Who are the 10 out of 100?
A

Hit rate

91
Q

May be defined as the proportion of people the test fails to identify as having, or not having, a particular characteristic or attribute.

  • Amounts to an inaccurate prediction.
A

Miss rate

92
Q

The category of misses may be further subdivided:

A

1) False Positive
2) False Negative

93
Q
  • Is a miss wherein the test predicted that the testtaker did possess the particular characteristic or attribute being measured when in fact the testtaker did not.
  • Accepting what should not be accepted
A

Type 1 / False Positive

94
Q
  • Is a miss wherein the test predicted that the testtaker did not possess the particular characteristic or attribute being measured when the testtaker actually did.
  • Rejecting what should not be rejected
A

Type 2 / False Negative

95
Q

Basic Principles in the Use of Psychological Test

A

1) Tests are samples of behavior
2) Tests do not reveal traits and capacities directly
3) Psychological maladjustments selectively and differentially affects scores
4) Psychometric and projective approach are mutually complementary

96
Q

Steps in Clinical Psychology Assessment

A

1) Deciding what is being assess
2) Determining the goals of assessment
3) Selective standards for making decisions
4) Collecting assessment data
5) Making assessment and judgment
6) Communicating results

97
Q

Approaches Use in Psychological Assessment and Testing

A

Nomothetic
Idiographic

98
Q
  • General / Population
  • Norms
  • Attempts to generalize
  • Objective
  • Numerical data
A

Nomothetic

99
Q
  • Focus on one / individual
  • Subjective experiences
  • Comparative only to itself
A

Idiographic

100
Q

Cross Cultural Testing Parameters:

A

1) Language
2) Test Content
3) Education
4) Speed

101
Q

A test or assessment process designed to minimize the influence of culture with regard to various aspects of the evaluation procedures, such as administration instructions, item content, responses required of testtakers, and interpretations made from the resulting data.

A

Culture-Fair Intelligence Test

102
Q

May be defined as the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture.

A

Culture loading

103
Q
  • To isolate nature
  • Interaction between nature and nurture are not relative but cumulative
A

Culture-Free Test

104
Q

As act of assigning numbers or symbols to characteristics of things (people, events, whatever) according to rules.

A

Measurement

105
Q

Is a set of numbers (or other symbols) whose properties model empirical properties of the objects to which the numbers are assigned.

A

Scale

106
Q

Primary Scales of Measurement

A

Nominal
Ordinal
Interval
Ratio

107
Q
  • Simplest form of measurement
  • Weakest
  • These scales involve classification or categorization based on one or more distinguishing characteristics, where all things measured must be placed into mutually exclusive and exhaustive categories. For example, people may be characterized by gender in a study designed to compare performance of men and women on some test.
  • No magnitude, equal intervals, and absolute 0
  • Nonparametric but can be quantified
A

Nominal

108
Q
  • Permit classification
  • Rank ordering on some characteristic is also permissible
  • Has a magnitude but no equal intervals and absolute 0
  • Nonparametric
  • Median
A

Ordinal

109
Q
  • Contain equal intervals between numbers
  • Each unit on the scale is exactly equal to any other unit on the scale
  • Contains no absolute zero point
  • Parametric
A

Interval

110
Q
  • Has a true zero point
  • Strongest
  • All mathematical operations can meaningfully be performed because there exist equal intervals between the numbers on the scale as well as a true or absolute zero point
  • Contains nominal, ordinal, interval, and ratio
  • Parametric
A

Ratio

111
Q
  • To describe the data
  • Merely describes the results
A

Descriptive Statistics

112
Q

May be defined as a set of test scores arrayed for recording or study.

A

Distribution

113
Q

Is a straightforward, unmodified accounting of performance that is usually numerical.

  • may reflect a simple tally, as in number of items responded to correctly on an achievement test.
A

Raw Score

114
Q
  • All scores are listed alongside the number of times each score occurred.
  • Distribution of raw scores
A

Frequency of Distributions / Frequency Distributions

115
Q
  • Is a statistic that indicates the average or midmost score between the extreme scores in a distribution.
  • Mean, median, and mode
A

Measures of Central Tendency

116
Q
  • Statistics that describe the amount of variation in a distribution
  • Range: Interquartile and semi-quartile
  • Standard deviation
A

Measures of Variability

117
Q

Indication of how scores in a distribution are scattered or dispersed.

A

Variability

118
Q
  • An indication of how the measurements in a distribution are distributed.
  • Distributions can be characterized by their _________, or the nature and extent to which symmetry is absent.
A

Skewness

119
Q

When relatively few of the scores fall at the high end of the distribution.

  • Low scores >
A

Positive skew / Positively skewed

120
Q

When relatively few of the scores fall at the low end of the distribution.

  • High scores >
A

Negative skew / Negatively skewed

121
Q

The term testing professionals use to refer to the steepness of a distribution in its center

A

Kurtosis

122
Q

Relatively flat distribution

A

Platykurtic

123
Q

Relatively peak distribution

A

Leptokurtic

124
Q

Somewhere in the middle / normally distributed

A

Mesokurtic

125
Q

A bell-shaped, smooth, mathematically defined curve that is highest at its center.

A

Normal Curve

126
Q
  • Normal Distribution
  • Homogenous Variance
  • Interval or Ratio Data
  • Pearson’s Correlation, Independent Measures T-Test, One-way / Independent-Measures ANOVA, Paired T-Test, One-way / Repeated Measures ANOVA
A

Parametric Test

127
Q
  • Normal Distribution is not required
  • Homogenous Variance is not required
  • Nominal or Ordinal Data
  • Spearman’s Correlation, Mann-Whitney U Test, Kruskal-Wallis H Test, Wilcoxon Signed-Rank Test, Friedman’s Test
A

Non-Parametric Test

128
Q

Measures of Correlation

A

1) Pearson’s Product Moment Correlation
2) Spearman Rho’s Correlation
3) Kendall’s Coefficient of Concordance
4) Phi Coefficient
5) Lambda

129
Q

Parametric test for interval data

A

Pearson’s Product Moment Correlation

130
Q

Non-parametric test for ordinal data

A

Spearman Rho’s Correlation

131
Q

Non-parametric test for ordinal data

A

Kendall’s Coefficient of Concordance

132
Q

Non-parametric test for dichotomous nominal data

A

Phi Coefficient

133
Q

Non-parametric test for 2 groups (dependent and independent variable) of nominal data

A

Lambda

134
Q

Measures of Prediction

A

1) Biserial Correlation
2) Point-Biserial Correlation
3) Tetrachoric Correlation
4) Simple Linear Regression
5) Multiple Linear Regression
6) Ordinal Regression

135
Q

Predictive test for artificially dichotomized and categorical data as criterion with continuous data as predictors

A

Biserial Correlation

136
Q

Predictive test for genuinely dichotomized and categorical data as criterion with continuous data as predictors

A

Point-Biserial Correlation

137
Q

Predictive test for dichotomous data with categorical data as criterion and categorical data as predictors

A

Tetrachoric Correlation

138
Q

A predictive test which involves one criterion that is continuous in nature with only one predictor that is continuous

A

Simple Linear Regression

139
Q

A predictive test which involves one criterion that is continuous in nature with more than one continuous predictor

A

Multiple Linear Regression

140
Q

A predictive test which involves a criterion that is ordinal in nature with more than one predictors that are continuous

A

Ordinal Regression

141
Q

Chi-Square Test

A

1) Goodness of Fit
2) Test of Independence

142
Q

Used to measure differences and involves nominal data and only one variable with 2 or more
categories

A

Goodness of Fit

143
Q

Used to measure correlation and involves nominal data and two variables with two or more categories

A

Test of Independence

144
Q

Comparison of two groups

A

1) Paired T-Test
2) Unpaired T-Test
3) Wilcoxon Signed-Rank Test
4) Mann-Whitney U Test

145
Q

A parametric test for paired groups with normal distribution

A

Paired T-Test

146
Q

A parametric test for unpaired groups with normal distribution

A

Unpaired T-Test

147
Q

A non-parametric test for paired groups with non-normal distribution

A

Wilcoxon Signed-Rank Test

148
Q

A non-parametric test for unpaired groups with non-normal distribution

A

Mann-Whitney U Test

149
Q

Comparison of three or more groups

A

1) Repeated Measures ANOVA
2) One-way/Two-Way ANOVA
3) Friedman F Test
4) Kruskal-Wallis H Test

150
Q

A parametric test for matched groups with normal distribution

A

Repeated Measures ANOVA

151
Q

A parametric test for unmatched groups with normal distribution

A

One-way/Two-Way ANOVA

152
Q

A non-parametric test for matched groups with non-normal distribution

A

Friedman F Test

153
Q

A non parametric test for unmatched groups with non-normal distribution

A

Kruskal-Wallis H Test

154
Q
  • The stability or consistency of the measurement

Goals:
A) Estimate errors in psychological measurement
B) Devise techniques to improve testing so errors are reduced

A

Reliability

155
Q

Types of Reliability

A

1) Test-Retest Reliability
2) Parallel-Forms / Alternate Forms Reliability
3) Split-Half Reliability
4) Inter-Rater / Inter-Observer Reliability
5) Standard Error of Measurement

156
Q
  • Compare the scores of individuals who have been measured twice by the instrument
  • This is not applicable for tests involving reasoning and ingenuity
  • Longer interval will result to lower correlation coefficient while shorter interval will result to higher correlation
  • The ideal time is 2-4 weeks
  • Source of error variance is time sampling
  • Utilizes Pearson R or Spearman Rho
A

Test-Retest Reliability

157
Q
  • Same persons are tested with one form on the first occasion and with another equivalent form on the second
  • The administration of the second, equivalent form either takes place immediately or fairly soon.
  • The two forms should be truly paralleled, independently constructed tests designed to meet the same specifications, contain the same number of items, have items which are expressed in the same form, have items that cover the same type of content, have items with the some range of difficulty, and have the same instructions, time limits illustrative examples, format and all other aspects of the test
  • Has the most universal applicability
  • For immediate, the source of error variance is content sampling
  • For delayed, the source of error variance is time sampling and content sampling
  • Utilizes Pearson R or Spearman Rho
A

Parallel-Forms / Alternate Forms Reliability

158
Q
  • Two scores are obtained for each person by dividing the test into equivalent halves (odd-even split or top-bottom split)
  • The reliability of the test is directly related to the length of the test
  • The source of error variance is content sampling
  • Utilizes the Spearman-Brown Formula
A

Split-Half Reliability

159
Q
  • Degree of agreement between raters on a measure
  • Source of error variance is inter-scorer differences
  • Often utilizes Cobon’s Kappa statistic
A

Inter-Rater / Inter-Observer Reliability

160
Q
  • An index of the amount of inconsistency of the amount of expected error in an individual’s score
  • The higher the reliability, the lower SEM
A

Standard Error of Measurement

161
Q

Long standing assumption that factors other than what a test attempts to measure will influence performance on the test

A

Error

162
Q

The component of test score attributable to sources other than the trait or ability being measured

A

Error Variance

163
Q

Are those sources of errors that reside within an individual taking the test (such as: I didn’t study enough, I felt bad that I missed blind date, I forgot to set the alarm, excuses)

A

Trait Error

164
Q

Are those sources of errors that reside in the testing situation, such as lousy test instructions, too warm room, or missing pages

A

Method Error

165
Q

A range or band of test scores that is likely to contain the true score

A

Confidence Interval

166
Q

A statistical measure that can aid a test user in determining how large a difference should be before it is considered statistically significant

A

Standard Error of the Difference

167
Q

A judgment or estimate of how well a test measures what it purports to measure in a particular test

A

Validity

168
Q

Types of Validity

A

1) Face Validity
2) Content Validity
3) Criterion-Related Validity
4) Construct Validity

169
Q

The least stringent type of validity: whether a test looks valid to test users, examiners and examinees

A

Face Validity

170
Q
  • Definitions and concepts
  • Whether the test covers the behavior domain to be measured which is built through the choice of appropriate content areas, question, tasks and items
A

Content Validity

171
Q

Issues arising from lack of content validity:

A

1) Construct Underrepresentation-Failure
2) Construct-Irrelevant Variance

172
Q

To capture important components of a construct (e.g. An English test which only contains vocabulary items but no grammar items will have a poor content validity.)

A

Construct Underrepresentation-Failure

173
Q

Happens when scores are influenced by factors irrelevant to the construct le.g. test anxiety, reading speed, reading comprehension, illness)

A

Construct-Irrelevant Variance

174
Q

Types of Criterion-Related Validity

A

1) Concurrent Validity
2) Predictive

175
Q

Standard against which a test or a test score is evaluated

A

Criterion

176
Q

The extent to which test scores may be used to estimate an individual’s present standing on a criterion

A

Concurrent Validity

177
Q

The scores on a test can predict future behavior or scores on another test taken in the future

A

Predictive

178
Q
  • Assembling evidence about what a test means
  • Series of statistical analysis that one variable is a separate variable
  • Is like proving a theory through evidences and statistical analysis
A

Construct Validity

179
Q

Discriminant Validation

A

1) Convergent Validity
2) Divergent Validity

180
Q

A test correlates highly with other variables with which it should correlate (example: Extraversion which is highly correlated sociability)

A

Convergent Validity

181
Q

A test does not correlate significantly with variables from which it should differ (example: Optimism which is negatively correlated with Pessimism)

A

Divergent Validity

182
Q

A retained statistical technique for analyzing the interrelationships of behavior data

A

Factor Analysis

183
Q

A method of data reduction

A

Principal Components Analysis

184
Q

Items do not make a factor, the factor should predict scores on the item and is classified into two (Exploratory Factor Analysis for summarizing data and Confirmatory Factor Analysis for generalization of factors)

A

Common Factor Analysis

185
Q

May be defined as a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard

  • To be eligible for a high-school diploma, students must demonstrate at least a sixth-grade reading level.
  • Has also been referred to as Domain or Content-Referenced Testing
A

Criterion-Referenced Testing

186
Q

One way to derive meaning from a test score is to evaluate the test score in relation to other scores on the same test

  • Percentile
  • NMAT
A

Norm-Referenced Testing

187
Q

Is an expression of the degree and direction of correspondence between two things.

A

Correlation

PSYCHOLOGICAL ASSESSMENT AND TESTING (1 decks)

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