Mod 6, Measurement

Question 1

Define measurement.

Answer 1

is a systematic process of assigning numbers to characteristics/attributes of individuals using a set of carefully selected and explicitly stated rules

Question 2

Define the Standards for Educational and Psychological Testing FLAV

Answer 2

fairness in treatment during testing, lack of measurement bias, accessibility, validity of individual test score interpretation for the intended uses (knowing when to modify standardized testing without giving an individual an unfair advantage)

Question 3

Define a Content Bias.

Answer 3

: occurs if test items favor one group of individuals over another group

Question 4

Define a Testing Situation Bias:

Answer 4

results from a variety of external factors that influence test performance such as response bias, test taking ability, examiner characteristics, and achievement motivation

Question 5

Pearson Product-Moment Correlation:

Answer 5

measures a relation between two continuous variable such as height and weight

Question 6

Item Response Theory: f

Answer 6

focuses on the test taker’s performance on individual test items and that person’s overall ability on the attributes the items are designed to measure

Question 7

Define the quality of statistical distinctiveness.

Answer 7

present if distinct numerical values may be assigned to individuals who belong to a different class of characteristic being measured

Question 8

Define the quality of statistical Order in Magnitude.

Answer 8

present if assigned numerical values represent the degree of measured characteristics, with lower values signifying lower degree of that characteristic and higher values doing the opposite

Question 9

Define the statistical quality of Equal Intervals.

Answer 9

difference between two numeric values represents the same degree of difference in a measured characteristic; no absolute zero point

Question 10

Define Absolute Zero.

Answer 10

when the numeric value 0 truly signifies the absence of the measured characteristic

Question 11

Define the Nominal Level of measure and its statistical attributes.

Answer 11

-Described in terms of distinctiveness
- no ordering magnitude
NO equal intervals and absolute zero/ don’t apply to this level
PURPOSE: CLASSIFY INDIVIDUALS INTO DIFFERENT GROUPS BASED ON A GIVEN CHARACTERISTIC

Question 12

Define the Ordinal Level of measurement and its statistical attributes.

Answer 12

-permits the assignment of a higher number to an individual who has a greater degree of a measured characteristic (intelligence)
-NO ABSOLUTE ZERO
-HAS ORDERING OF MAGNITUDE
-NO EQUAL INTERVALS

Question 13

Define the Interval Level of measurement and its statistical attributes.

Answer 13

-distinctiveness
-has ordering of magnitude: measures to what degree an attribute exists
-has equal intervals: represents the degree of difference in measured characteristics (temp measurements, iq tests)
-NO ABSOLUTE ZERO

Question 14

Ratio Level of Measurement

Answer 14

• has equal intervals
  -has ordering of magnitude,
• has an absolute zero
  -has distinctiveness CAN BE ADDED, SUBTRACTED, AND MULTIPLIED

Question 15

What do standardized and non-standardized tests individually measure

Answer 15

-Standardized tests measure more general constructs (abstract attributes that cannot be directly measured); the test itself is assessed in terms of reliability and validity; ALLOWS EVALUATOR TO COMPARE THE SAMPLE TO A LARGER POPULATION
-Non-Standardized tests: designed to measure specific constructs, questions/corresponding response formats may be modified as needed; ALLOWS EVALUATOR DOES A BETTER JOB OF CAPTURING THE SPECIFIC EFFECTS OF THE INTERVENTION

Question 16

Define the difference between norm referenced and criterion reference tests.

Answer 16

riterion-referenced tests evaluate students progress; placement independent of others
Norm-referenced tests compare students’ performance with each other; placement depends on others’ performance

Question 17

Define the difference between power/speed tests.

Answer 17

Power Tests: no time constraints (better asses knowledge)
Speed tests: time constraints that may

Question 18

Classical Test theory and its relationship to True Score and Observed Score

Answer 18

postulates that every measurement consists of two elements: the true score and a measurement error
True Score: score measured with non error
Observed Score: score that a test taker actually obtains on a test. Although that score is measured with some error (fatigue, distraction, etc.)

Question 19

What format of questions are objective scoring procedures?

Answer 19

Objective Scoring Procedures: enhances objectivity by shielding the test takers identity and characteristics from the evaluator MULTIPLE CHOICE QUESTIONS, TRUE FALSE, MATCHING QUESTIONS

Question 20

Construct Validity and its two types.

Answer 20

Construct Validity: describes whether a measure successfully does what it is intended to do (face validity)
TWO TYPES OF CONSTRUCT VALIDITY Convergent: occurs when measures that should theoretically be related actually turn out to be so (such as emotional intelligence and empathy test)
Discriminant Validity (Divergent Validity): is scores that should not be related aren’t

Question 21

Content Validity

Answer 21

how well a measure represents the whole domain it seeks to measure (for example, all the attributes of narcissism)

Question 22

Three types of Criterion (Concurrent Validity).

Answer 22

Three types of Criterion Validity (SAT example)
Predictive Validity: predicts future phenomena like college gpa
Concurrent: correlate with current academic performance
Retrospective: correlate with first year high school GPA

Question 23

Criterion/Concurrent Validity

Answer 23

degree to which a measure intended to assess a given construct correlates with established measures of similar constructs