Module 10 Flashcards
provides an indication of the INTERNAL CONSISTENCY OF A TEST.
ITEM-RELIABILITY INDEX ✨️
statistical designed to provide an indication of the degree to which a test is MEASURING WHAT IT PURPORTS TO MEASURE.
ITEM-VALIDITY INDEX ✨️
measure of the DIFFERENCE between the PROPORTION OF HIGH SCORERS answering an item correctly and the PROPORTION OF LOW SCORERS answering the item correctly.
ITEM-DISCRIMINATION INDEX ✨️
GRAPHIC REPRESENTATION of item difficulty and discrimination.
ITEM-CHARACTERISTIC CURVE ✨️
refers to the degree, if any test item is biased.
ITEM FAIRNESS ✨️
item that favors ONE PARTICULAR GROUP in examinees in relation to another when differences in group ability are controlled.
BIASSED TEST ITEM ✨️
are techniques of data generation and analysis that rely primarily on VERBAL rather than mathematical or statistical procedures.
QUALITATIVE METHODS ✨️
a general term for various nonstatistical procedures designed to EXPLORE HOW individual test items work.
QUALITATIVE ITEM ANALYSIS✨️
refers to a QUALITATIVE RESEARCH TOOL DESIGN to shed light on the testtaker’s thought processes DURING THE ADMINISTRATION OF A TEST.
TEST ADMINISTRATION ✨️
may also provide QUALITATIVE ANALYSES of test items.
EXPERT PANEL ✨️
a study of test items, typically conducted during the test development process, in which items are EXAMINED FOR FAIRNESS to all prospective testtakers and for the presence of offensive language, stereotypes, or situations.
SENSITIVITY REVIEW✨️
refers to the REVALIDATION on a sampleof testtakers other than those on whom test performance was originally found to be a valid predictor of some criterion.
CROSS VALIDATION ✨️
referred to as the DECREASE IN ITEM VALIDITIES that inevitably occurs after cross-validation of findings.
VALIDITY SHRINKAGE ✨️
define as a TEST VALIDATION PROCESS conducted on TWO OR MORE tests using the same sample of testtakers.
CO-VALIDATION✨️
reffered to as the process used in conjunction with the CREATION OF NORMS or the REVISION OF EXISTING NORMS.
CO-NORMING ✨️
TEST PROTOCOL scored by a highly authoritative scorer that is designed as a model for scoring and a mechanism for resolving scoring discrepancies.
ANCHOR PROTOCOL ✨️
DISCREPANCY BETWEEN SCORING in an anchor protocol and the scoring of another protocol.
SCORING DRIFT✨️
ADVANTAG OF CLASSICAL TEST THEORY (CTT)
ADVANTAGE :
✔️USEFUL
✔️UTILIZES RELATIVELY SIMPLE MATHEMATICAL MODELS
✔️ASSUMPTION UNDERLYING CTT ARE WEAK ALLOWING CTT WIDE APPLICABLY
✔️RESEARCHERS ARE FAMILIAR WITH THIS APPROACH
✔️MANH DATA ANALYSIS AND STATISTICS-RELATED SOFTWARE ARE BUILT FROM CTT PERSPECTIVE
DISADVANTAGE OF CLASSICAL TEST THEORY (CTT)
DISAVANTAGE:
1) Item statistics and overall psychometric properties of a test are dependent on the samples which have been administered the test.
2) Tests developed using CTT may be longer (or, require more items (than tests developed using IRT
3) One often violated assumption is that each item of a test contributes equally to the total test score
A phenomenon, wherein an ifem functions differently in one group of testtakers as compared to another group of testtakers known to have the same (or similar) level of the underlying trait.
Differential item functioning (DIF) ✨️
a process when test developers scrutinize group-by-group item response curves, looking for what are termed DIF items.
DiF analysis ✨️
those items that respondents from different groups at the same level of the underlying trait have different probabilities of endorsing as a function of their group membership.
DIF ITEMS ✨️
Not simply a matter of collecting a large number of items. Typically, each of items assembled as part of an item blank, have undergo rigorous qualitative and quantitative evaluation.
DEVELOPING ITEM BANKS ✨️
