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PSYCHASSESS: Tests and Testing > Norms > Flashcards

Norms Flashcards

1
Q

a method of evaluation and a
way of deriving meaning from test scores by evaluating an individual testtaker’s score and
comparing it to scores of a group of testtakers.

the meaning of an individual
test score is understood relative to other scores on the same test.

A

norm-referenced testing and assessment

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2
Q

goal of norm-referenced

tests is

A

to yield information on a testtaker’s standing or ranking relative to some comparison
group of testtakers.

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3
Q

behavior that is usual,

average, normal, standard, expected, or typical.

A

Norm

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4
Q

are the test
performance data of a particular group of testtakers that are designed for use as a reference
when evaluating or interpreting individual test scores.

A

norms

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5
Q

definition, “particular

group of testtakers”

A

broadly (e.g., “a sample representative of the adult population of the United States”) or narrowly (e.g., “female inpatients at the Bronx Community
Hospital with a primary diagnosis of depression”)

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6
Q

group of people
whose performance on a particular test is analyzed for reference in evaluating the performance
of individual testtakers.

A

normative sample

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7
Q

verb to norm

the process of
deriving norms.

modified to describe a particular type of norm derivation: race norming

A

norming

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8
Q

the controversial practice of norming on the basis of race or
ethnic background.

A

race norming

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9
Q

consist of descriptive statistics
based on a group of testtakers in a given period of time rather than norms obtained by formal
sampling methods

A

user norms or program norms

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10
Q

The process of administering a test to a representative sample of testtakers for the purpose of
establishing norms

A

standardization or test standardization.

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11
Q

it has clearly specified

procedures for administration and scoring, typically including normative data.

A

standardized

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12
Q

To understand

how norms are derived, an understanding of ____ is necessary

A

sampling

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13
Q

process of developing a test, a test developer has targeted some defined
group as the population for which the test is designed.

A

Sampling

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14
Q

the complete universe

or set of individuals with at least one common, observable characteristic.

A

population

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15
Q

tests that have clearly
specified procedures for administration, scoring, and
interpretation in addition to norms.

A

standardized test

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16
Q

Type of “Standard Error”

A

Standard error of measurement

Standard error of estimate

Standard error of the mean

Standard error of the difference

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17
Q

statistic used to estimate the extent to which an observed score
deviates from a true score

A

Standard error of measurement

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18
Q

an estimate of the degree of error involved in predicting

the value of one variable from anothe

A

Standard error of estimate

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19
Q

A measure of sampling error

A

Standard error of the mean

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20
Q

statistic used to estimate how large a difference between two scores
should be before the difference is considered statistically significant

A

Standard error of the difference

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21
Q

portion of the universe of people deemed to be representative
of the whole population

A

sample

sample of the population

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22
Q

process of selecting the portion of the universe deemed to be
representative of the whole population

A

sampling

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23
Q

sampling

A

stratified sampling

stratified-random sampling

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24
Q

help prevent sampling bias and ultimately aid in the interpretation of the findings.

A

stratified sampling

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25
Q

If such
sampling were random (or, if every member of the population had the same chance of being
included in the sample), then the procedure would be

A

stratified-random sampling

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26
Q

Two other types of sampling procedures

A

purposive sampling

incidental sampling

27
Q

If we arbitrarily select some sample because we believe it to be representative of the population,
then we have selected

A

purposive sample

28
Q

one that is convenient or available for use.

if you have ever been placed in a subject pool for experimentation with introductory psychology
students.

A

incidental sample or convenience sample

29
Q

Developing norms for a standardized test

A

provide information to support recommended interpretations of
the results, including the nature of the content, norms or comparison groups, and other technical
evidence

30
Q

Types of Norms

A

Percentiles

Age norms

Grade norms

National norms

National anchor norms

Subgroup norms

Local norms

31
Q

an expression of the

percentage of people whose score on a test or measure falls below a particular raw score.

A

Percentiles

32
Q

concept of a percentile

A

a description of performance on a test

is the concept of percentage correct

33
Q

a converted score that refers to a percentage of testtakers.

A

percentile

34
Q

the distribution of raw scores—more specifically, to the number of items that
were answered correctly multiplied by 100 and divided by the total number of items.

A

Percentage

correct

35
Q

indicate the average performance

of different samples of testtakers who were at various ages at the time the test was administered.

A

Age norms

Also known as age-equivalent scores, age norms

36
Q

indicate the average test performance of testtakers in a given school
grade

indicate the average test performance of testtakers in a given school
grade

mean or
median score for children at each grade level is calculated.

A

Grade norms

37
Q

primary use of grade norms

A

convenient,
readily understandable gauge of how one student’s performance
compares with that of fellow students in the same grade

convenient,
readily understandable gauge of how one student’s performance
compares with that of fellow students in the same grade

38
Q

term applied broadly to norms developed on the basis
of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or
otherwise be affected by chronological age, school grade, or stage of life.

A

developmental norms

39
Q

a normative sample
that was nationally representative of the population at the time the norming study was conducted.

may be obtained by
testing large numbers of people representative of different variables of interest such as age,
gender, racial/ethnic background, socioeconomic strata, geographical location (North,
East, South, West, Midwest), and different types of communities within the various parts of
the country ( rural, urban, suburban).

A

national norms

40
Q

provide the
tool for such a comparison.

provide some stability to test scores by anchoring them to other test scores.

A

National anchor norms

41
Q

equivalency of scores on different tests is calculated with

reference to corresponding percentile scores.

A

equipercentile method

42
Q

normative sample can be segmented by any of the criteria initially used
in selecting subjects for the sample. What results from such segmentation are …

The test manual or a supplement to it might report normative information by
each of these subgroups.

A

Subgroup norms

43
Q

provide normative
information with respect to the local population’s performance on some test

local company
personnel director might find some nationally standardized test useful in making selection decisions
but might deem the norms published in the test manual to be far afield of local job applicants’
score distributions

A

Local norms

44
Q

the distribution of scores obtained on the test from one group of testtakers

the basis for the calculation of test scores for future
administrations of the test.

A

fixed reference group scoring system

fixed reference group

45
Q

Test items common to each new version of the SAT and each previous version of it are
employed in a procedure

permits the conversion of raw scores on the
new version of the test into fixed reference group scores

A

anchoring

46
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.

A

norm-referenced

47
Q

a standard on

which a judgment or decision may be based.

A

criterion

48
Q

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.

A

Criterion-referenced testing and assessment

49
Q

focus in the
criterion-referenced approach is on how scores relate to a particular content area or domain, the
approach has also been referred …

A

domain- or content-referenced testing and assessment

50
Q

difference between norm-referenced and criterion-referenced

approaches to assessment has to do with

A

area of focus regarding test results.

51
Q

usual area of focus is how an individual performed relative to other
people who took the test.

A

norm-referenced

interpretations of test data

52
Q

usual area of focus
is the testtaker’s performance: what the testtaker can or cannot do; what the testtaker has or has
not learned; whether the testtaker does or does not meet specified criteria for inclusion in some
group, access to certain privileges, and so forth.

A

criterion-referenced interpretations of test data,

53
Q

criterion-referenced tests are frequently

used to gauge achievement or mastery, they are sometimes referred

A

mastery tests.

54
Q

help ensure that prediction and inferences from

measurement are reasonable

A

statistical tools

55
Q

Culture and Inference considerations

A

responsible test

users not to lose sight of culture as a factor in test administration, scoring, and interpretation.

56
Q

in selecting a test for use, the responsible test user does

A

advance research on the test’s

available norms to check on how appropriate they are for use with the targeted testtaker population.

57
Q

In interpreting data from psychological tests, it is frequently helpful to

A

to know about the culture of

the testtaker, including something about the era or “times” that the testtaker experienced

58
Q

Culturally Informed Assessment: Some “Do’s” and “Don’ts”

A

1 page, DO

2nd page, DONT

59
Q

Be aware of the cultural assumptions on which a test is based

A

Take for granted that a test is based on assumptions that

impact all groups in much the same way

60
Q

Consider consulting with members of particular cultural
communities regarding the appropriateness of particular
assessment techniques, tests, or test items

A

Take for granted that members of all cultural communities will
automatically deem particular techniques, tests, or test
items appropriate for use

61
Q

Strive to incorporate assessment methods that complement
the worldview and lifestyle of assessees who come from a
specific cultural and linguistic population

A

Take a “one-size-fits-all” view of assessment when it comes
to evaluation of persons from various cultural and linguistic
populations

62
Q

Be knowledgeable about the many alternative tests or
measurement procedures that may be used to fulfill the
assessment objectives

A

Select tests or other tools of assessment with little or no
regard for the extent to which such tools are appropriate
for use with a particular assessee

63
Q

Be aware of equivalence issues across cultures, including
equivalence of language used and the constructs
measured

A

Simply assume that a test that has been translated into
another language is automatically equivalent in every way
to the original

64
Q

Score, interpret, and analyze assessment data in its cultural
context with due consideration of cultural hypotheses as
possible explanations for findings

A

Score, interpret, and analyze assessment in a cultural vacuum

PSYCHASSESS: Tests and Testing (3 decks)

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