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Review > Psych Assessment > Flashcards

Psych Assessment Flashcards

1
Q

assumption 1

A

psychological traits and state exists

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2
Q

assumption 2

A

psychological traits and states can be quantified and measure

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3
Q

is any distinguishable, relatively enduring way in which one individual varies from one another

A

trait

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4
Q

distinguishes one person from another but relatively less enduring

A

state

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5
Q

assumption 3

A

test behavior predicts non-test behavior

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6
Q

assumption 4

A

test and other measurements have strengths and weaknesses

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7
Q

assumption 5

A

sources of error are part of the assessment process

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8
Q

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

A

error

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9
Q

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

A

error variance

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10
Q

assumption 6

A

testing and assessment can be done in a fair and unbiased way

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11
Q

assumption 7

A

testing and assessment can benefit society

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12
Q

is the stability or consistency of the measurement

A

reliability

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13
Q

includes the notion that each individual measurement has an element of error such as observer’s error, environmental changes, participant’s changes, etc

A

reliability

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14
Q
  • index of reliability
  • a proportion that indicates the ratio between the true score variance on a test and the total
    variance
A

reliability coefficient

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15
Q

defined as one on which test takers will fall in the same positions relative to each other

A

reliable test

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16
Q

Stable charcteristics of the individual

A

true characteristics

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17
Q

Chance features of the individual or the situation

A

random measurement of error

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18
Q

tools used to estimate or infer the extent to which an observed score deviates from a true score

A

standard error of estimates

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19
Q

used to evaluate the error associated with administering a test at two different times.

A

test-retest

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20
Q
  • When interval between testing is greater than six months
  • the estimate of test-retest reliability. obtained using pearson-r
A

coefficient of stability

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21
Q

compares two equivalent forms of a test that measure the same attribute

A

parallel/alternate forms

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22
Q

• a test is given some and divided into halves that are scored separately.
• The results of one half of the test are then compared with the results of the other.
• Use the odd-even system, whereby one subscore is obtained for the odd-number items in the test and another for the even -numbered items.

A

split-half method

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23
Q
  • Refers to the degree of correlation among all the items on a scale.
  • Useful in assessing the homogeneity of the test
A

inter-item consistency

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24
Q

Methods used to obtain estimates of internal consistency:

A
  • KR 20
  • Cronbach alpha
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25
Q

a formula that estimates the internal consistency of test in which the items are non-dichotomous or there is no right or wrong answer

A

cronbach alpha

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26
Q

• The degree of agreement or consistency between two or more scorers (or judges or raters) with regard to a particular measure.
• There is a judge to rate the examine answers
• For creativity or projective test

A

inter-scorer reliability

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27
Q
  • is a judgment or estimate of how well a test measures what it purports to measure in a particular context.
  • it is a judgment based on evidence about the appropriateness of inferences drawn from test scores.
A

validity

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28
Q

is the process of gathering and evaluating evidence about validity

A

validation

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29
Q

validation process if test users plans to alter format, instruction, language, or content of the test

A

local validation

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30
Q

• When the items look like they measure what they are supposed to measure.
• The judgement about the items appropriateness is made by the test taker rather than expert in the domain.

A

face validity

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31
Q

• It is important whenever a test is used to make inferences about the broader domain of knowledge and or skills represented by a sample of items.
• Is important in maximal performance test and typical performance test

A

content validity

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32
Q

Qualitative process in which test items are compared to a detailed description of the test domain.

A

content validity

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33
Q

• Is the ability of a test to predict performance on another measure.
• The test is referred to as the “predictor” labeled X and the validation measure as the criterion labeled Y.

A

criterion validity

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34
Q

is a judgment of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interest - the measure of interest being the criterion.

A

criterion-related validity

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35
Q

is an index of the degree to which a test score predicts some criterion measure.

A

predictive validity

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36
Q

is an index of the degree to which a test score is related to some criterion measure obtained at the same time

A

concurrent validity

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37
Q

Whether a test measures what it is intended to measure. Referred to as personality dimensions of personality traits

A

construct validity

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38
Q

measure correlating the same construct

A

congruent validity

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39
Q

a validity coefficient sharing little or no relationship between two tests measuring unrelated constructs

A

discriminant or divergent validity

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40
Q

is an informed, scientific idea developed or hypothesized to describe or explain behavior

A

construct

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41
Q

Statistical bias (intercept bias, slope bias)

A

test bias

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42
Q

Is a judgement resulting from the intentional or unintentional misuse of rating scale

A

rating error

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43
Q

error in rating that arises from the tendency on the part of the rater to be lenient in scoring

A

leniency error

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44
Q

systematic reluctance to giving ratings at either positive or negative

A

central tendency error

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45
Q

tendency to give a particular ratee a higher rating than he or she objectively deserves because the rater’s failure to discriminate among conceptually distinct aspects of a ratee’s behavior

A

halo effect

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46
Q

The extent to which a test is used in an impartial, just and equitable way

A

fairness

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47
Q

• Refers to a group of statistics that can be calculated for individual test items.
• It helps in explaining why a test shows a certain level of reliability and validity.
• Particularly useful when test is unrealible or fail to demonstrate relationship with criterion measures.

A

item analysis

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48
Q

2 Commonly used technique of Item analysis:

A
  • Item Difficulty
  • Item Discrimination
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49
Q

• appropriate for maximal performance test- achievement and aptitude test.
• Requires that test items be scored as correct and incorrect.

A

item difficulty

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50
Q

percentage of the pupils who got the item right. It can also be interpreted as how easy or how difficult an item is

A

Difficulty Index / Item difficulty index

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51
Q

Operationally define as difficult item as one that few people answer correctly

A

item difficulty analysis

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52
Q
  • appropriate for almost any type of test.
  • Indicates the extent to which different types of people answer an item in different ways.
A

item discrimination

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53
Q
  • separates the bright from the poor ones. Thus, a good test item separates the bright from the poor pupils.
  • Measures of Item Discrimination
A

discrimination index

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54
Q

two approaches of discrimination index:

A
  1. Item-discrimination index
  2. Item-total Correlation
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55
Q

is the proportion obtained by comparing the performance of two subgroups of test-takers

A

extreme group method

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56
Q

Multifaceted capacity that manifest itself in different ways across all life span

A

intelligence

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57
Q

• Intelligence is inherited
• Believed that the most intelligent persons were those equipped with the best sensory abilities
• Abilities used in mental processes cannot be seperated because they interact together

A

Francis Galton

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58
Q

The degree of availability of one’s experiences for the solution of his present problems and the anticipation of future ones.

A

Henry Goddard

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59
Q

• Development of cognition in children
• Intelligent may be conceived of as a kind of evolving biological adaptation to the outside world.

A

jean piaget

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60
Q

refer to organized action or mental structure that when applied to the world leads to knowing or understanding

A

schema/schemata

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61
Q

Defined intelligence as the aggregate of global capacity of the individual to act purposefully, to think rationally and to deal effevtively with his environment.

A

david wechsler

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62
Q

• Believed that the intelligence quotient or IQ meant to quantify intellectual functioning to allow comparison among individuals
• IQ= mental age / chronological age x 100

A

lewis terman

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63
Q

Model of general mental ability or Two-factor-theory of intelligence

A

charles spearman

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64
Q

required for performance of mental test of all kinds; he called this kind of “mental energy” that underlies the specific factors

A

general ability

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65
Q

required for performance on just one kind of mental test

A

special abilities

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66
Q

• Identified seven (7) primary mental abilities:
- Verbal comprehension
- Word fluency
- Number
- Space
- Associative memory
- Perceptual Speed
- Induction or General Reasoning

A

louis leon thurstone

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67
Q

Believed that g’s has two related but distinct components: fluid intelligence & crystallized intelligence

A

raymond cattell

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68
Q

The ability to see relationships as in analogies and letter and number series. Also believed as the primary reasoning ability. This decreases as one ages

A

fluid intelligence

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69
Q

Acquired knowledge and skills or also know as Factual Knowledge. This increases
with age.

A

crystallized intelligence

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70
Q
  • Proposed additional factors to Cattell’s types:
    • Visual processing (Gv)
    • Auditory processing (Ga)
    • Quantitative processing (Gq)
    • Speed processing (Gs)
    • Reading and writing (Grw)
    • Short-term memory (Gsm)
    • Long term storage and retrieval (GIr)
  • Vulnerable abilities
  • Maintained abilities
A

John L. Horn

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71
Q

Propose the THREE STRATUM THEORY

A

John B. Carrol

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72
Q

as “g”

A

third stratum

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73
Q

composed of 8 abilities and processes

A

second stratum

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74
Q

level/speed factor each different depending on the second stratum to which they are linked

A

first stratum

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75
Q
  • proposed by Kevin McGrew
  • Exclusion of G since it has little relevance to cross battery assessment and interpretation
  • There is a higher order general factor and 9 broad stratum abilities and over 70 narrow abilities.
A

CHC model (catell-horn-carroll)

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76
Q

Integration of the two models

A

broad stratum

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77
Q

Proposed that intelligence comprise of 180 elementary abilities and these 180 elementary abilities are made up of combination of three dimension

A

joy paul guilford

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78
Q

what the person does

A

operation

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79
Q

the material on which operations are performed

A

content

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80
Q

the form in which the information is stored and processed

A

product

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81
Q

• Proposed the HIERARCHIAL THEORY OF INTELLIGENCE
• Addresses the gaps between Spearman’s Two Factory-theory in which intelligence is mainly about “g” and thurstone multiple factor theory in which the “s” takes a bigger role than “g”
• Defined intelligence as comprising of abilities of varying levels of generality”

A

philip e. vernon

82
Q
  • Believes that each mental activity requires an aggregate different set of abilities
  • Abstract Intelligence has FOUR ATTRIBUTES: level, range, area, speed
A

edward lee thorndike

83
Q

refers to the level of difficulty of a task that can be solved

A

level

84
Q

refers to a number of tasks at any given degree or difficulty

A

range

85
Q

means the total number of situations at each level to which the individual is able to respond

A

area

86
Q

is the rapidity with which we can respond to the items

A

speed

87
Q

Multiple Intelligence theory

A

howard gardner

88
Q

• Russian neuropsychologist who developed the theory on INFORMATION-PROCESSING
• Studies the mechanism by which information is processed -how information is processed rather than what is processed.

A

aleksandra luria

89
Q

refers to the process where information is integrated all at one time

A

simultaneous (parallel)

90
Q

refers to process where information is individually processed in sequence.

A

successive (sequential)

91
Q

reflect the general capacity for performing intellectual task, such as solving verbal and mathematical problems

A

IQ score

92
Q

is an index that refers to the chronological age equivalent of one’s perfromance on a test or subtest. This index is typically derived by reference norms that indicate age at which most testtakers are able to pass to otherwise meet some criterion of performance

A

mental age

93
Q

All living are preformed at birth: all organism structure, including intelligence are preformed at birth and therefore cannot be improved

A

preformationism

94
Q

One’s abilties are predetermined by genetic inheritance and that no amount of learning or other intervention can enhance what has been genetically encoded to unfold in time

A

predeterminism

95
Q

People inherit certain intellectual potential

A

inheritance

96
Q
  • People inherit certain intellectual potential. Exactly how much of the genetic potential is realized depends partially on the type of environment in which it was nurtured.
  • “we are free who we want to be” using the environment to pust our genetic potential to the limit.
A

interactionism

97
Q

He noticed that intelligence seems to rise on average, year by year starting in the year which the test was normed.

A

james r. flynn

98
Q
  • The concept of street efficacy
  • Theorist and researcher believed that this concept lies in the crossroads of intelligence and personality-if not firmly within the bouds of each.
A

personality

99
Q

is a person who knows his or her way on the street

A

streetwise

100
Q

refers to the perceived ability to avoid violent confrontration and to be safe in one’s neighborhood

A

street efficacy

101
Q

is defined as the extent to which a test has incorporated the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

A

culture loading

102
Q

were designed to minimized the effects of culture loading

A

culture fair

103
Q

The most adequate conceptualization of a person’s behavior in all its detail (mcclelland, 1951)

A

personality

104
Q

Measurement and evaluation of psychological traits, states, values, interests attitudes, worldview, acculturation, sense of humor, cognitive and behavioral style and/or related individual characteristics.

A

personality assessment

105
Q

Any distinguishable, relatively enduring way in which one individual varies from another

A

personality traits

106
Q

A constellation of traits that is similar in pattern to one identified category of personality within a taxonomy of personalities

A

personality types

107
Q

variety of favorable response bias

A

halo effect

108
Q

to respond to a test item or interview question in some characteristic manner, regardless of the content of the item/question

A

response style

109
Q

the selective exposure of some information or suppression of other information

A

impression management

110
Q

subscale of a test designed to assist in judgments regarding how honestly the testtaker responded

A

validity scale

111
Q

a person’s perception about the source of things that happen to him or her

A

locus of control

112
Q

the assessor was attempting to learn something about the assessee by handwriting analysis

A

graphology

113
Q

Defined as aspects of the focus of exploration such as the time frame as well as other contextual issues that involve people, places, and events

A

frame of reference

114
Q

an assessment technique to sort a grp. of statements ranging from most descriptive to least descriptive

A

Q-sort technique

115
Q

characterized by efforts to learn how a limited number of personality traits can be applied to all people

A

nomothetic approach

116
Q
  • characterized by efforts to learn about each individual’s unique constellation of personality traits
  • No attempt to characterize each person according to any particular set of traits
A

idiographic approach

117
Q

Logic and reason in the development of test items

A

content oriented approach

118
Q

aid identification of the minimum number of variables or factors that account for the intercorrelations on observed phenomena

A

factor or cluster analysis

119
Q

A standard on which a judgment or decision can be made

A

criterion

120
Q

a reference group of testtakers who share specific characteristics and responses

A

criterion group

121
Q

process of using criterion groups to develop test items

A

empirical criterion keying

122
Q

an individual’s thoughts, behaviors, values, worldview, and identity develop in relation to the general thinking, behavior, customs, and values of a particular cultural group

A

acculturation

123
Q

Instrument designed to evaluate testtakers’ likes, dislikes, leisure activities, curiosities, and involvements in various occupations and professions.

A

measures of interest

124
Q

culminated the 420-item test in the 1920s which he called the Strong Vocational Interest Blank

A

edward strong jr

125
Q

strong-campbell interest inventory

A

david p. campbell

126
Q

provides a systematic assessment of emotional, interpersonal, experiential, attitudinal, and motivational styles

A

neo pi-r

127
Q

developed neo pi-r

A

costa & mccrae

128
Q

developed mbti

A

isabel briggs myers & katharine cook briggs

129
Q

a test used to classify assessees by psychological type and to shed light on “basic differences in the ways human beings take in information and make decisions”

A

MBTI

130
Q

developed 16 personality factor test

A

raymond cattell

131
Q

self-report assessment instrument that measures the 16 normal adult personality dimensions

A

16PF

132
Q

a measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior

A

test

133
Q

uniformity in procedures

A

standardized

134
Q

decision of a particular examiner but are based on objective criteria

A

objective

135
Q

set of items that are designed to measure characteristics of human beings that pertain to behavior (overt or covert)

A

psychological test

136
Q

are related to the overt and covert dispositions of the individual

A

personality tests

137
Q

provide a statement, usually of the self-report variety, and require the subject to choose between two or more alternative responses such as “true or false”

A

structured personality tests

138
Q

either the stimulus (test materials) or the required response or both are ambiguous

A

projective tests

139
Q

used to screen for intellectual, emotional, and neurological deficits

A

mental status examination

140
Q

may be defined as the adaptation of a test, procedure, or situation, or the substitution of one test for another, to make the assessment more suitable for an assessee with an exceptional needs

A

accommodation

141
Q

assumes that each person has a true score (true ability) that would be obtained if there were no errors in measurement

A

classical test theory

142
Q

type of error that cannot be predicted, may result to an increase or decrease of score

A

unsystematic (random) error

143
Q

type of error in which its effects on scores can be predicted, a consistent type of error, does not affect variability of scores

A

systematic error

144
Q

correlation between the scores obtained using the two forms

A

coefficient of equivalence

145
Q

both forms have the same mean and sd

A

parallel forms

146
Q
  • consistency within the test
  • it is the intercorrelations among the items
  • if all the items on a test measure the same construct, then it has a good ___
A

internal consistency

147
Q

measures one construct

A

homogenous (unidimensional)

148
Q

multiple constructs

A

heterogenous (multidimensional)

149
Q
  • used in tests with no right or wrong answers
  • average of all split-halves
  • disadvantage: affected by the number of items
A

cronbach’s alpha

150
Q

the formula for calculating the reliability of a test in which the items are dichotomous, scored 0 or 1 (usually for right or wrong)

A

KR-20

151
Q

the degree of agreement or consistency between two or more scorers with regard to a particular measure

A

interrater reliability

152
Q

used to know the agreement among 2 raters

A

cohen’s kappa

153
Q

used to know the agreement among 3 or more raters

A

fleiss’ kappa

154
Q

failure to capture important components of a construct

A

construct underrepresentation

155
Q

happens when scores are influenced by factors irrelevant to the construct

A

construct-irrelevance variance

156
Q

known as umbrella validity

A

construct validity

157
Q

the test is correlated to another test that measures the same/similar constructs

A

convergent validity evidence

158
Q

assessment of business leadership ability

A

leaderless group technique

159
Q

simulates the way a manager or an executive deals with an in-basket

A

in-basket technique

160
Q

standardized procedure for evaluation involving multiple assessment techniques

A

assessment center

161
Q

measurement that entails evaluation of one’s somatic health and intactness, and observable sensory and motor abilities

A

physical tests

162
Q

evaluation undertaken to determine the presence, if any, of alcohol or other psychotropic substances by means of laboratory analysis

A

drug testing

163
Q

assess abilities involved in thinking

A

measures of cognitive ability

164
Q

output or value yielded relative to work effort made

A

productivity

165
Q

involves distributing a predetermined number or percentage of assessees into various categories that describe performance

A

forced distribution technique

166
Q

supervisor recording positive and negative employee behaviors

A

critical incidents technique

167
Q

employees expend energy in ways designed to achieve the outcome they want

A

expectancy theory of motivation

168
Q

expectancy theory of motivation

A

vroom

169
Q

hierarchy of needs

A

maslow

170
Q

alternative need theory of motivation

A

adler

171
Q

achievement motivation

A

McClelland

172
Q

scale designed to assess aspects of intrinsic and extrinsic motivation

A

work preference inventory

173
Q

challenge of work tasks and enjoyment of work

A

intrinsic motivation

174
Q

compensation for work and external influences

A

extrinsic motivation

175
Q

a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who work with other people in some capacity

A

burnout

176
Q

22 items divided into 3 subscales: emotional exhaustion, depersonalization, personal accomplishment

A

maslach burnout inventory

177
Q

developed MBI (maslach burnout inventory)

A

christina maslach

178
Q

a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences

A

job satisfaction

179
Q

strength of an individual’s identification with and involvement in a particular organization

A

organizational commitment

180
Q

15-item likert scale wherein respondents express their commitment-related attitudes towards an organization

A

organizational commitment questionnaire

181
Q

totality of socially transmitted behavior patterns characteristic of a particular organization or company

A

organizational culture

182
Q

interview and discussion guide designed for administration by a trained interviewer or focus group moderator which explore various aspects of organizational culture

A

discussion of organizational culture

183
Q

stigmatize those pseudo successful clinical procedures in which personality descriptions from the test are made to fit the place largely by virtue of their triviality

A

the barnum effect

184
Q

refers to the analysis of data of an entire population merely using numbers to describe a known data set

A

descriptive statistics

185
Q

value in a group of values which is the most typical for the group, or the score which all other scores are evenly clustered around

A

measures of central tendency

186
Q
  • average/arithmetic mean
  • sum of a set of measurements in the set
A

mean

187
Q

central value of a set value such that the half the observations fall above it and half below it

A

median

188
Q

modal value of a set most frequently occurring value; for grouped data, it is the midpoint of the class interval with the largest frequency

A

mode

189
Q

measure of how much or how little the rest of the values tend to vary around the central or typical value

A

measures of variability/dispersion

190
Q

square root of variance; shows the distribution of measurement

A

standard deviation

191
Q

(sd)2

A

variance

192
Q

simplest measure of variation difference between the largest and smallest measurement

A

range

193
Q

multiple choice types of test that assess cognitive ability and problem-solving aptitude of prospective employees

A

wonderlic personnel test (WPT)

194
Q

involve classification or categorization based on one or more distinguishing characteristics

A

nominal

195
Q

rank ordering on some characteristics is also
permissible

A

ordinal

196
Q

contains equal intervals, has no absolute zero point (even negative values have interpretation to it)

A

interval

197
Q
  • has true zero point (if the score is zero, it means
    none/null)
  • Easiest to manipulate
A

ratio

198
Q

relatively flat

A

platykurtic

198
Q

relatively peaked

A

leptokurtic

199
Q

somewhere in the middle

A

mesokurtic

200
Q
  • the degree of agreement or consistency between two
    or more scorers with regard to a particular measure
A

interscorer reliability

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