psych Testing Exam 1

Question 1

Assessment

Answer 1

the overall picture

more comprehensive

you get a number but also get a good integration of all data together

If done right the person feels as if they are understood and have a comprehensive idea         about whats going on with themselves

Question 2

Testing

Answer 2

short term

1 number represents you

Question 3

Assumptions we need to make

Answer 3

1.) psychological constructs exist

    we should acknlodged that there is debate about this.

    ex. what are true constructs? (arbitray terms we throw out)
2. )  pyschological constructs can be measured

    however there is always error in our test scores

3. ) there are different ways to measure a construct.
    ex. one depression scale says they are depressed another one says they are not         depressed
4. ) all procedures have strengths and weaknesses
5. ) multiple sources of info should be part of the process. (you wont get the whole         picture)
6. ) performance on tests can be generalized.

    if someone is intelligent they should do well in another parts of their lives.

7. ) Assessment can provide useful information
8. ) assessments  an be fair (they also cannot be)
9. ) assessment can benefit individuals in society

Question 4

Jean Esquirol

Answer 4

used language ability to identify intelligence

differentiatd between emotional disorders and intellectual deficits present at birth

proposed a contiuum of Retardation

profound to mild

Question 5

Edouard Seguin

Answer 5

worked with individuals with mental retardation

developed form board to increase motor control and sensory discrimination

Question 6

Binet

Answer 6

asked by french to assist in integrating sub normal children into school.

Question 7

WW1

Answer 7

brief cognitive screen to place recruits in the military

Woodworth personal data sheet

Question 8

SAT

Answer 8

assess academic promise and equalize educational opportunities

Now referred to as Scholastic Assesment Test

Question 9

nominal

Answer 9

numbers are arbitrarily assigned to categories

numbers are meaningless

Question 10

ordinal

Answer 10

magnitude of some quantity or some order

“Strong Agree” 

class rank

Question 11

interval

Answer 11

what we like to work with

establishes equal distance between measurements

an average

Question 12

ratio

Answer 12

meaningful zero point and equal intervals

If i weigh 200 I weigh twice as much as someone who weighs 100

Question 13

Raw Scores,

Answer 13

generally meaning less

How can we make these more meaningful

we need to create a context to understand them

Question 14

Interquartile range

Answer 14

Middle 50% of scores around the median

Question 15

How curves differ

Answer 15

if there is a negative skew the majority of scores are high

if there is a positive skew the majority of scores are low

Question 16

Z score

Answer 16

z score = (indiv score - mean score)/Std Dev

always have a mean of zero and a stdDev of 1

can range from -4 to 4

Question 17

t score

Answer 17

t=z score(newStdDev) + mean

mean t score = 50

std dev of 10

Question 18

reliability

Answer 18

consistency of test scores

stability of test scores

Question 19

Classical test theory

Answer 19

1.) True Score

    reflects true ability

2.) Error Score

    reflects everything else the is randomly going on

x = T + E

x = obtained score

t= true score

e = measurement error (random)

Question 20

Measurement error

Answer 20

reduces the usefulness of measurement

our ability to generalize test results

the confidence we have in test results

Question 21

Content sampling error

Answer 21

a difference exists between test items and all possible items related to a construct

ex.  A item will pick up some items of depression but not all (people who sleep all day but are happy)

If the test items are a good sample of the construct content sampling error will be small

Question 22

inter-rater error

Answer 22

errors in administration

clerical errors

increased likelihood for inter-rater differences when scoring is subjective in nature

Question 23

Cronbachs Alpha and Kuder Ricardson

Answer 23

internal consistency

Examine the constancy of repsond to all the indivudla items on the test

Two popular types

Cronbachs alpha

    appropriate to use with dimensional or likert items

kuder richardson

    appropriate to use when items are dichotomous

these differ from split half reliability.-These look at the relationship between the whole         correlation matrix and see what the average relationship is

Question 24

Standard Error of Measurement

Answer 24

SEM = SD (SQROOT(1-R))

if you receive a T score of 60 and the reliability of the rest is .84 what is your SEM

Question 25

Evidence based on relations to Other variables

Answer 25

explore the relationships between test performance and external variables

Question 26

Evidence based on internal structure

Answer 26

how are our test items related to one another.

Question 27

Evidence based on Response Processes

Answer 27

how is the task completed by an individual

Question 28

Evidence based on the consequences of testing

Answer 28

what are the intended and unintended consequences

Question 29

Construct undrepresenations

Answer 29

present when the test doe not measure important aspect of the specified construct

Question 30

Construct irrelevant variance

Answer 30

present when the test measures features that are unrelated to the specified construct

Question 31

Face validity

Answer 31

does the test look the way you think it should look

tests with face validity are usually better received by the public

not desirable when malingering is a concern

Question 32

SPecificity

Answer 32

True negativity over total

Question 33

Factor analysis

Answer 33

is a prominent technique to explore the internal structure of a measure

allows one to deteh the presence and structure of latent constructs among a set of         variables

Question 34

Exploratory Factory analysis

Answer 34

EFA is the statistical method to evaluate the interrealltioships of variables and derive factors

Question 35

Principle Componenets Analysis

Answer 35

examine all shared unique and error variance between variance

Question 36

Kaoser-Guttman criteria

Answer 36

retain factors for eighen values greater than one

not recommended but most commonly done

Question 37

Eighen value

Answer 37

reflects how much variance each variable accounts for

Question 38

Factor Rotations

Answer 38

to enhance interpretability, factors are typically rotated

permit factors to correlate with one another or not

Question 39

CFA

Answer 39

model fit statistics test the fit or match between the eta and hypothesized factor structure

A positive finding in CFa does not mean the hypothesized strcutre is optimale only that         the eta do not clearly contradict it

Question 40

Selective Response

Answer 40

Strength

        Easier to score

        cover more content

        enhance content sampling

        reduce construct irrelevant factors

    weaknesses

        Difficult and time consuming

        unable to assess all abilities

Question 41

Constructed response

Answer 41

Strength

            demonstrate all knowledge

            eliminates random guessing

            well suited for assessing higher order cognitive abilities

        Weakness

            You cannot do a large amount of essays

            difficult to score reliably

            vulnerable to feigning

Question 42

Item response Theory

Answer 42

Measurement theory hypothesizes that responses to items are accounted for by latent traits

If a person has a low level of ability they are less likely to respond to test items correctly

Question 43

How should a good item operate for item response theory

Answer 43

People with high ability are answering questions correctly

Question 44

Item Characteristic Curves

Answer 44

a graph with ability reflected on the horizontal axis and the probability of a correct response reflected on the vertical axis

Question 45

Inflection Point

Answer 45

the point halfway between the lower and upper symptoms and reflects the difficulty of the item

Question 46

Discrimination

Answer 46

is reflected by the slop of the ICC at the inflection point

iccs with steeper slopes the better we are discriminating between people with high and         low ability

Question 47

Why do we have this standards

Answer 47

we need to endure that the testa we use are developed administered scored and interpreted in a sound manner

Question 48

ACA/APA code