psych Testing Exam 1 Flashcards

1
Q

Assessment

A

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
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2
Q

Testing

A

short term

1 number represents you
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3
Q

Assumptions we need to make

A

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
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4
Q

Jean Esquirol

A

used language ability to identify intelligence

differentiatd between emotional disorders and intellectual deficits present at birth

proposed a contiuum of Retardation

profound to mild
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5
Q

Edouard Seguin

A

worked with individuals with mental retardation

developed form board to increase motor control and sensory discrimination
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6
Q

Binet

A

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

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7
Q

WW1

A

brief cognitive screen to place recruits in the military

Woodworth personal data sheet

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8
Q

SAT

A

assess academic promise and equalize educational opportunities

Now referred to as Scholastic Assesment Test
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9
Q

nominal

A

numbers are arbitrarily assigned to categories

numbers are meaningless
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10
Q

ordinal

A

magnitude of some quantity or some order

“Strong Agree” 

class rank
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11
Q

interval

A

what we like to work with

establishes equal distance between measurements

an average
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12
Q

ratio

A

meaningful zero point and equal intervals

If i weigh 200 I weigh twice as much as someone who weighs 100
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13
Q

Raw Scores,

A

generally meaning less

How can we make these more meaningful

we need to create a context to understand them
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14
Q

Interquartile range

A

Middle 50% of scores around the median

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15
Q

How curves differ

A

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

if there is a positive skew the majority of scores are low
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16
Q

Z score

A

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
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17
Q

t score

A

t=z score(newStdDev) + mean

mean t score = 50

std dev of 10
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18
Q

reliability

A

consistency of test scores

stability of test scores
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19
Q

Classical test theory

A

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)

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20
Q

Measurement error

A

reduces the usefulness of measurement

our ability to generalize test results

the confidence we have in test results
21
Q

Content sampling error

A

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
22
Q

inter-rater error

A

errors in administration

clerical errors

increased likelihood for inter-rater differences when scoring is subjective in nature
23
Q

Cronbachs Alpha and Kuder Ricardson

A

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
24
Q

Standard Error of Measurement

A

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
25
Evidence based on relations to Other variables
explore the relationships between test performance and external variables
26
Evidence based on internal structure
how are our test items related to one another.
27
Evidence based on Response Processes
how is the task completed by an individual
28
Evidence based on the consequences of testing
what are the intended and unintended consequences
29
Construct undrepresenations
present when the test doe not measure important aspect of the specified construct
30
Construct irrelevant variance
present when the test measures features that are unrelated to the specified construct
31
Face validity
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
32
SPecificity
True negativity over total
33
Factor analysis
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
34
Exploratory Factory analysis
EFA is the statistical method to evaluate the interrealltioships of variables and derive factors
35
Principle Componenets Analysis
examine all shared unique and error variance between variance
36
Kaoser-Guttman criteria
retain factors for eighen values greater than one not recommended but most commonly done
37
Eighen value
reflects how much variance each variable accounts for
38
Factor Rotations
to enhance interpretability, factors are typically rotated permit factors to correlate with one another or not
39
CFA
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
40
Selective Response
Strength Easier to score cover more content enhance content sampling reduce construct irrelevant factors weaknesses Difficult and time consuming unable to assess all abilities
41
Constructed response
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
42
Item response Theory
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
43
How should a good item operate for item response theory
People with high ability are answering questions correctly
44
Item Characteristic Curves
a graph with ability reflected on the horizontal axis and the probability of a correct response reflected on the vertical axis
45
Inflection Point
the point halfway between the lower and upper symptoms and reflects the difficulty of the item
46
Discrimination
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
47
Why do we have this standards
we need to endure that the testa we use are developed administered scored and interpreted in a sound manner
48
ACA/APA code
49