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Test Development > psychological assessment review > Flashcards

psychological assessment review Flashcards

1
Q

objective of testing

A

gauge ability or attribute

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2
Q

process of testing

A

via individual or group

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3
Q

role of evaluator in testing

A

tester is not the key to the process

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4
Q

skill of evaluator in testing

A

technician type skills

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5
Q

outcome in testing

A

test scores/s

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6
Q

objective in assessment

A

answer referral questions, solve a problem, or arrive at a decision

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7
Q

process of assessment

A

typically individualized

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8
Q

role of evaluator in assessment

A

assessor is the key to the process

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9
Q

skill of evaluator in assessment

A

educated selection of tools, skill in evaluation, thoughtful organization and integration of data

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10
Q

outcome in assessment

A

many sources of data that will help in answering the referral question

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11
Q

psychological assessment is composed of the following

A

clinical interview, observations, recorded interviews, standardized psychological tests

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12
Q

a measuring device/procedure

A

test

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13
Q

device or procedure designed to measure variables
related to psychology

A

psychological tests

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14
Q

psychological tests almost always involves…

A

analysis of sample behavior

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14
Q

range of psychological tests

A

pen and paper to oral responses

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15
Q

subject matter of test

A

content

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16
Q

form, plan, structure, arrangements and layout of test items

A

format

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17
Q

types of administration

A

one on one or by group

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18
Q

process of assigning evaluative codes or statements to
performance on tests, tasks or sample behavior.

A

scoring

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19
Q

the clinical, educational, vocational, or other
practical inferences given to a particular test
result.
a. norm-referenced
b. criterion referenced

A

interpretation

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20
Q

validity and reliability pertains to [ ]

A

psychological soundness

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21
Q

person’s distinguishable, relatively enduring way
of varying from others

A

traits

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22
Q

also distinguish a person but less enduring

A

states

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23
Q

construct (informed, sci. concept constructed to describe/explain behavior)
inferred from overt behavior
depends on the situation & context
judged based on reference group

A

psychological trait

24
Q

psychological states and traits can be [ ] and [ ]

A

quantified and measured

25
Q

test-related behavior can predict [ ]

A

non-test related behavior

26
Q

tests and other measurement techniques have [ ] and [ ]

A

strengths and weaknesses

27
Q

various sources of [ ] are part of assessment

A

error

28
Q

refers to factors other than what a test attempts to
measure will influence test performance

A

error

29
Q
  • there’s a true score on a test, if not for the
    measurement error.
  • models of measurement must account for the
    error.
A

Classical test theory / True score theory

30
Q

testing and assessment can be [ ] and
[ ]

A

fair and unbiased

31
Q

what makes a good test

A

psychometric soundness
clear instructions; easy to use
useful: benefits the society

32
Q

measure what it’s supposed to

A

validity

33
Q

consistency of measuring tool
1. precision of measurement
2. extent of error presence

A

reliability

33
Q

in psychometric context: “test performance data of a
particular group of test takers that are designed for use as
a reference when evaluating/interpreting individual scores

A

norms

34
Q

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

A

normative sample

35
Q

the process of deriving norms; describe a particular type
of norm derivation

A

norming

36
Q

based on race or ethnic background

A

race norming

37
Q

descriptive statistics based on a group of test takers in a timeframe rather than norms obtained by formal sampling methods

A

user norms/program norms

38
Q

process of administering a test to a representative sample
of test takers for norms establishment

A

standardization

39
Q

it has clearly specified procedures for administration and
scoring (including normative data)

A

standardized

40
Q

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

A

sample

41
Q

process of selecting the portion of the universe considered representative of entire population

A

sampling

42
Q
  • sampling were random
  • everyone has the same chance of inclusion
A

simple

43
Q
  • proportionately represented
  • differ with some characteristics
  • help prevent sampling bias
A

stratified

44
Q

select sample we consider representative

A

purposive

45
Q

a. most convenient type of sampling
b. what is ideal” vs. “What is practical”
c. generalization of findings– do with caution

A

incidental / convenience

46
Q

how “standard” is a standardized test?

A
  • serve as a basis for comparison
  • with manuals
  • has procedures for administration, scoring, and interpretation in addition to norms
47
Q

indicate the average performance of different samples of test-takers who were of various ages at the time the test was administered

A

age norms

48
Q
  • indicate the average test performance of test-takers in
    a given school grade
  • gauge a student’s performance vs. fellow students
A

grade norms

49
Q

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

A

national norms

50
Q
  • measure the characteristic or abilities of people
  • “anchors” test scores to other test scores
  • uses an equivalency table for scores on two tests for
    comparison
  • uses equipercentile method to know the equivalency of
    scores on diff. tests
A

national anchor norms

51
Q

result of a normative sample that was segmented by any of the criteria initially used in selecting subjects for the sample

A

subgroup norms

52
Q
  • developed by test users themselves
  • provide normative information with respect to the local population’s performance on some test
A

local norms

53
Q

evaluate the test score in relation to other scores on the same test

A

norm-referenced evaluation

54
Q
  • evaluate the test score on the basis of whether or not
    some criterion has been met
  • “criterion”: standard on which a judgment is based
A

criterion-referenced evaluation

55
Q
  • a ranking that conveys information about the relative
    position of a score within a distribution of scores
  • percentage of people whose score on a test or
    measure falls below a particular raw score
A

percentile

56
Q

the raw data from a test’s standardization sample
converted to percentile form

A

percentile norms

57
Q

test users must consider these in test administration,
scoring, and interpretation

A

culture

Test Development (4 decks)

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