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Assessment and Diagnosis > Study Guide Exam 1 (Assessment and Diagnosis) > Flashcards

Study Guide Exam 1 (Assessment and Diagnosis) Flashcards

1
Q

Earliest forms of testing

A

China: interview tests for civil servants

Han dynasty: written tests for people wanting to work in government

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2
Q

Physiognomy

A

Practiced by ancient Greeks
Belief that internal characteristics are shown in external features
Example: person with upturned nose is arrogant

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3
Q

Phrenology

A

Germany in 1700s
Franz Joseph Gall
Examining bumps on the head: “organs” in the brain that had been exercised, contributing to personality

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4
Q

Psychophysics

A

Theorized that there is a difference between the physical world and the world that people experience
Tested absolute threshold and just noticeable difference

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5
Q

Absolute threshold

A

Related to psychophysiology

Amount of stimulus needed to detect as present 50% of the time

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6
Q

Just noticeable difference

A

Related to psychophysiology

Amount of change in stimulus needed to detect as present 50% of the time

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7
Q

Darwin

A

Contributed to psychology: focusing on individual differences between individuals (intra-species variability)

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8
Q

Galton

A

Key person in “Brass instruments era”
Tested individual differences between people to determine intelligence
Sensory and motor, questionnaires, and physical attributes were tested

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9
Q

Cattell

A

Performed work similar to that of Galton (“Brass instruments era”)
Coined the term “mental tests”

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10
Q

Wissler

A

Brought about the end of the “Brass instruments era”

Discovered that physical attributes (particularly sensory and motor) didn’t actually correlate with intelligence

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11
Q

Wundt

A

Father of modern psychology

Ran first psychology lab

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12
Q

Kraeplin

A

First person to classify mental illness

Tested for emotional handicaps (interview-based test of emotional regulation)

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13
Q

Esquirol

A

Developed test to determine degrees of mental retardation

Mental ability was classified according to verbal ability

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14
Q

Binet

A

First person to develop intelligence test, which was used to determine placement of children in school

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15
Q

Army alpha/beta

A

Used to place people as officers or non-officers
Alpha- verbal test
Beta- non-verbal test

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16
Q

Wechsler scales

A

Intelligence test used the most in modern times

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17
Q

Woodworth

A

Created first personality test (Personal Data Sheet)

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18
Q

Examples of personality tests

A

Rorschach inkblot test
Thematic Apperception Test
Minnesota Multiphasic Personality Inventory

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19
Q

Test

A

Procedure in which a sample of an individual’s behavior is obtained, evaluated, and scored using standardized procedures

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20
Q

Measurement

A

A set of rules for assigning numbers to represent objects, traits, attributes, or behaviors

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21
Q

Assessment

A

Systematic procedure for collecting information that can be used to make inferences about the characteristics of people or objects

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22
Q

Reliability

A

Consistency

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23
Q

Validity

A

Accuracy

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24
Q

Maximum performance tests

A

Goal: best performance
Examples: classroom tests, intelligence tests

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25
Q

Achievement tests

A

Test specific skills

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26
Q

Aptitude tests

A

Assess abilities

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27
Q

Objective tests

A

Specified scoring (clear right and wrong answer)

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28
Q

Subjective tests

A

Require judgment to evaluate (no clear right and wrong answers)

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29
Q

Power tests

A

Unlimited time

Give best performance

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30
Q

Speed tests

A

Timed tests

Usually fairly easy

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31
Q

Typical response tests

A

Survey

No right or wrong answer

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32
Q

Objective typical response tests

A

Answers can be calculated without subjectivity (like surveys)

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33
Q

Subjective typical response tests

A

Project something about self onto stimulus

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34
Q

Norm referenced scores

A 
Your score is dependent on others' scores
Percentile rank (ex- ACT, SAT, GRE)
Tests that have been curved fall into this category
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35
Q

Criterion referenced scores

A

There is a set criterion for success
Typical of classroom tests
Doesn’t depend on others’ performance

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36
Q

Norm samples: what they need to be

A

Representative of the population taking the test
Consistent with that population
Current (must match current generation)
Large enough sample size

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37
Q

Types of norm samples

A

Nationally representative sample (reflects society as a whole)
Local sample
Clinical sample (compare to people with given diagnosis)
Criminal sample (utilizing criminals)
Employee sample (used in hiring decisions)

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38
Q

Flynn effect

A

Intelligence increases over successive generations

In order to stay accurate, intelligence tests must be renormed every couple of years

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39
Q

Raw scores

A

Number of questions answered correctly on a test

Only used to calculate other scores

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40
Q

Mean and standard deviation for z scores

A

M=0

SD=1

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41
Q

Mean and standard deviation for t scores

A

M=50

SD=10

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42
Q

Mean and standard deviation for IQ scores

A

M=100

SD=15

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43
Q

Example of age equivalents

A

13 and performing at an 11 year-old level

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44
Q

Example of grade equivalents

A

In the 8th grade and performing at a 6.5 grade level

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45
Q

3 types of criterion-referenced interpretations

A 
Percentage correct
Mastery testing (pass/fail)
Standard-based interpretation (assigning letter grade)
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46
Q

Classical test theory equation

A

Xi=T+E
Xi- obtained score
T- true score
E- error

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47
Q

Content sampling error

A

Difference between sample of items on test and total domain of items

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48
Q

Time sampling error

A

Random fluctuations in performance over time

Can be due to examinee (fatigue, illness, anxiety, maturation) or due to environment (distractions, temperature)

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49
Q

Inter-rater differences

A

When scoring is subjective, different scorers may score answers differently

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50
Q

Clerical error

A

Adding up points incorrectly

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51
Q

Test-retest reliability

A

Administer the same test on 2 occasions
Correlate the scores from both administrations
Sensitive to sampling error

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52
Q

Alternate-form reliability

A

Develop two parallel forms of test
Administer both forms (simultaneously or delayed)
Correlate the scores of the different forms
Sensitive to content sampling error (simultaneous and delayed) and time sampling error (delayed only)

53
Q

Split-half reliability

A

Administer the test
Divide it into 2 equivalent halves
Correlate the scores for the half tests
Sensitive to content sampling error

54
Q

Kuder-Richardson and coefficient (Cronbach’s) alpha

A

Administer test
Compare each item to all other items
Use KR-20 for dichotomous answers and Cronbach’s alpha for any type of variable
Sensitive to content sampling error and item heterogeneity
Measures internal consistency

55
Q

Inter-rater reliability

A

Administer test
2 individuals score test
Calculate agreement between scores
Sensitive to differences between raters

56
Q

Composite scores

A

Scores that are combined to form a combined score

Reliability of these is usually better than their individual parts

57
Q

Difference scores

A

Calculated difference between 2 scores
Reliability of these is usually lower than their individual parts (information is lost: only can see change, not initial baseline)

58
Q

High-stake decision tests: reliability coefficient used

A

Greater than 0.9 or 0.95

59
Q

General clinical use: reliability coefficient used

A

Greater than 0.8

60
Q

Class tests and screening tests: reliability coefficient used

A

Greater than 0.7

61
Q

How to improve reliability

A

Increase number of test items
Use composite scores
Develop better items
Standardize administration

62
Q

Standard error of measurement (SEM)

A

Standard deviation of test administered to the same individual an infinite number of times
Useful when interpreting test scores
When reliability increases, this decreases

63
Q

What are used to calculate confidence intervals?

A

Use SEM and SD

64
Q

Generalizability theory

A

Shows how much variance is associated with different sources of error

65
Q

Construct underrepresentation

A

Test doesn’t measure important aspects of the specified construct
Similar to content sampling error

66
Q

Construct-irrelevant variance

A

Test measures features that are unrelated to the specified construct

67
Q

External threats to validity

A

Examinee characteristics (ex- anxiety, which hinders examinee)
Deviation from standard test administration and scoring
Instruction and coaching
Standardization sample isn’t representative of population taking test

68
Q

Content validity

A

Degree to which the items on the test are representative of the behavior the test was designed to sample

69
Q

How content validity is determined

A

Expert judges systematically review the test content

Evaluate item relevance and content coverage

70
Q

Criterion-related validity

A

Degree to which the test is effective in estimating performance on an outcome measure

71
Q

Predictive validity (form of criterion-related validity)

A

Time interval between test and criterion

Example: ACT and college performance

72
Q

Concurrent validity (form of criterion-related validity)

A

Test and criterion are measured at same time

Example: language test and GPA

73
Q

Construct validity

A

Degree to which test measures what it is designed to measure

74
Q

Convergent validity

A

Correlate test scores with tests of same or similar construct: look for convergence

75
Q

Divergent/discriminant validity

A

Correlate test scores with tests of dissimilar construct: look for divergence

76
Q

Factor analysis

A

Used to determine if test is measuring factors related to the given construct
Assign factor loadings (similar to correlation coefficients): variables should have high loadings on only 1 factor

77
Q

Evidence based on internal structure

A

Examine internal structure to determine if it matches the construct being measured

78
Q

Evidence based on response processes

A

Is the manner of responses consistent with the construct being assessed?

79
Q

Evidence based on consequences of testing

A

If the test is thought to result in benefits, are those benefits being achieved?

80
Q

Incremental validity

A

Determines if the test provides a gain over another test

81
Q

Face validity

A

Determines if the test appears to measure what it is designed to measure
Not a true form of validity
Problem with tests high in these: can fake them

82
Q

Internal vs. external validity

A

Internal: Does the measure work in ideal conditions?
External: Does it work in the real world?

83
Q

Multitrait-multimethod approach to determining construct validity

A

Use multiple measures for same constructs to check for convergence as well as measures for other constructs to check for divergence

84
Q

Contrasted group study approach to determining construct validity

A

Create 2 separate and different groups: administer test and look for differences between them

85
Q

6 steps of test construction

A
  1. Define the test (what are we testing and why)
  2. Select item format
  3. Construct test items
  4. Test the items (determine reliability and validity)
  5. Revise the test
  6. Publish the test
86
Q

Answer choice formats: selected-response vs. constructed-response items

A

Selected items: pick from a number of answers (multiple choice, true/false, matching)
Constructed items: generate your own answers (short answer, essay)

87
Q

Strengths of selected-response items

A

Can include more items (each question takes less time to answer)
Increased content sampling as well as reliability and validity
Reduction of construct-irrelevant factors
Scoring is efficient and reliable

88
Q

Weaknesses of selected-response items

A

Developing items is time consuming (easier to write constructed items)
Unable to assess all abilities
Subject to random guessing (make it look like examinee knows more than he/she actually does)

89
Q

Strengths of constructed-response items

A

Questions are relatively easy to write
Can assess higher-order cognitive abilities (have to show reasoning)
No random guessing

90
Q

Weaknesses of constructed-response items

A

Test can include relatively few items (takes longer to answer each one)
Difficult to score reliably (even with good rubric, still hard)
Subject to misinterpretation (examinee might misconstrue question)
Construct-irrelevant factors can sneak in (ex- bad handwriting makes answers hard to read)

91
Q

3 things on a test that should be clear

A 
Clear directions (examinee should know how to answer question)
Clear questions (questions should only ask 1 thing; answering should be able to be done in a decisive manner)
Clear print (should be easy to read)
92
Q

5 things that should not be included on a test

A

Cues to answers (ex- including answer in a different question)
Items that cross pages (increases likelihood of examinee error)
Construct-irrelevant factors
Exact phrasing from materials (encourages rote memorization over understanding of concept)
Biased language and content

93
Q

2 things to consider surrounding placement of items on a test

A

Item arrangement: placement should make sense

Number of items: if using a power test, should be able to complete questions in given time limit

94
Q

Type of material that should be used on a matching test

A

Homogenous material (all items should relate to a common theme)

95
Q

Multiple choice tests: what kinds of stems should not be included?

A

Negatively-stated ones

Unclear ones

96
Q

Multiple choice tests: how many alternatives should be given?

A

3-5

97
Q

Multiple choice tests: what makes a bad alternative?

A

Long
Grammatically incorrect in question
Implausible

98
Q

Multiple choice tests: how many best/correct answers per question?

A

1

99
Q

Multiple choice tests: how should placement of correct answer be determined?

A

Random (otherwise, examinees can detect pattern)

100
Q

Multiple choice tests, true/false tests, and typical response tests: what kind of wording should be avoided?

A

“Never” or “always” for all 3
“Usually” for true/false
“All of the above” or “none of the above” for multiple choice

101
Q

True/false tests: how many ideas per item?

A

1

102
Q

True/false tests: what should be the ratio of true to false answers?

A

1:1

103
Q

Matching tests: ratio of responses to stems?

A

More responses than stems (make it possible to get only 1 wrong)

104
Q

Matching tests: how long should responses and lists be?

A

Brief

105
Q

Essay tests and short answer tests: what needs to be created?

A

Scoring rubric

106
Q

Essay tests: what kinds of material should be covered?

A

Objectives that can’t be easily measured with selected-response items

107
Q

Essay tests: how should grading be done?

A

Blindly

108
Q

Short answer tests: how long should answers be?

A

Questions should be able to be answered in only a few words

109
Q

Short answer tests: how many correct responses?

A

1

110
Q

Short answer tests: for quantitative items, what should be specified?

A

Desired level of precision

111
Q

Short answer tests: how many blanks should be included? How long should they be?

A

Only 1 blank included
Should be long enough to write out answer
Otherwise, becomes dead giveaway

112
Q

Short answer tests: where should blanks be included?

A

At the end of the sentence

113
Q

Typical response tests: what should be covered?

A

Focus items on experiences (thoughts, feelings, behaviors)

Limit items to a single experience

114
Q

Typical response tests: what kinds of questions should be avoided?

A

Items that will be answered universally the same

Leading questions

115
Q

Typical response tests: how should response scales be constructed?

A

If neutral option is desired, have odd numbered scale
High numbers shouldn’t always represent the same thing
Options should be labeled as Likert-type scale (rating from 0-7, etc.)

116
Q

Pilot testing

A

Test on a few people
Get feedback
Practice scoring
Assess problem areas

117
Q

Large scale testing

A

Develop norm sets

Evaluate reliability, validity, factors

118
Q

What hypotheses for planning assessment are based on

A

Referral question
Presenting concerns
Intake interview results
Behavioral observations

119
Q

Typical intake interview

A

Presenting concerns (must start with what client was asking for)
Case history
Diagnostic questions
Mental status exam

120
Q

2 sources of information gained from interviews

A 
Content (what is said; thoughts and feelings)
Behavioral observations (what is displayed)
121
Q

Things examined in behavioral observations

A

General appearance and behavior
Mood and affect
Sensorium (awareness of situation)
Perception (vision, hearing, etc.: influence what tests are administered)
General intelligence
Higher cognitive functions (speech and form of thought, insight and judgment, memory, attention and concentration)

122
Q

How to build rapport with a client

A

Comfortable atmosphere
Collaborative stance
Acceptance, understanding, empathy, respect

123
Q

2 types of questions in an interview

A

Close-ended (produce 1 or 2- word answers; used to gather specific information)
Open-ended (require longer answers; gather lots of information)

124
Q

Clarification

A

Questioning client to gain additional understanding from an ambiguous answer or confirm accuracy of clinician’s perception
“Are you saying that…” “Could you describe for me…” “Say what you mean by…”

125
Q

Reflection

A

Describing feelings of client’s message to encourage the client to continue to express their feelings, have the client feel the emotion more intensely, and help the client become more aware of and discriminate between their feelings

126
Q

Paraphrasing

A

Describing the content of the client’s message to provide opportunity for client to clarify, encourage client to expand on thoughts, and provide an opportunity to redirect client to central topic

127
Q

Summarizing

A

Two or more paraphrases/reflections that condense the client’s message to tie together multiple elements in a common theme, interrupt excessive talking, and review progress

128
Q

Affirmations

A

Directly affirming and supporting the client through the interview process to acknowledge the client’s struggles and build rapport
Must be careful not to overuse (can sound disingenuous)

Assessment and Diagnosis (14 decks)

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