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test and measures > test 2 > Flashcards

test 2 Flashcards

1
Q

How do we describe personality

A

Personality traits, ex: aggression, extroversion, introversvion

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2
Q

Traits

A

a long term way in which people differ, they are only changeable before emerging adulthood. They are also psychologically constructed

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3
Q

States

A

distinguish people momentarily (emotions)_

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4
Q

constructs

A

a scientific concept developed to describe or explain a behavior

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5
Q

how does environment/situation effect traits

A

they control the way that the trait i expressed but it does not change if the trait is still there

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6
Q

can states and traits be quantified and mesured

A

yes

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7
Q

how are definition of traits defined/ modified

A

traits definitions are modified based on a person theoretical orientation, different test developers may define and measure a construct in different ways

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8
Q

when assessing a trait

A

we must understand the construct

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9
Q

test related behaviors should

A

predict real life behaviorr

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10
Q

a component test giver

A

should understand and appreciate the weakness for the test and how to compensate for them

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11
Q

T/F sources of error are a part of the assesment

A

true

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12
Q

error

A

factor other then what is being tested will effect the results of the test, component of score that does not have to do with ability or what is being measured

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13
Q

test takers error

A

previous knowledge, no med, distratcion

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14
Q

test giver error

A

scoring , lack of standerdization

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15
Q

error variens

A

the part of test scored attributed to sources other the trait or ability measure

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16
Q

who is responsible for error varience

A

assesses and assesor

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17
Q

Assumption about psychological testing

A
  1. psychological traits and states exist
    2.traits and states can be quantified and measured
    3) test related behavior should reflect real life behaviors
    4.Test have strength and weaknesses
    5.various sources of error are apart of assessments
    6)Test and assessment can be conducted in a fair manner
    70 testing and assessment benefit society
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18
Q

how to be fair

A

follow guidelines

use for intended population

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19
Q

relability

A

how consistent are the scores for a particular test, the part of total variance attributed to true variance,

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20
Q

validity

A

is the test measuring what it is suppose to be

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21
Q

a good test should be

A

reliable and valid, should benefit test taker or society

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22
Q

norms referenced testing and assement

A

a method of evaluating test scorers by evaluation and individual test takers scores and comparing it to the scores of a group of test takers

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23
Q

Norms

A

the test performance data of a particular group that is used as reference for evaluation and interpetin of individual test scores

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24
Q

normative sample

A

reference group test takers are compared to

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25
Q

standardization

A

the process that has specific guidelines for administering the test for a representative sample to help us establish norms

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26
Q

stratified sampling

A

samples that include different sub groups from population

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27
Q

stratified random sampling

A

all of the population available but a strata is randomly picked

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28
Q

Purposive sampling

A

arbitrarily selecting a sample that is believed to represent population

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29
Q

incidental/ convenience sample

A

an easily available sample not always representive

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30
Q

developing norm

A

after obtaining a sample developers : admin test with standard instruction
recommend a setting
summarize data using descriptive stats
provide detail description of data implications

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31
Q

types of norms

A

percentile,age,grade,subgroup etc

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32
Q

percentail

A

percentage of people who fall below or at a specific score . Popular method because easier to calculate. a problem when distributed raw scores will seem small on ends and exggarted in middle

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33
Q

Fixed reference group scoring system

A

the distribution of scores from one test group is used as a basis for calculation score on future administration of test
ie:sat

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34
Q

norm referenced vs criterion reference interptaion

A

norm ref is comparing indiv to norm group but criterion test takers are evaluated on weather they meet a set stamdard score

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35
Q

Culture and testing

A

use test appropriate population, when interpreting data it is important to be aware of and account for culture based ideals and traits, conduct culturally informed test

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36
Q

relability coeffecient

A

index of reliability, ratio of true score variance on a test and total varience

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37
Q

observed score

A

true score plus erroe

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38
Q

variention

A

stnd dev squared, true variance plus error varience

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39
Q

measurement error

A

looking for a variable but measuring a variable not accounted for nsted

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40
Q

type of error

A

random and systematic

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41
Q

random error

A

unforeseen and uncontrolled influence on a variable

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42
Q

systematic error

A

that is typical and expected influence on variable that can be accounted for

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43
Q

sources of error variance

A

test construction, test admin,test scoring and others

44
Q

error in test construction

A

variations in items and between test

45
Q

error in adminstration

A

testing environment, variation in test takers(stress, lack of sleep,drugs, knowledge),examiners role)appernce and demenor

46
Q

test scoring and interpetation

A

interpretation is subjective, computer scoring does help with standardization but still require expert interpetation

47
Q

other sources of varince

A

sampling error and methodological error

48
Q

sampling error

A

the sample is not reflective of the whole

49
Q

methodological error

A

the test giver is not trained in administration of test

50
Q

social desirability

A

a person being tested answering a question in the manner that is the most socially acceptable

51
Q

test- retest relability

A

when the same person is given the same test two different times, most appropriate for stable varietals, estimates decrees over time,

52
Q

coefficient of stability

A

found with test retest reliability and measures trait stability

53
Q

coefficient of equivelnce

A

the degree of relationship between various forms of the test

54
Q

parallel forms

A

for each for of test the means and variance of observed test scores are equal

55
Q

alternative forms

A

different version of two test that should be parallel but don’t meet criteria usually content and difficulty is the same

56
Q

how is reliability checked

A

administering two forms of a test to a sample group this is effected by error greatly

57
Q

split half relability

A

correlating 2 pairs of scores from equal halves of a single test administrated once

58
Q

3 steps of split half reliability

A

divide test into 2 equal parts
calculate person r for each half
adjust scores using spearman brown formula

59
Q

sperman brown test

A

allows developers to estimate internal consistency reliability from a corrilation of two halves of the same test

60
Q

inter item consistency (iic)

A

relatedness of items on a test, gauges homogeneity

61
Q

homogenity of test

A

how similar are the test

62
Q

Kude-Richardson formula 20

A

statistic of choice for determining icc of dichotomous items

63
Q

coefficient alpha

A

mean of all split half correlations corrected by spearman brown formula. most popular for internal consistency range from 0-1

64
Q

average proportional distance (ADP)

A

difference between items on test scores. averaging all distances then dived by 1

65
Q

inter score relability

A

agreement of constancy between two or more scorers with regards to a particular measures, prone to methodological error, best for behavioral measures,

66
Q

coefficient of inter score relability

A

the scores of different raters are corralted with each other

67
Q

purpose of reliability estimate

A

varys depending on variable being studied

68
Q

consideration for reliability metrics

A

1) homogeneous or heterogeneous
2) static or dynamic
3) test scores range restricted or
4) test type : speed or power
5) is or nor criterion referenced

69
Q

classical test theory(CTT)

A

refers to true score score model, most used because easiest

70
Q

true score

A

a value according to classical test theory is a true representation of a person a =real ability measured by a particular test

71
Q

ctt assumptions

A

are readily met with IRT (item response theory)

72
Q

problematic assumption of CTT

A

has to do with equivalence of items on a test

73
Q

domain sampling theory

A

estimation of the extent that specific sources of variation under specific conditions are effecting scores

74
Q

generalizability theory

A

test scores vary because of changes in testing situations

75
Q

inter reliability theory (IRT)

A

probability that a person with X ability will perform at y level consider difficulty

76
Q

discrimnation

A

how an item scores differ between different ability

77
Q

standard error of measurement (SEM)

A

measure of percison in an observed test scores, amount of inherent error, higer reliability is higher error

78
Q

confidence intervals

A

range of scores that is likely to contain true score

79
Q

slandered error of diffrence

A

aids test users in determining how large a difference has to be before it is consider significant

80
Q

question answered by slandered error of difference

A

scores between test 1 and 2
scores between person a on test 1 and person b on tesr 1
scores of how individuals performance on test on compare to everyone else

81
Q

validation

A

the process of gathering and evaluating evidence about validity

82
Q

local validation

A

validating a test with person group of test takers

83
Q

concepts of validity

A

content validity,criterion-related validity, construct validity

84
Q

content validity

A

measure of validity based on what the test is covering, judgment that test sample is rep of universe

85
Q

criterion related validity

A

measure validity bu obtained by evaluating the relationship of scores obtained on the test to scores on other test

86
Q

construct validity

A

found by a comprehensive analysis included content and criterion related validity. ability for a test to measure a construct. if a test has high construct it is predictor

87
Q

face validity

A

how relevant and item appeasers to be, face validity does not mean valid. low face validity leads to lack in confidence in what test is measuring

88
Q

test blue print

A

a plan entailing the type of information to be covered, the number of items,the organization of items

89
Q

culture and relativity of content validity

A

content of a test varies across culture

90
Q

criterion related validity

A

judgment on how adiquitall a test score can be used to infer a person standing on a particular measure of intrest

91
Q

concurrent validity

A

a test score related to some criterion measure obtained at the same time

92
Q

predictive validity

A

used to predict other scores

93
Q

the validity coefficient

A

a correlation coefficient that provides a measure of the relationship between test scores and criterion scores. Affected by truncated and inflated range

94
Q

incremental validity

A

the degree in which an additional predictor explains something about the criterion measure that is not explained by predictors already in use

95
Q

expectancy table

A

percentage of people w/ specified test score interval who subsequently weer placed in categories of criterion

96
Q

evidence of homogeneity

A

how uniform test are at measuring a single construct

97
Q

evidence of change with age

A

some construct should change over time

98
Q

evidence pretest/posttesr changes

A

scores between a pretest and protest change due to experince

99
Q

evidence from a particular group

A

scores change depending on inclusion in a specific social group

100
Q

convergent evidence

A

correlation between older test and newer test measuring the same construct

101
Q

discrimination evidence

A

shoving little relationship between test scores on two test that should not correlate and lot of relationship between scores that should corralate

102
Q

factor anaylsis

A

new test should have commonality with test measuring the same construct

103
Q

bias

A

factors that systematically prevent accurate measure, to prevent make clear non subjective test

104
Q

rating error

A

a judgement from intentional of unintentional misuse of a rating scale

105
Q

halo effect

A

giving a person a higher score due to likability

106
Q

fairness

A

the an extent in which a test us used a just equal way

107
Q

utility

A

usefulness of a test or practical value of testing to improve efficancy

test and measures (2 decks)

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