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EPPP > Test Construction > Flashcards

Test Construction Flashcards

1
Q

What is the shape of a percentile rank distribution

A

rectangular

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2
Q

What is the KR-20 method

A

used for assessing consistency reliability

for test items that are scored dichotomously (right and wrong)

benefit: good for measuring unstable characteristics

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3
Q

when using item response theory, the point when the curve intercepts the y axis indicates…

A

indicates the probability of answering correctly by guessing

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4
Q

A tests validity coefficient cannot exceed

A

the square root of the reliability coefficient

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5
Q

_______refers to the proportion of individuals with a disorder that are correctly identified by a test as having the disorder

A

test sensitivity (true positives)

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6
Q

______refers to the proportion of individuals without the disorder who are correctly identified by the test as not having the disorder

A

test specificity (true negatives)

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7
Q

refers to the proportion/percent of individuals who test positive for the disorder and actually have the disorder

A

positive predictive value

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8
Q

refers to the proportion/percent of individual who test negative for the disorder and actually do not have the disorder

A

negative predictive value

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9
Q

Flynn effect

A

IQ scores have generally increased in developed nations

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10
Q

Leiter-3 is best at measuring the intelligence of

A

children with hearing impairments

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11
Q

“testing the limits” refers to what

A
  • Is done to obtain additional qualitative information about the examinee’s test taking/decision makeing
  • readministering the test (or portions of the test) to an examinee while modifying the standardized procedures
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12
Q

Raven’s Progressive Matrices

A

a nonverbal measure of general intelligence that is culturally fair

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13
Q

Wonderlic Personnel Test measures

A

brief measure of cognitive ability

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14
Q

P .01 means

A

there is a 1% chance that the null hypothesis will be incorrectly rejected (Type 1 error-false positive)

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15
Q

A within-in subjects research design in which you evaluate the effects of an intervention by comparing multiple quantitative observerations of participants before an dafter they are exposed to an intervention

A

time series

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16
Q

A research design that is counterbalanced to control carry-over effects

A

Latin Square

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17
Q

a research design where one group receives a treatment and the other does not

A

static-group

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18
Q

a single case research design that involves comparing the effects of an intervention across two or more settings, behaviors, or participants

A

multiple baseline design

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19
Q

A modeling technique that is used to test causal hypotheses about relationships among measured variables and the latent traits those variables are believed to measure

A

LISREL structural equation model

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20
Q

a causal modeling technique that predicts the causal relationship among measured attributes only

A

Path analysis

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21
Q

sampling that involves first dividing the population into segments and randomly selecting from those segments

A

Stratified random sampling (gender, ses, race)

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22
Q

sampling that involves selecting units rather than individuals

A

cluster sampling

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23
Q

sampling that involves selecting every nth participant from a list of individuals in the population

A

systematic sampling

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24
Q

single subject research design

A

includes at least one baseline (no txt) phase and one treatment phase

the dv is measured a regular intervals during each phase

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25
Q

multivariate technique used when two or more predictors (interval or ratio) are used to predict the status on two ore more continuous criteria

A

canonical correlation

26
Q

occurs when participants in one group inadvertently receive the intervention that has been applied to participants in another group

A

Treatment diffusion/spillover

27
Q

when cues in the environment inform participants about the purpose of the study or indicate what behavior is required of them

A

demand characteristics

28
Q

useful to record behaviors that occur infrequently, have a long duration, and leave a permanent record or product

A

event recording

29
Q

used to determine how long it takes for a behavior to begin after a specific event has occurred

A

latency recording

30
Q

useful to record behaviors that have no clear beginning or end

A

interval recording

31
Q

useful for behaviors that have a clear beginning and end

A

duration recording

32
Q

what is inter-rater reliability and what stats are used

A 
benefits: good for subjective tests
assessed by: 
kappa statistic
coefficient of concordance
percent agreement-can be inflated
33
Q

what indicates the relationship between the likelihood that an examinee will endorse the item and the examinee’s level on the attribute measured by the test

A

item characteristic curve

34
Q

how can you calculate the 95% confidence interval

A

multiply the standard error by 2

35
Q

an item discrimination index of 0 indicates

A

the item was answered correctly by the same number of low and high achieving students

36
Q

type II error

A

failure to reject a false null hypothesis (a “false negative”

37
Q

sources of error for inter-rater reliability

A

lack of motivation
rater biases
characteristics of the measurement

consensual observer drift-when tow or more observers work together which influences each others ratings

38
Q

what is the most thorough method for estimating reliability

A

alternate forms

39
Q

factors that affect reliability

A

test length
range of test scores
guessing (test content)

overall want it to be longer test with a heterogeneous sample

40
Q

what is test-retest reliability

A

when you test the same group at 2 different times
coefficient of stability
appropriate for stable attributes (personality)

41
Q

what is alternate forms

A

similar forms of the test to the same sample
correlate versions of the tests
appropriate for stable attributes

42
Q

3 ways to measure internal consistency

A

split 1/2 - test is divided into 2 halves so the examinee obtains two scores

Cronbach’s coefficient alpha-administering one test to a group; a formula is used to determine the average reliability that would be obtained from all possible splits of the test

Kuder-richardson formula 20

43
Q

content validity

A

test is representing the domain

associated with well defined behaviors

44
Q

construct validity

A

the extent to which an examinee possesses a particular hypothetical trait

45
Q

criterion related validity

A

test is used to estimate an exmainees performance on an external criterion

46
Q

convergent validity

A

comparing your test to another test that is know to measure the same construct

want convergent validity to be high

montrait - heteromethod

47
Q

divergent/discriminant validity

A

compare your test to another test that doesn’t measure the same construct

want to be low

heterotrait - monomethod

48
Q

monotrait-monomethod

A

a measure of reliability

49
Q

orthogonal

A

factors are uncorrelated

test communality can be calculated by squaring and adding the test’s factor loadings

50
Q

oblique

A

factors are correlated

51
Q

a squared factor provides a measure of _____

A

shared variability

52
Q

concurrent and predictive validity are related to what type of validity

A

criterion related validity

53
Q

concurrent validity

A

when data are collected prior to or about the same time as the predictor

54
Q

predictive validity

A

when the criterion is measured after the predictor is administered

55
Q

correction for attenuation formula

A

leads to overestimation of actual validity

used to evaluate predictor validity when reliability of predictor and/or criterion are are perfect

56
Q

criterion of contamination

A

contamination by the way the criterion was determined

inflates the relationship between the predictor and criterion

57
Q

cross validation is associated with ____

A

shrinkage

58
Q

incremental validity

A

increase in correct decisions that can be expected if the predictor is used as a decision making tool

use a scatterplot

59
Q

norm-referenced interpretation

A

comparing a test score to scores obtained by people in the normative sample

percentile ranks and standard scores

60
Q

disadvantages of percentile ranks

A

represent an ordinal scale

indicate relative position but don’t provide info about absolute differences (differences between them vary)

may maximize the differences between examinees raw scores who are in the middle of the distribution and compresses those at the extremes

61
Q

standard scores

A

advantage-allows to make comparisons among different tests

62
Q

criterion referenced score

A

a percentage score-percentage of test content person answered correctly

used for specifying the terminal level of performance

EPPP (11 decks)

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