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EPPP > Test construction (Validity) > Flashcards

Test construction (Validity) Flashcards

1
Q

A test is valid when it _____ what it is designed to measure

A

accurately measures

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2
Q

What are the three main forms of validity?

A

content,

construct, and criterion related

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3
Q

Content validity is of concern whenever a test has been designed to measure one or more ______

A

content or behaviour domains

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4
Q

______ validity is important when a test will be used to measure a hypothetical ______ such as achievement, motivation, intelligence, or mechanical aptitiude

A

construct; trait (construct)

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5
Q

______ validity is of interest when a test has been designed to estimate or predict performance on another measure.

A

criterion-related

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6
Q

A test has _____ validity when its items are a representative sample of the domain(s) that the test is intended to measure

A

content

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7
Q

Content validity is usually built into a test as it is being constructed through the selection of a _______ sample of items

A

representative

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8
Q

After a test has been developed, its content validity is checked by having ______ experts evaluate the test in a systematic way

A

subject matter

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9
Q

A test has construct validity when it has been shown that the test actually measures the hypothetical ______ it is intended to measure

A

trait (construct)

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10
Q

One method for assessing a test’s construct validity is to determine if the test has both _____ and ______ validity

A

convergent; discriminant (divergent)

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11
Q

When a test has _____ correlations with measures that assess the same construct, this provides evidence of the test’s _____ validity

A

high; convergent

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12
Q

When a test has ______ correlation with measures of unrelated characteristics, this indicates that the test has ______ validity

A

low; discriminant

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13
Q

The ______ matrix provides a systematic way to organize the data collected when assessing a test’s convergent and discriminant validity

A

mutitrait-multimethod

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14
Q

The matrix is a table of ______ coefficients

A

correlation

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15
Q

The matrix indicates that a test has convergent validity when when the monotrait- _______ coefficients are large and discriminant validity when the heterotrait- _______ and the _______-heteromethod coefficients are small

A

heteromethod; monomethod; heterotrait

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16
Q

Factor analysis is used to identify the factors (dimensions) that underlie the ______ among a set of tests, subtests, or test items

A

intercorrelations

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17
Q

One use of factor analysis is to determine if a test has construct validity: A test is shown to have construct validity when it has ______ correlations with the factor(s) it is expected to correlate with and ________ correlations with the factor(s) it is not expected to correlate with

A

high; low

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18
Q

In a factor matrix, the correlation between a tests and a factor is referred to as a _______. This correlation can be interpreted in terms of shared variability by squaring the correlation coefficient.

A

factor loading

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19
Q

If a test has a correlation of .50 with Factor I, this means that _____ percent of variability in test scores is explained by Factor I

A

25

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20
Q

When the identified factors are _______ (uncorrelated), a test’s communality can be calculated by summing the ______

A

orthogonal; squared factor loadings

21
Q

If a test has a correlation of .50 with Factor I and a correlation of .20 with Factor II and the factors are uncorrelated, the test’s communality is equal to ______. This means that ____ of the variability in test scores is explained by the identified factors, while remaining variability is due to some combination of _____ and measurement error

A

.50 squared + .20 squared = .29;

29%; specificity

22
Q

when the purpose of testing is to draw conclusions about performance on another measure, the test is referred to as the _______ and the other measure is called the _________

A

predictor; criterion

23
Q

criterion-related validity is established by ______ scores on the test with scores on the other measure

A

correlating

24
Q

If the resulting criterion-related _______ is sufficiently large, this demonstrates that the test has criterion-related validity

A

validity coefficient

25
Q

There are two types of criterion-related validity: When evaluating _____ validity, the predictor is administered to a sample of examinees prior to collecting data on the criterion

A

predictive

26
Q

Predictive validity is the appropriate type of validity when the goal of testing is to predict _____ status on the criterion

A

future

27
Q

When evaluating ____ validity, the predictor and criterion are administered at about the same time. It is the preferred method for assessing validity when the purpose of testing is to estimate _____ status on the criterion

A

concurrent; current

28
Q

Because a validity coefficient is never perfect (equal to +or- 1.0) there is always some ______ in prediction when a regression equation is used to predict a person’s _____ score from his/her obtained predictor score

A

error; criterion

29
Q

The standard error of _____ is used to construct a confidence interval around an individual’s predicted ______ score

A

estimate; criterion

30
Q

If the criterion’s standard deviation is 5 and the predictor’s validity coefficient is 60, the standard error is equal to ____; and, if a person’s predicted criterion score is 60, the 68% confidence interval is _______

A

4.0; 56 to 64

31
Q

Even when a predictor has a large criterion-related validity coefficient, it might not be more useful for predicting criterion scores than the current method. Therefore, before using a new predictor, its ______ validity should be checked to determine if there will be an increase in ______ accuracy when the predictor is used to make selection decisions

A

incremental; decision-making

32
Q

incremental validity is calculated by subtracting the base rate from the ______

A

positive hit rate

33
Q

The predictor and criterion cutoff scores divide a scatterplot into four quadrants. The _____ cutoff determines id someone is a positive or negative, while the _____ cutoff determines if he/she is a true or false

A

predictor; criterion

34
Q

The false positives are the people who score above the cutoff on the ______ but below the cutoff on the _______

A

predictor; criterion

35
Q

To reduce the number of false positives, the predictor cutoff can be _____ and/or the criterion cutoff can be ______

A

raised; lowered

36
Q

A predictor’s validity is limited by the reliability of both the predictor and the ______

A

criterion

37
Q

A test’s criterion-related validity coefficient can be no greater than the _____ of the product of the reliabilities of the predictor and the ______

A

square root; criterion

38
Q

Criterion _____ occurs when a rater’s knowledge of a person’s predictor performance affect how he/she rates the person on the criterion

A

contamination

39
Q

When criterion contamination occurs, the validity coefficient is likely to be spuriously _____

A

high

40
Q

Because the size of a validity coefficient is affected by group characteristics, a test that is found to be highly valid for one group might be less valid for another group. For example, the validity coefficient calculated for the initial validation sample often _____ (decreases) when the predictor is _____ -validated on another sample

A

shrinks; cross

41
Q

An examinee’s raw test score is usually easier to interpret when it can be compared to the scores of other examinees or to a prespecified standard of performance. The former technique is referred to as ______- referenced interpretation and may ential converting an examinees’ raw score to a percentile rank or standard score

A

norm

42
Q

A percentile rank indicates the percent of examinees in the normative sample who obtained _____ scores

A

lower

43
Q

The transformation of raw scores to percentile ranks is _____ because the shape of the distribution of percentile ranks is always ____ regardless of the shape of the raw score distribution

A

nonlinear; flat (rectangular)

44
Q

Standard scores anchor an examinee’s test score to those of the norm group by reporting the examinee’s score in terms of _____ from the mean

A

standard deviations

45
Q

One of the most commonly used standard scores is the z-score, The z-score distribution has a mean of ____ and a SD of 1.0.

A

0

46
Q

A z-core of ____ indicates that an examinee’s raw score is one standard deviation below the mean

A

-1.0

47
Q

Scores can also be interpreted in terms of a prespecified standard of performance. ______ scores are one means of criterion-referenced interpretations

A

Percentage

48
Q

percentage scores indicate the proportion of the test content (e.g., percent of test items) that examinees answered correctly. An ______ table makes it possible to use an examinee’s predictor (test) score to estimate the probability that he/she will attain different scores on a _______

A

expectancy; criterion

49
Q

Scores on objective tests are sometimes _____ to ensure that examinees don’t benefit from random guessing

A

corrected for guessing

EPPP (68 decks)

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