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PSYCH ASSESS > Test Development > Flashcards

Test Development Flashcards

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1
Q

PROCESS OF TEST DEVELOPMENT

A

● TEST CONCEPTUALIZATION
● TEST CONSTRUCTION
● TEST TRYOUT
● ITEM ANALYSIS
● TEST REVISION

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2
Q

which refers to the preliminary research surrounding the creation of a prototype of the test.

A

PILOT WORK

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3
Q

the process by which a measuring device is designed and calibrated and by which numbers (scale values) are assigned to different amounts of the trait, attribute, or characteristic being measured.

A

SCALING

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4
Q

a grouping of words, statements, or symbols on which judgements of the strength of a particular trait, attitude, or emotion are indicated by the testtaker

A

Rating scale

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5
Q

a type of rating scale wherein the final test scores is obtained by summing the rating across all items (e.g., likert scale)

A

SUMMATIVE SCALE

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6
Q

Developed by Rensis Likert, is a type of summative rating scale in which each items presents the testtaker with 5 alternative responses (sometimes 7), usually on an agree-disagree or approve-disapprove continuum.

A

LIKERT SCALE

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7
Q

What is this scale

Select the behavior that you think that best describes you:
a. I enjoy spending time with others
b. I enjoy spending time alone

A

METHOD OF PAIRED COMPARISON

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8
Q

a type of comparative scaling wherein the respondents are presented with several itms simultaneously and asked to rank them in the order of priority

A

RANK ORDER SCALE

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9
Q

What is this type of scale

CHARACTERISTICS

( ) friendly
( ) jolly
( ) reserved
( ) withdrawn
( ) shy
( ) cheerful
( ) uneasy
( ) hospitable
( ) talkative
( ) different

A

CHECKLIST

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10
Q

stimuli are placed into one of two or more alternative categories that differ quantitatively with respect to some continuum
● sequence of numbers that identifies items as belonging to mutually exclusive categories.

A

CATEGORICAL SCALING

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11
Q

combination of the checklist format and the category format; the subject is given statements and asked to sort them into 9 piles
● statements that are least descriptive of the person are placed on Pile 1 while those that are most descriptive are placed on Pile 9

A

Q SORT

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12
Q

items on this range sequentially from weaker to stronger expression of the attitude, belief, or feeling being measured.

A

GUTTMAN SCALE

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13
Q

reservoir from which items will or will not be drawn for the final version of the test

A

ITEM POOL

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14
Q

refers to the form, plan, structure, arrangement and layout of individual test items.

A

ITEM FORMAT

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15
Q

TYPES OF ITEM FORMAT

A

SELECTED-RESPONSE FORMAT

CONSTRUCTED-RESPONSE FORMAT

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16
Q

require testtakers to select a response from a set of alternative responses

A

SELECTED-RESPONSE FORMAT

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17
Q

CONSTRUCTED-RESPONSE FORMAT

A

require testakers to supply or to create the correct answer, not merely to select it

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18
Q

presented with two columns: premises (left) and responses (right)
● task is to determine which response is best associated with which premise

A

MATCHING ITEM

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19
Q

a multiple choice item that contains only two possible responses

A

BINARY CHOICE ITEM

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20
Q

usually takes the form of a sentence that requires the testtaker indicate whether the statement is or is not a fact

A

True-False item

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21
Q

requires the examinee to provide a word or phrase that completes a sentence

A

COMPLETION ITEM

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22
Q

A test item wherein the testtaker responds to the question by writing a composition which demonstrates recall of facts; understanding, analysis, and/or interpretation

A

ESSAY ITEM

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23
Q

should be written clearly enough so that testtaker can respond with a short answer

A

SHORT ANSWER ITEM

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24
Q

the ability of the computer to tailor the content and order of presentation of test items on the basis of responses to previous items

A

ITEM BRANCHING

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25
Q

also referred to as category scoring, wherein testtaker responses earn credit toward placement in a particular category with other testakers whose pattern of responses is presumably similar in some ways

A

CLASS SCORING

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26
Q

a descriptor used in psychology to indicate a specific type of measure in which respondents compare two or more desirable options and pick the one that is oat preferred (sometimes called “forced choice” scale)

A

IPSATIVE SCORING

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27
Q

Comparing a testaker’s score on one scale within a test to another scale within the same test

A

IPSATIVE SCORING

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28
Q

having created a pool of items from which the final version of the test will be developed, the test developer will try out the test.

A

TEST TRYOUT

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29
Q

It serves as a prototype of the test.

A

TEST TRYOUT

30
Q

should be executed under conditions as identical as possible to the conditions under which the standardized test will be administered; all instructions and everything from time limits allotted for completing the test to the atmosphere at the test site, should be as similar as possible.

A

TEST TRYOUT

31
Q

a set of methods used to evaluate test items in order to come up with a cluster of valid and reliable test items

A

ITEM ANALYSIS

32
Q

METHODS IN ITEM ANALYSIS

A

ITEM-DIFFICULTY
INDEX
ITEM-DISCRIMINATION INDEX
ITEM-RELIABILITY INDEX
ITEM-VALIDITY INDEX

33
Q

an index of an item’s difficulty is obtained by calculating the proportion of the total number of testakers who answered the item correctly

A

ITEM DIFFICULTY INDEX

34
Q

n item that might be inserted near the beginning of an achievement test to spur the motivation and positive testtaking attitude and to lessen test-related anxiety.

A

GIVEAWAY ITEM

35
Q

for maximum discrimination among testtakers, approximately about 0.5, with individual items ranging from 0.3 to 0.8

A
36
Q

ITEM DIFFICULT INDEX INTERPRETATION

0.86 and above

A

VERY EASY

37
Q

ITEM DIFFICULT INDEX INTERPRETATION
0.71 - 0.85

A

EASY

38
Q

ITEM DIFFICULT INDEX INTERPRETATION
0.40 - 0.70

A

DESIRABLE ITEM

39
Q

ITEM DIFFICULT INDEX INTERPRETATION

0.15 - 0.39

A

DIFFICULT ITEM

40
Q

ITEM-DIFFICULTY INDEX (INTERPRETATION)
0.14 and below

A

VERY DIFFICULT

41
Q

indicates how adequately an item separates or discriminates high scorers and low scorers on an entire test.

A

ITEM DISCRIMINATION INDEX

42
Q

symbolizes by a lower italic “d” (d)

A

ITEM DISCRIMINATION INDEX

43
Q

it compares people who have done well with those who have done poorly on a test.
● difference between the proportion of high scorers answering an item correctly and low scorers answering the item incorrectly
● Upper group = High Scorers
● Lower group = Low Scorers

A

EXTREME GROUP METHOD

44
Q

ITEM DISCRIMINATION INDEX (INTERPRETATION)
0.40 and above

A

VERY GOOD ITEM

45
Q

ITEM DISCRIMINATION INDEX (INTERPRETATION)
0.30-0.39

A

GOOD ITEM

46
Q

ITEM DISCRIMINATION INDEX (INTERPRETATION)
0.20-0.29

A

MARGINAL

47
Q

ITEM DISCRIMINATION INDEX (INTERPRETATION)
0.10-0.19

A

POOR ITEM

48
Q

ITEM DISCRIMINATION INDEX (INTERPRETATION)
0 and below

A

Discard

49
Q

0 and below

A

Discard

50
Q

p = Very Easy/ Easy/Very Difficult
d = Discarded/Poor/Marginal

A

REJECT

51
Q

p = Easy
d= Good/ Very Good

A

Revise

52
Q

p = Desirable
d = Discarded/ Poor

A

REJECT

53
Q

p = Desirable
d = Marginal

A

REVISE

54
Q

p = Desirable
d = Good/ Very Good

A

ACCEPT

55
Q

p = Difficult
d = Marginal

A

REVISE

56
Q

p = Difficult
d = Good/ Very Good

A

ACCEPT

57
Q

p = Very Difficult
d = Good/ Very Good

A

REVISE

58
Q

assessing the quality of each alternative within a multiple choice item by comparing the performance of upper and lower scorers

A

ANALYSIS OF ITEM ALTERNATIVES

59
Q

by charting the numbers of testtakers in the U and L groups who chose each alternatives, the test developer can get an idea f the effectiveness of a distractor by means of a simple _________

A

eyeball test

60
Q

by charting the numbers of testtakers in the U and L groups who chose each alternatives, the test developer can get an idea f the effectiveness of a distractor by means of a simple _________

A

eyeball test

61
Q

a graphic representation of item difficulty and discrimination

A

ITEM CHARACTERISTICS CURVE (ICC)

62
Q

techniques of data generation and analysis that rely primarily on verbal rather than mathematical r statistical procedures
● Various nonstatistical procedures designed to explore how individual test items work

A

QUALITATIVE ITEM ANALYSIS

63
Q

a qualitative research tool designed to shed light on the testtaker’s thought processes during the administration of a test

A

THINK ALOUD ADMINISTRATION

64
Q

on a one-on-one basis, the examinee will be asked to take a test, thinking aloud as they respond to each item

A

THINK ALOUD ADMINISTRATION

65
Q

study of the test items, typically conducted during the test development process
● Items are examined for fairness to all prospective testtakers and for the presence of offensive language, stereotypes, or situations.

A

SENSITIVITY REVIEW

66
Q

Once a test is made available, subsequently, it undergoes refinement.

A

TEST REVISION

67
Q

A type of revision is development of ________of the original tests

A

short forms

68
Q

For a Test that has a low internal consistency, you can try ________

A

Factor Analysis

69
Q

is helpful to increase the reliability of a multivariate/ heterogenous test by identifying the underlying factors

A

FACTOR ANALYSIS

70
Q

____________ require weighing each item’s content validity, item-difficulty and -discrimination, inter-item correlation, and bias

A

Choosing the final items

PSYCH ASSESS (3 decks)

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