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test theory & practice Flashcards

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1
Q

maximum performance test

A

asks the person to do his her best to solve one or more problems, intelligence and achievement tests

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2
Q

typical performance test

A

asks the person to respond to one or more tasks, where the responses are typical for the person. personality or attitude tests

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3
Q

dimensionality of a test

A

is equal to the number of latent attributes (variables) which effects test performance

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4
Q

latent

A

unobserved

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5
Q

unidimensional test

A

test that measures one latent attribute

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6
Q

multidimensional test

A

test that measures more than one latent attribute

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7
Q

mental test

A

consists of cognitive tasks, such as problems and questions

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8
Q

physical test

A

consists of instruments to make somatic or physiological measurements

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9
Q

a pure power test

A

consists of problems that the test taker tries to solve, test taker has ample time to work on each of the test items . emphasis is on measuring the accuracy to solve the problems

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10
Q

ability test

A

sometimes also called aptitude test, is an instrument for measuring a persons best performance in an area that is not explicitly taught in training or educational programs.

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11
Q

achievement test

A

an instrument for measuring performance that is explicitly taught in training and educational programs

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12
Q

other evaluation mode

A

to ask others to evaluate a persons ability to perform a task

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13
Q

description

A

means the the test is only used to describe performances.

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14
Q

dichotomous scale

A

where test takers responses are graded in two ordered categories, that is correct or incorrect

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15
Q

the ordinance polytomous scale

A

where test takers responses are graded in more than two ordered categories, for ex. a correct, partly correct or incorrect answer (or a b c d e )

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16
Q

a measurement procedure is reactive when

A

test takers can deliberately distort their construct value, for ex an unmotivated student who pretends to be highly motivated in a self report school attitude test

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17
Q

measurement procedure is nonreactive when

A

test takers cannot distort their construct value, for ex drivers whose record shows many traffic offences cannot disguise that their record is indicative of a negative attitude towards traffic safety

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18
Q

relational method

A

uses a loose description of the construct that is based on the knowledge of experts or members of the target population

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19
Q

propotypical method

A

asks members of the target population to think of persons having the construct and to write down their behaviour that is typical of the construct

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20
Q

internal method

A

starts with a broad pool of personality or attitude items

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21
Q

external method

A

starts from a broad pool of items and a criterion that has to be predicted (success in job)

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22
Q

construct method

A

starts from an explicit theory, and items are derived from that theory

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23
Q

facet design method

A

does not use an explicit theory, but it starts from a conceptual analysis of the construct

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24
Q

behavioural facets

A

classify types of behaviour

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25
Q

situational facets

A

classified’s the situations where the behaviours appear

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26
Q

endorsement response scale

A

asks the test taker to indicate his her degree of endorsement of the statement

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27
Q

dichotomous scale

A

scale that has only two categories

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28
Q

ordinal polytomous

A

a scale that has more than two ordered categories

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29
Q

bounded continuous scale

A

scale has two end points (bounds)

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30
Q

indicative item

A

item where a high frequency or endorsement response indicates a high level of the construct

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31
Q

contra indicative item

A

is an item where a high frequency or endorsement response indicates a low level of the construct

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32
Q

concurrent interview

A

asks the test taker to think aloud while answering the items

33
Q

retrospective interview

A

asks the test takers to recollect their thinking after completing the items

34
Q

coefficient of identity

A

can be applied to assess integrater agreement and intrarater consistency

35
Q

response style

A

the differential use of the item response scale by different persons, important response styles are ; acquiescence, dissentience, extremity and midpoint response styles

36
Q

acquiescence

A

is the tendency to agree with an endorsement statement, independently of the content of the statement (yea saying)

37
Q

dissentience

A

tendency to disagree with an endorsement statement independently of the content of the statement (nay saying)

38
Q

extremity response style

A

is the tendency to choose extremes of the item response scale

39
Q

midpoint response style

A

tendency to choose the middle of the response scale

40
Q

social desirability

A

persons tendency to deceive either oneself or others

41
Q

self deception

A

tendency to deceive oneself

42
Q

impression management

A

tendency to deceive others by making a good or bad impression or others

43
Q

content validation

A

experts evaluate whether the test adequately covers all aspects of the construct

44
Q

observed test score

A

is computed after the separate test items are scored

45
Q

observed test score

A

derived from the item scores by taking the unweighted or weighted sum of the item scores

46
Q

latent variable score

A

is derived from the item responses under the assumption of a latent variable item response model

47
Q

item non-response

A

means that a test taker did not respond to some of the items of the test

48
Q

imputed item score

A

score that is substituted for a missing item response

49
Q

estimate of parameter

A

a value derived from empirical data

50
Q

measurement precision information

A

applies to the test score of a single person, information is the within person aspect of measurement precision

51
Q

measurement precision reliability

A

concerns the differentiation of test scores of different test takers from a population

52
Q

true test score

A

the expected value of the observed test scores of the repeated test administrations in the thought experiment

53
Q

error of measurement

A

the difference between test taker observed test score and his true score from an abritrary measurement occasion

54
Q

a small amount of information (large within person error variance) means

A

that test taker observed test score vary widely around his true score across repeated test administrations

55
Q

a large amount of information (small within person error variance) means

A

that test takers observed test scores do not vary widely around his true score

56
Q

parallel tests

A

tests that measure the same true score with equal within person error variance and uncorrected errors across hypothetical repeated test administrations for each of the test takers of a population

57
Q

classical test theory

A

is based on the definitions of test taker j’s true score, his error of measurement, and the generalisation to a randomly selected person from a population of persons

58
Q

standard error or measurement of a test

A

is the square root of the error variance in the population of persons

59
Q

the importance of a lower bound is

A

that a high value of lower bound implies that the theoretical reliability is high (Cronbach’s coefficient alpha)

60
Q

location of the item score distribution is

A

the place of the scale where item scores are centered

61
Q

dispersion

A

scatter of the item scores

62
Q

shape

A

form of the distributions

63
Q

classical item difficutly

A

of a maximum performance item is a parameter that indicates the location fo the item score distribution in a population of persons

64
Q

classical item attractiveness

A

of a typical performance item is a parameter that indicates the location of the item score distribution in a population of persons

65
Q

item p value

A

the mean of a dichotomously scored item

66
Q

classical item discrimination

A

parameter that indicates the extent to which the item differentiates between the true test scores of a population of persons

67
Q

the item-rest correlation

A

is the product moment correlation between the item scores and the rest scores of the test, where the studied item is deleted

68
Q

popularity of a distractor of a multiple choice item

A

is the proportion of persons of a population who selected the distractor

69
Q

item distractor-rest correlations

A

are the product moment of correlations of the separate dichotomous correct answer/distractor variables and the rest scores

70
Q

the best thing to look at when you want to make a statement about how well an item discriminates between persons

A

at the item rest correlation

71
Q

the difference between a correlation and a covariance

A

the covariance depends on the measurement scale of the variables. the correlation doesn’t

72
Q

which measurements are on the same measurement scale

A

variance and covariance

73
Q

reliability is

A

that part of the variance that is the true-score variance

74
Q

the reliability increases as the

A

measurement error variance decreases

75
Q

the reliability of a test increases as

A

the covariances between the items increase

76
Q

what are the requirements that parallel tests would need to fulfil?

A

the parallel tests must have the same within person error variance for each of the test takers of the population, the errors of measurements of parallel tests must nog be correlated across repeated test administrations, the parallel tests must measure the same true score for each of the test takers of the population

77
Q

reliability

A

between persons aspect of measurement precision and informs us about the consistency of the test

78
Q

validity

A

whether a reliable test measures consistently what it is supposed to measure

Psychology (10 decks)

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