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testing and measurement 2 Flashcards

1
Q

6 Steps to Test Development

A

1) defining purpose
2) preliminary design issues
3) item prep
4) item analysis
5) standardizing & research
6) prep of final product

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2
Q

Step one of test development

A

Statement of purpose, simple one sentence

-include character trying to measure, target

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3
Q

Preliminary Design Issues

A

Step to:
Mode of administration, length, item format, number of scores, score reports, administrator training and background research

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4
Q

Mode of Administration

A

Group or Individual

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5
Q

Item Format

A

multiple choice, true/false, agree or disagree, or constructed by the responder (written answers)

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6
Q

Number of Scores

A

Related to length, how many scores

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7
Q

Score Reports

A

computer generated, hand written? total score, norms, subgroups

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8
Q

Administrator Training

A

Extensive professional training to administer, score and interpret? How will that be provided? Or no training?

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9
Q

Background Research

A

standard lit on things being studied, and study of clinicians who would use the test

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10
Q

Anatomy of a Test Item

A

Stimulus, Response Format (Conditions Governing Response), Scoring Procedures

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11
Q

Stimulus

A

the question being asked

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12
Q

Response Format

A

how can the person respond? Multiple Choice or T/F or constructed (meaning anyway you want)

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13
Q

Constructed Response

A

The person taking the test respond in anyway they choose, written responses, free response

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14
Q

Conditions Governing the Response

A

what influences response, time limit, can the administrator ask for clarification, answer sheet or writing etc

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15
Q

Scoring Procedures

A

Partial credit, correct/incorrect, constructed response

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16
Q

Two Types of Test Items

A

Selected-Response Test Items, Constructed Test Items

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17
Q

Selected-Response Test Items

A

multiple choice, forced choice, likert format, true/false items

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18
Q

Scoring Selected-Response Items

A

correct/incorrect, sometimes using weighted questions

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19
Q

Constructed Response Example Items

A

Essay Test, Performance Assessment, Portfolio

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20
Q

Scoring Constructed-Response Items

A

need to have inter-rater reliability, and conceptualizing a scheme for scoring

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21
Q

Holistic Score

A

scoring constructed response items by the rater giving them one whole score

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22
Q

Analytic Scoring

A

constructed response item scoring where the rater assesses different dimensions of the test (and they might even be rated by different people)

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23
Q

Point System

A

Point system of scoring Constructed Response Items, awarding points for certain predetermined aspects of things

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24
Q

Automated Scoring of Constructed Response Items

A

Using sophisticated computers to judge free responses by simulating human judgement

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25
Q

Suggestions for Writing Selected-Response

A

Extensive List: but keep it simple, get to the point, don’t give away the answer

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26
Q

Suggestions for Writing Constructed-Response

A

Task Should be clear, specific about scoring system when item made, use a sufficient number of items

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27
Q

Pros of Selected Vs. Constructed

A

Scoring reliability, takes less time to get more information, the scoring is more efficient

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28
Q

Pros of Constructed Vs. Selected

A

easier to understand how test taker thinks, they can explore more personal difference (oddities that wouldn’t come up in selected response)

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29
Q

Item Analysis

A

involves item tryout, statistical analysis and item selection (figuring out which items are ‘good’ or ‘bad’)

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30
Q

Item Tryout

A

two stages, formal and informal

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31
Q

Formal Item Tryout

A

administering test items to samples of target population

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32
Q

Informal Item Tryout

A

very small groups of the population asked what they think about the items, or think aloud as they complete them

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33
Q

Item Difficulty

A

percent of population who gets something right or wrong

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34
Q

P-Values

A

the item difficulty levels are often called this, meaning the p (percentage) who got it right

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35
Q

Item Discrimination

A

Item’s ability to differentiate statistically between groups of examinees

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36
Q

Distractor Analysis

A

a distractor is an incorrect or non-preferred item, and analyzing those shows misinterpretation of question etc

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37
Q

Factor Analysis

A

Used to determine which items are going to provide better scores

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38
Q

Item Selection

A

Choosing which items that 1) increase reliability of test, 2) finding the right average difficulty, 3) items that can discriminate between groups and 4) D (discrimination) when P (difficulty) is at its midpoint, 5) make sure the content is actually covered, don’t eliminate important items

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39
Q

Standardizing Program

A

shows the norms for the test

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40
Q

Equating Programs

A

making sure tests equate to one another

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41
Q

Publishing Tests Materials

A

Technical Manuals, Score Reports, Supplementary Materials, Test Completed, Administrator Training

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42
Q

Continuing Research on New Tests

A

Updating new norms and discovering applicability

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43
Q

Two Classical Theories of Intelligence

A

Spearman’s g, and Thurstone’s primary mental abilities

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44
Q

Spearman’s Theory of Intelligence

A

Intelligence, g, is general intelligence. S were a variety of tests/subtests that made up g.
Two factor, g and s, theory

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45
Q

Thurstone

A

Primary Mental Abilities theory of intelligence

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46
Q

Primary Mental Abilities Theory of Intelligence

A

Thurstone’s, originally 9 mental abilities, a multiple-factor theory

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47
Q

The Original Nine Primary Mental Abilities

A

Spatial, Perceptual (speed of perception), numerical, verbal, memory, words, induction (finding a rule or principle to solve a problem), Reasoning (arithmetic), Deduction (factor weakly defined calling for application of a rule)

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48
Q

Hierarchical Model

A

Compromise, different intelligences are arranged with some more important than others

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49
Q

Cattell

A

Fluid and Crystallized Intelligence

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50
Q

Hierarchical Characteristics

A

Complex factor analysis, separate intelligences, some better than others

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51
Q

One Vs. Many

A

argument of intelligences, Spearman says 1, Thurstone says many

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52
Q

Gc

A

crystalized intelligence by Cattell, sum of everything one has learned, mental skills, education, relationships etc.

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53
Q

Gf

A

General fluid intelligence is the raw mental power, potential for intelligence

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54
Q

Additional Factors for Cattell & Horn’s Model

A

short and long term memory, visual and auditory skills, processing speed on easy tasks, decision speed (problem solving tasks) and quantitative reasoning

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55
Q

Vernon’s Model

A

Hierarchy, all under g, then split into v:ed (verbal:educational) and then into k:m (spatial:mechanical) and then some of the other skills cluster under these (numbers, psychomotor, reading)

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56
Q

Carroll’s Summary

A

Three-stratum theory

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57
Q

Three Stratum Theory

A

g at the top, then Gc and Gf (as well as others, some like Thurstone’s), third level there are more specific abilities

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58
Q

Developmental Theories

A

1) stages, 2) stages happen in the same order for all people (if not the same time), 3) stages are cumulative and not reversible

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59
Q

Piaget Theory of Cognitive development

A

4 stages

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60
Q

Sensorimotor

A

no object permanence, lack of input

birth-2 yrs

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61
Q

Preoperational

A

use words to symbolize, lacks principles of conservation

2-6 yrs

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62
Q

Concrete Operational

A

Uses principles of conservation and reversibility

7-12 yrs

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63
Q

Formal Operational

A

Mature Adult thinking in terms of hypotheses, cause and effect
12+ yrs

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64
Q

Information Processing Model

A

theory of intelligence that focuses on how people processes what happens, computer processing

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65
Q

Biological Models

A

brain functioning, as the basis for understanding human intelligence

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66
Q

Assimilation

A

putting things into your schemas, all four legged animals are dogs to kids

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67
Q

Accommodation

A

changing your perception to fit reality, horses aren’t dogs

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68
Q

Howard Gardener

A

Theory of Multiple Intelligences, at least 8 intelligences

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69
Q

Gardener’s 8 Multiple Intelligences

A 
Spatial
Linguistic
Logical-mathematical
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
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70
Q

3 Things to Remember about Group Differences

A

1) Distributions mostly overlap, even if averages are slightly different, 2) a difference doesn’t tell us why, 3) difference are always changing, and may not last forever

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71
Q

Differences in Intelligence by Sex

A

minimal in terms of total scores, some difference in verbal and spatial skills. More males tend to perform very high or very low

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72
Q

Group Age differences

A

steep increase: 0-12
Maximum: 16-20
Level: 25-60
Period of Decline: 60+

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73
Q

Flynn Effect

A

Increase in IQ scores of 3 pts per decade (meaning 12 pts across generations)

74
Q

Group intelligence by Race

A

Hispanic and Native America lower than white by 1/2 to 1 SD
Black about 1 SD below white
Asian about 1 SD above on non verbal

75
Q

Number of Chromosomes

A

23 pairs, 46 total

DNA effects intelligence

76
Q

Behavioral Genetics

A

the genetic and environmental basis for differences in psychological traits

77
Q

Heritability of Intelligence

A

.6 of general intelligence is related to genes

78
Q

Common Features of Individual Intelligence Tests

A

1) most are individually administered
2) administration requires advanced training ) 3) wide range of age and ability (w/ start and stop rules 4) establish rapport with examinee 5) free response 6) immediate scoring 7) about 1 hr for test 8) opportunity for observation

79
Q

Two Main Uses of Intelligence Tests

A

Clinical/School/Counseling or for research

80
Q

Sir Francis Galton

A

using simple measures, studied heritability, and used bivariate/invented bivariate distribution

81
Q

Alfred Binet

A

Father of intelligence testing, Binet scale 1905, mental age

82
Q

Lewis Terman

A

revised Binet to the Standford-Binet

83
Q

Intelligence Quotient

A

Mental Age/True Age times 100= intelligence

84
Q

Arthur Otis

A

Revised Standford Binet and invented army alpha and beta for group testing

85
Q

David Weschler

A

Invented Weschler tests, with standardized IQ score of M=100 and SD= 15

86
Q

Frequency Distribution for Weschler Scale (3 SD)

A

55 is 3 SD below, 145 is 3 SD above, 99.7% fall within these numbers, .3% fall outside (below or above)

87
Q

99.7% on 100 mean IQ

A

fall between 55 and 145

88
Q

Validity of IQ Tests

A

Predicts school success, reliability of .60/.70

89
Q

Army Alpha

A

Created by Otis, Army intelligence tests for literate recruits

90
Q

Army Beta

A

Created by Otis, Army intelligence tests for illiterate or immigrant recruits

91
Q

Number of Group Mental Ability Tests given per year

A

50 million

92
Q

Achievement tests and group Mental Ability Tests

A

given together they show differences between ability and achievement

93
Q

Four Major Uses of Group Mental Ability Tests

A

1) in schools 2) Predicting success 3) job selection 4) research in social and behavioral sciences

94
Q

8 Common Characteristics of GROUP mental ability tests

A

1) given to large groups 2) content similar to individual 3) multiple choice, machine scored 4) fixed time limit/number of questions 5)45-60 min OR 2.5- 3 hours 6) one total score, several subscores 7) normative samples very large 8) main purpose is prediction

95
Q

Start-Stop Rules

A

For individual tests, tells the person where to start or stop the given questions

96
Q

Multilevel Tests

A

group tests are multilevel, there are different tests for different ages or grades

97
Q

Otis-Lennon School Ability Test

A

most widely used, scholastic achievement for scholastic grade levels

98
Q

OLSAT 8 Structure

A

there are 7 levels for Kindergarten through grade 12, about 1 hour, test levels overlap to assess students above or below

99
Q

OLSAT 8 Framework & Items & Philosophy

A

Uses Vernon’s hierarchical model, looks for V:ed, and there are 8 items with cluster

100
Q

OLSAT 8 Item Clusters

A

Verbal comp, verbal reason, pictorial reasoning, figural reasoning, quantitative reasoning

101
Q

OLSAT 8 Scores

A

total score: verbal + nonverbal and these three scores are used to find SAI:
School Ability Index: M= 100, SD= 16
Normed by age to 3 months
Used to predict performance

102
Q

OLSAT 8 Norms

A

Normed for both fall and spring, and for Socio economic status, geographic region and ethnicity

103
Q

Two Cautions about OLSAT 8 Norms

A

1) We don’t know who wasn’t there, thus excluded from norms 2) We don’t know motivation of students (how hard were they trying)

104
Q

OLSAT 8 Reliability (total, verbal/nonverbal, SEM)

A

Internal Total= .89 to .94
Verbal and Nonverbal= .81 to .90
No Test-Rest Data
Standard Error of Measurement- 5.5 to 5.8

105
Q

OLSAT 8 Validity

A

Criterion related with the Stanford Achievement Test, no factor analysis though

106
Q

College Admissions Tests 3 Purposes

A

1st: Selection of Students
2nd: placement into courses in college
3rd: describe the college (our students average score = ____)

107
Q

SAT 2005

A

Critical Reading, Math, Writing (as of 2005)
attempts to measure general abilities developed in school
Takes 3 hours, 20 min

108
Q

SAT Test Items

A

Critical Reading, Mathematics, Writing

109
Q

Critical Reading SAT

A

Sentence Completion, Reading passages

25, 25, 20= 70 total in 3 sections

110
Q

Mathematics SAT

A

Multiple chice, grid-in

25, 25, 20= 70 in 3 sections

111
Q

Writing SAT

A

essay, multiple choice

23, 25= 60 total in 2 sections

112
Q

HSGPA, SAT = college success

A

correlate about equally with success, .5 reliability

113
Q

SAT Scores and Norms

A

M= 500 SD= 100, range= 200 to 800

Percentile norms adjusted annually, norms determined nationally

114
Q

Reliability of total scores, main tests, subscores and writing in SAT

A

Total= .95
Main (math and reading)= .85-.90
Subscores = .65- .85
Writing = .6

115
Q

SAT Validity

A

actually uses predictive validity, compares to Freshman GPA

Multiple Regression for HSGPA, FGPA and SAT to FGPA then both

116
Q

Weakness of SAT Validity

A

can only be compared to those who go to college

117
Q

SAT Correlations to FGPA

A

FGPA & SAT= .5
FGPA & HSGPA= .5
Both and FGPA= .6 (incremental validity)

118
Q

GRE (Graduate Records Examination)

as of August 2011 content

A

Verbal Reasoning, Quantitative Reasoning, Analytical Writing

119
Q

GRE Reliability for Verbal, Quantitative, Analytical

A

Verbal= .93
Quantitative= .94
Analytical Writing = .79

120
Q

Culture Fair Tests

A

Trying to create tests that are fair to people across cultures

121
Q

Raven’s Progressive Matrices

A

Example of Culture Fair attempt, lots of non-verbal, measures nonverbal g well, 3 versions (colored, standard, advanced). Uses lots of pattern completion

122
Q

Three Generalizations of Culture Fair tests

A

1) Mainly measure figural/spatial intelligence (not general)
2) less predictive for jobs and school than verbal
3) still present group differences

123
Q

Six Generalizations about Group Mental Ability Tests

A

1) same content as Individual, 2) Reliability good for total, less for sub-scores 3) predictive validity between .30-.60, 4) sub-group validity generally poor 5) Range restrictions and imperfect reliability in criterion 6) Culture-Fair tests still don’t exist

124
Q

6 reasons for Clinical Neuropsychological (CN) Assessment

A

1) Diagnosis, 2) Finding strengths and weakness 3) vocational and educational planning 4) treatment planning and evaluation 5) forensics 6 researc

125
Q

Fixed Battery Neuropsychological tests

A

standardized tests given to everyone with fixed cut offs

Example: Halsted-Reitan Neuropsychological Batter

126
Q

Impairment Index

A

uses a cut off point to determine if there is or is not neuropsychological deficit

127
Q

General Neuropsychological Deficit

A

reflects severity of neuropsychological deficit

-good test-retest reliability, discriminates those with brain damage from not with 80% accuracy

128
Q

Flexible Batteries of Neuropsychological Tests

A

Varies by reason for referral, clinical data, ability to cooperate, information obtained, tailored on individual basis

129
Q

Mini-Mental Status Examination (MMSE)

Structure and scores

A

most routinely administered
11 questions, 30 points
Scores 24-30 are in normal range (but may still have impairment)

130
Q

MMSE Assesses What:

A

Orientation, Attention/Concentration, Language, Cognitive Flexibility, Constructional Ability and Immediate or brief delay recall

131
Q

Premorbid Intelligence/Achievement

A

Intelligence before the onset of impoairment, school records or Wechsler often used

132
Q

Continuous Performance Tasks (CPT) (How it Works)

A

one of many ways to evaluate attention
- measures the ability to respond to sequential presented target stimuli and not respond to non-rarget stimuli over long period and in face of boredom

133
Q

The Continuous Performance Tasks Measures

A

Ability to maintain alertness/vigilance or sustained attention

134
Q

Continuous Performance Tasks Brain Areas

A

reticular formation and the frontal lobes

135
Q

Wechsler Adult Intelligence Scale (WAIS-IV) Working Memory Subset

A

Another way to evaluate attention

136
Q

WAIS - IV Working Memory Subset item types

A

Arithmetic, Digit Span (forward and backward) and letter-number sequencing

137
Q

Brain Areas the WAIS-IV Working Memory Subset tests

A

frontal lobes, particularly the dorsolateral prefrontal cortex

138
Q

Trail Making Test (Part A Halstead-Reitan)

A

measures attention

draw a line connecting 25 numbered circles as quickly as possible without lifting the pencil

139
Q

Most Frequent Linguistic Impairment

A

Naming ability, called dysnomia

140
Q

Dysnomia Assessment

A

assessed by procedures that require the naming of line drawings on visual confrontation

141
Q

Boston Naming Test (structure and brain area)

A

60 line drawings to be named, increasing difficulty

Brain Area: left temporal lobe

142
Q

Controlled Oral Word Association Test (COWAT)

A

Looks at Verbal Fluency in two categories 1) Letter (phonemic) and Semantic (category)

143
Q

Letter (Phonemic) part of COWAT Assesses what skills and what brain area

A

Controlled Oral Word Association Test
60 seconds
Words that begin with letters (no proper names or repeating)
Measures Frontal Lobe

144
Q

Semantic (Category)

A

60 seconds
categories
brain area: temporal lobe

145
Q

Block Design for finding Constructional Apraxia (test)

A

WAIS-IV Subtest which requires the person to reproduce a 2X2 or 3x3 design with red and white blocks

146
Q

Constructional Apraxia

A

Inability to assemble or copy 2 or 3 dimensional objects (Visual Spatial)

147
Q

Hooper Test of Constructional Apraxia

A

30 common objects that have been cut into pieces (visually) and examinees need to reassemble in their heads and name object

148
Q

Spacial Neglect

A

Inattention to one side of space (usually left parietal lobe and right parietal lobe damage)

149
Q

Line Bisection Spatial Neglect Test

A

Examinee is asked to bisect lines on a page placed at midline

150
Q

Clock Drawing Spatial Neglect Test

A

examinee first is asked to draw a clock to command (as in 10 min after 11) and then to copy a clock drawing with the hands already set

151
Q

Memory & Neuropsychological Evaluation

A

Memory is the most frequent complaint by persons referred for neurological evaluation

152
Q

Example of Nonverbal Memory Test (& brain area)

A

verbal = left hemisphere

California Verbal Learning Test (CVLT-II)

153
Q

Rey Complex Figure Test (whats it for and brain area)

A

Measures Nonverbal memory- right hemisphere

RCFT

154
Q

CVLT - II (Name, Structure, Function)

A

California Verbal Learning Test (verbal memory)
list, distractor list, immediate and long delay recall, yes/no long delay recognition trial and finally forced choice long-delay recognition trial

155
Q

Dementia

A

progressive/incurable disorder marked by memory loss and disturbances of higher mental functions (5% of older adults)

156
Q

Dementia Diagnosis

A

a noticeable decline from previous social or occupational functioning (not related to medical/psychiatric conditions, 2) significant impairment of memory function 3) at least one of the following: aphasia, apraxia, agnosia, executive dysfunction

157
Q

Aphasia

A

impairment of language

158
Q

Apraxia

A

decline in motor skills

159
Q

Agnosia

A

inability to identify familiar object/faces

160
Q

Executive Dysfunction

A

difficulty planning etc

161
Q

Pseudodementia

A

related to psychiatric condition, and cognitive impairments similar to dementia

162
Q

Characteristics of Pseudodementia

A

-depressed mood, no language impairment, better recognition than recall memory, gives up easily but will persist with encouragement, saying ‘i don’t know’ not wrong answer, problems often improve with encouragement, retesting or antidepressants

163
Q

3 Areas of Motor Functioning Tested

A

Grip Strength, Fine Motor Coordination, Motor Speed

164
Q

Hand Dynamometer (main test and what tested)

A

Measures Grip Strength

Part of Halstead-Reitan

165
Q

Grooved Pegboard Test

A

Fine motor coordination

166
Q

Finger Tapping

A

Measures Motor Speed

part of Halstead-Reitan

167
Q

WAIS-IV Psychomotor Tests

A

Motor Speed

Uses cancellation, coding and symbol search

168
Q

Supervisory Cognitive Processes

A

involved in the organization and execution of complex thoughts and behaviors
Part of Executive Functions

169
Q

Three Processes Underlying Executive Functions

A

1) working memory 2) inhibition and switching 3) sustained and selective attention

170
Q

Executive Function Tasks Used to Measure

A

Tower Test, Trail Making Test (Part B), Stroop Interference Test, Wisconsin Card Sorting Test

171
Q

Stroop Interference test

A

words reading/color naming/incongruent color naming

172
Q

Stroop Effect

A

also called interference effect, when red is printed in green, say color instead of ink

173
Q

Stroop Interference Test Activates Parts of Brain

A

dorsolateral prefrontal cortex (preparing to exert conscious control) and anterior cingulate

174
Q

Anterior Cingulate

A

involved in consciously regulating conflicting cues and inhibiting responses that are incorrect

175
Q

Wisconsin Card Sorting Test

A

Most frequently used Executive Function
4 stimulus cards: 128 response cards
sorting into categories, not told what criteria is, continues until 6 categories are completed (6 categories - 10 each)

176
Q

MMPI-2

A

Minnesota Multiphasic Personality Inventory
most frequent used objective inventory
used to assess psychological state

177
Q

BDI-II

A

Beck Depression Inventory
most widely used self-report of depression
asses psychological state

178
Q

Malingering

A

faking deficits for secondary gain

179
Q

MMPI-2 Fake Bad Scale

A

used for malingering

180
Q

TOMM

A

Test of Memory Malingering

50 item recognition (two learning trials & and optional retention trial)

181
Q

Supplementary Information to Evaluate Neuropsychological Assessment

A

Medical History, Psychiatric History, Psychosocial History, School Records, Collateral Information (family, friends, caretakers) and behavior observations

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