UNIT 5 NEW Flashcards by Ashe xxx

Could also be used to determine the number of items needed to attain a desired level of reliability that has the desired reliability

Spearman–Brown formula

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sources of error variance of alternate forms

test construction or administration

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If interested in looking in the truth independent of measurement, psychologists look for the

construct score

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It provides an estimate of the amount of error inherent in an observed score or measurement

Standard Error of Measurement (SEM)

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sources of error variance of test-retest

administration

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A statistical measure that can aid a test user in determining how large a difference should be before it is considered statistically significant

standard error of difference

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a reference to an IRT model with specific assumptions about the underlying distribution

rasch model

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The procedures of this provide a way to model the probability that a person with X ability will be able to perform at a level of Y

Item Response Theory (IRT)

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obtained by correlating two pairs of scores obtained from equivalent halves of a single test administered once

split-half reliability

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its use is typically to evaluate the homogeneity of a measure (or, all items are tapping in a single construct)

internal consistency

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If test developers or users wish to shorten a test, the __ may be used to estimate the effect of the shortening on the test’s reliability

Spearman–Brown formula

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It is a useful measure of reliability when it is impractical or undesirable to assess reliability with two tests or to administer a test twice (because of factors such as time or expense)

split-half reliability

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A __ of behavior, or the universe of items that could conceivably measure that behavior, can be thought of as a hypothetical construct

domain

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exist when, for each form of the test, the means and the variances of observed test scores are equal

parallel forms

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consists of unpredictable fluctuations and inconsistencies of other variables in the measurement process;
sometimes referred to as “noise”;

random error

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trait, state, or ability presumed to be ever-changing as a function of situational and cognitive experiences

dynamic characteristic

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a statistic that quantifies reliability, ranging from 0 (not at all reliable) to 1 (perfectly reliable)

reliability coefficient

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In general, a primary objective in splitting a test in half for the purpose of obtaining a split-half reliability estimate is to create what might be called __

mini- parallel-forms

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tied to the measurement instrument used

true score

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often used when coding nonverbal behavior

inter-scorer reliability

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The influence of particular facets on the test score is represented by _

coefficients of generalizability

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to evaluate the relationship between different forms of a measure

alternate forms

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terms that refer to variation among items within a test as well as to variation among items between tests

item sampling or content sampling

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the inherent uncertainty associated with any measurement, even after care has been taken to minimize preventable mistake

measurement of error

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to evaluate the extent to which items on a scale relate to one another

internal consistency

This source of error fluctuates from one testing situation to another with no discernible pattern that would systematically raise or lower scores; increase or decrease test scores unpredictably

random error

Computation of a coefficient of split-half reliability:

Step 1: Divide the test into equivalent halves. Step 2: Calculate a Pearson r between scores on the two halves of the test Step 3: Adjust the half-test reliability using the Spearman–Brown formula

The extent to which a testtaker’s score is affected by the content sampled on a test and by the way the content is sampled (i.e., the way in which the item is constructed) is a source of error variance

test construction

Widely used as a measure of reliability, in part because it requires only one administration of the test

coefficient alpha

If the variance of either variable in a correlational analysis is restricted by the sampling procedure used, then the resulting correlation coefficient tends to be __

lower

test items or questions that can be answered with only one of two alternative responses, such as true–false, yes– no, or correct–incorrect questions

dichotomous test items

If two scores each contain error such that in each case the true score could be higher or lower, then we would want the two scores to be further apart before we conclude that there is a significant difference between them

standard error of difference

It is a specific application of a more general formula to estimate the reliability of a test that is lengthened or shortened by any number of item

Spearman-Brown formula

generally contains items of uniform level of difficulty (typically uniformly low) so that, when given generous time limits, all testtakers should be able to complete all the test items correctly

speed test

In many tests, the advent of computer scoring and a growing reliance on objective, computer-scorable items have virtually eliminated error variance caused by scorer difference

test scoring and interpretation

trait, state, or ability presumed to be relatively unchanging, such as intelligence

static characteristic

approach to reliability evaluation

test-retest method

Portion of variability in test scores that is due to factors unrelated to the construct being measured.

error variance

an estimate of reliability obtained by correlating pairs of scores from the same people on two different administrations of the same test

test-retest reliability

A test is said to be __ in items if it is functionally uniform throughout

homogeneous

When measuring something repeatedly, two influences interfere with accurate measurement:

(1) Time elapses between measurements (2) The act of measurement can alter what is being estimated

provides a measure of the precision of an observed test score

Standard Error of Measurement (SEM)

typically designed to be equivalent with respect to variables such as content and level of difficulty

alternate forms

A range or band of test scores that is likely to contain the true score

confidence interval

if the test is __ in items, an estimate of internal consistency might be low relative to a more appropriate estimate of test-retest reliability

heterogeneous

If the variance of either variable in a correlational analysis is inflated by the sampling procedure, then the resulting correlation coefficient tends to be __

higher

Universe is described in terms of its facets, which include considerations such as ---

the number of items in the test, the amount of training the test scorers have had, and the purpose of the test administration

nternal consistency estimates of reliability, such as that obtained by use of the Spearman– Brown formula, are inappropriate for measuring the reliability of

heterogenous and speed tests

seek to estimate the extent to which specific sources of variation under defined conditions are contributing to the test score

domain sampling theory

obtaining estimates of alternate-forms reliability and parallel-forms reliability is similar in two ways to obtaining an estimate of test-retest reliability:

(1) Two test administrations with the same group are required (2) Test scores may be affected by factors such as motivation, fatigue, or intervening events such as practice, learning, or therapy

statistical procedure of test-retest

pearson r or spearman rho

the degree to which a measure predictably overestimates or underestimates a quantity refers to the degree to which systematic error influences the measurement

bias

An estimate of test-retest reliability may be most appropriate in gauging the reliability of tests that employ outcome measures such as r___

reaction time or perceptual judgments

By determining the reliability of one half of a test, a test developer can use the __ to estimate the reliability of a whole test

Spearman-Brown formula

The relationship between the SEM and the reliability of a test is _

inverse the higher the reliability of a test (or individual subtest within a test), the lower the SEM

an estimate of the extent to which item sampling and other errors have affected test scores on versions of the same test when, for each form of the test, the means and variances of observed test scores are equal

parallel forms reliability

nature of the test

(1) The test items are homogeneous or heterogeneous in nature; (2) The characteristic, ability, or trait being measured is presumed to be dynamic or static; (3) The range of test scores is or is not restricted; (4) The test is a speed or a power test; and (5) The test is or is not criterion-referenced

based on the idea that a person’s test scores vary from testing to testing because of variables in the testing situation

generalizability theory

test items or questions with three or more alternative responses, where only one is scored correct or scored as being consistent with a targeted trait or other construct

polytomous test items

Of the three types of estimates of reliability, __ are perhaps the most compatible with domain sampling theory

measures of internal consistency

Given the exact same conditions of all the facets in the universe, the exact same test score should be obtained ▪ This test score is the __, and it is, as Cronbach noted, analogous to a true score in the true score model

universe score

in homogenous test, it is reasonable to expect a high degree of

internal consistency

A statistic useful in describing sources of test score variability is the

variance

In ability tests, __ are carryover effects in which the test itself provides an opportunity to learn and practice the ability being measured

practice effects

calculated to help answer questions about how similar sets of data are

coefficient alpha

most frequently used measure of internal consistency, but has several well- known limitations

cronbach's alpha

refers both to preventable mistakes and to aspects of measurement imprecision that are inevitable

error

The tool used to estimate or infer the extent to which an observed score deviates from a true score

Standard Error of Measurement (SEM)

measurement processes that alter what is measured

Carryover effects

designed to provide an indication of where a testtaker stands with respect to some variable or criterion, such as an educational or a vocational objective

criterion-referenced test

Tests designed to measure one factor, such as one ability or one trait,

homogeneous

allows a test developer or user to estimate internal consistency reliability from a correlation between two halves of a test

Spearman-Brown formula

they influence test scores in a consistent direction; either consistently inflate scores or consistently deflate scores

systematic error

Reliable tests give scores that closely approximate __ scores

true score

use: when assessing the stability of various personality traits

test-retest reliability

refers to the portion of variability in tests scores that reflects the actual differences in the trait, ability, characteristics the test is designed to measure

true variance

Refers to the degree of correlation among all the items on a scale

inter-item consistency

Scores on criterion-referenced tests tend to be interpreted in -

pass–fail (or, perhaps more accurately, “master–failed-to-master”) terms

can be used to set the confidence interval for a particular score or to determine whether a score is significantly different from a criterion (such as the cutoff score of 70 described previously)

Standard Error of Measurement (SEM)

an estimate of the reliability of a test can be obtained without developing an alternate form of the test and without having to administer the test twice to the same people

Internal consistency estimate of reliability or estimate of inter-item consistency

Valid tests give scores that closely approximate __ scores

construct

a value that according to CTT genuinely reflects an individual’s ability (or trait) level as measured by a particular test

true score

A reliability estimate of a __ test should be based on performance from two independent testing periods

speed

allows us to estimate, with a specific level of confidence, the range in which the true score is likely to exist

Standard Error of Measurement (SEM)

the degree of the relationship between various forms of a test

Coefficient of equivalence

refers to the proportion of the total variance attributed to true variance

reliability

two types of variance

True variance: variance from true differences Error variance: variance from irrelevant, random sources

The total variance in an observed distribution of test scores (σ2)

equals the sum of the TRUE variance ( 𝜎2) and the ERROR variance ( 𝜎2)

a person’s standing on a theoretical variable independent of any particular measurement

construct score

it accurately measures internal consistency under highly specific conditions that are rarely met in real measures

cronbach's alpha

The degree of agreement or consistency between two or more scorers (or judges or raters) with regard to a particular measure

Inter-scorer reliability

an estimate of the extent to which these different forms of the same test have been affected by item sampling error, or other error

alternate forms reliability

an estimate of reliability obtained by correlating pairs of scores from the same people on two different administrations of the same test

test-retest reliability

purpose: to evaluate the stability of a measure

test-retest reliability

__ are carryover effects in which repeated testing reduces overall mental energy or motivation to perform on a test

Fatigue effects

the goal of psychological assessment is to

maximize true variance minimize error variance

signifies the degree to which an item differentiates among people with higher or lower levels of the trait, ability, or whatever it is that is being measured

discrimination

simplest way of determining the degree of consistency among scorers in the scoring of a test

coefficient of inter-scorer reliability

when a time limit is long enough to allow testtakers to attempt all items, and if some items are so difficult that no testtaker is able to obtain a perfect score

power test