UNIT 5 NEW

Question 1

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

Answer 1

Spearman–Brown formula

Question 2

sources of error variance of alternate forms

Answer 2

test construction or administration

Question 3

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

Answer 3

construct score

Question 4

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

Answer 4

Standard Error of Measurement (SEM)

Question 5

sources of error variance of test-retest

Answer 5

administration

Question 6

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

Answer 6

standard error of difference

Question 7

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

Answer 7

rasch model

Question 8

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

Answer 8

Item Response Theory (IRT)

Question 9

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

Answer 9

split-half reliability

Question 10

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

Answer 10

internal consistency

Question 11

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

Answer 11

Spearman–Brown formula

Question 12

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)

Answer 12

split-half reliability

Question 13

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

Answer 13

domain

Question 14

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

Answer 14

parallel forms

Question 15

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

Answer 15

random error

Question 16

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

Answer 16

dynamic characteristic

Question 17

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

Answer 17

reliability coefficient

Question 18

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 __

Answer 18

mini- parallel-forms

Question 19

tied to the measurement instrument used

Answer 19

true score

Question 20

often used when coding nonverbal behavior

Answer 20

inter-scorer reliability

Question 21

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

Answer 21

coefficients of generalizability

Question 22

to evaluate the relationship between different forms of a measure

Answer 22

alternate forms

Question 23

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

Answer 23

item sampling or content sampling

Question 24

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

Answer 24

measurement of error

Question 25

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

Answer 25

internal consistency

Question 26

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

Answer 26

random error

Question 27

Computation of a coefficient of split-half reliability:

Answer 27

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

Question 28

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

Answer 28

test construction

Question 29

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

Answer 29

coefficient alpha

Question 30

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 __

Answer 30

lower

Question 31

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

Answer 31

dichotomous test items

Question 32

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

Answer 32

standard error of difference

Question 33

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

Answer 33

Spearman-Brown formula

Question 34

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

Answer 34

speed test

Question 35

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

Answer 35

test scoring and interpretation

Question 36

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

Answer 36

static characteristic

Question 37

approach to reliability evaluation

Answer 37

test-retest method

Question 38

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

Answer 38

error variance

Question 39

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

Answer 39

test-retest reliability

Question 40

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

Answer 40

homogeneous

Question 41

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

Answer 41

(1) Time elapses between measurements

(2) The act of measurement can alter what is being estimated

Question 42

provides a measure of the precision of an observed test score

Answer 42

Standard Error of Measurement (SEM)

Question 43

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

Answer 43

alternate forms

Question 44

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

Answer 44

confidence interval

Question 45

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

Answer 45

heterogeneous

Question 46

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

Answer 46

higher

Question 47

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

Answer 47

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

Question 48

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

Answer 48

heterogenous and speed tests

Question 49

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

Answer 49

domain sampling theory

Question 50

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

Answer 50

(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

Question 51

statistical procedure of test-retest

Answer 51

pearson r or spearman rho

Question 52

the degree to which a measure predictably overestimates or underestimates a quantity

refers to the degree to which systematic error influences the measurement

Answer 52

bias

Question 53

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

Answer 53

reaction time or perceptual judgments

Question 54

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

Answer 54

Spearman-Brown formula

Question 55

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

Answer 55

inverse

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

Question 56

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

Answer 56

parallel forms reliability

Question 57

nature of the test

Answer 57

(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

Question 58

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

Answer 58

generalizability theory

Question 59

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

Answer 59

polytomous test items

Question 60

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

Answer 60

measures of internal consistency

Question 61

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

Answer 61

universe score

Question 62

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

Answer 62

internal consistency

Question 63

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

Answer 63

variance

Question 64

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

Answer 64

practice effects

Question 65

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

Answer 65

coefficient alpha

Question 66

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

Answer 66

cronbach’s alpha

Question 67

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

Answer 67

error

Question 68

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

Answer 68

Standard Error of Measurement (SEM)

Question 69

measurement processes that alter what is measured

Answer 69

Carryover effects

Question 70

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

Answer 70

criterion-referenced test

Question 71

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

Answer 71

homogeneous

Question 72

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

Answer 72

Spearman-Brown formula

Question 73

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

Answer 73

systematic error

Question 74

Reliable tests give scores that closely approximate __ scores

Answer 74

true score

Question 75

use: when assessing the stability of various personality traits

Answer 75

test-retest reliability

Question 76

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

Answer 76

true variance

Question 77

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

Answer 77

inter-item consistency

Question 78

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

Answer 78

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

Question 79

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)

Answer 79

Standard Error of Measurement (SEM)

Question 80

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

Answer 80

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

Question 81

Valid tests give scores that closely approximate __ scores

Answer 81

construct

Question 82

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

Answer 82

true score

Question 83

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

Answer 83

speed

Question 84

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

Answer 84

Standard Error of Measurement (SEM)

Question 85

the degree of the relationship between various forms of a test

Answer 85

Coefficient of equivalence

Question 86

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

Answer 86

reliability

Question 87

two types of variance

Answer 87

True variance: variance from true differences

Error variance: variance from irrelevant, random sources

Question 88

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

Answer 88

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

Question 89

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

Answer 89

construct score

Question 90

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

Answer 90

cronbach’s alpha

Question 91

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

Answer 91

Inter-scorer reliability

Question 92

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

Answer 92

alternate forms reliability

Question 93

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

Answer 93

test-retest reliability

Question 94

purpose: to evaluate the stability of a measure

Answer 94

test-retest reliability

Question 95

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

Answer 95

Fatigue effects

Question 96

the goal of psychological assessment is to

Answer 96

maximize true variance

minimize error variance

Question 97

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

Answer 97

discrimination

Question 98

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

Answer 98

coefficient of inter-scorer reliability

Question 99

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

Answer 99

power test