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Psychological Assessment > Validity > Flashcards

Validity Flashcards

1
Q

a judgment or estimate of how well a test measures what it supposed to measure

A

Validity

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2
Q

Evidence about the appropriateness of inferences drawn from test scores

Degree to which the measurement procedure measures the variables to measure

A

Validity

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3
Q

logical result or deduction

A

Inferences

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4
Q

the process of gathering and evaluating evidence about validity

A

Validation

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5
Q

yield insights regarding a particular population of testtakers as compared to the norming sample described in a test manual

A

Validation Studies

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6
Q

degree of control among variables in the study (increased through random assignment)

A

Internal Validity

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7
Q

generalizability of the research results (increased through random selection)

A

External Validity

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8
Q

focuses on individual with their unique histories and behaviors

A

Conceptual Validity

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9
Q

Means of evaluating and integrating test data so that the clinician’s conclusions make accurate statements about the examinee

A

Conceptual Validity

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10
Q

a test appears to measure to the person being tested than to what the test actually measures

A

Face Validity

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11
Q

describes a judgement of how adequately a test samples behavior representative of the universe of behavior that the test was designed to sample

more logical than statistical

A

Content Validity

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12
Q

when the proportion of the material covered by the test approximates the proportion of material covered in the course

A

Content Validity

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13
Q

a plan regarding the types of information to be covered by the items, the no. of items tapping each area of coverage, the organization of the items, and so forth

A

Test Blueprint

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14
Q

concerned with the extent to which the test is representative of defined body of content consisting the topics and processes
- panel of experts can review the test items and rate them in terms of how closely they match the objective or domain specification
- examine if items are essential, useful and necessary

A

Content Validity

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15
Q

failure to capture important components of a construct

A

construct underrepresentation

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16
Q

happens when scores are influenced by factors irrelevant to the construct

A

construct-irrelevant variance

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17
Q

developed the formula of Content Validity Ratio

A

Lawshe

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18
Q

exactly half of the experts rate the item as essential

A

Zero CVR

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19
Q

more statistical than logical
- a judgement of how adequately a test score can be used to infer an individual’s most probable standing on some measure of interestꟷthe measure of interest being criterion

A

Criterion Validity

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20
Q

standard on which a judgement or decision may be made

A

Criterion

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21
Q

Characteristics: relevant, valid, uncontaminated

A

Criterion Validity

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22
Q

occurs when the criterion measure includes aspects of performance that are not part of the job or when the measure is affected by “construct-irrelevant” (Messick, 1989) factors that are not part of the criterion construct

A

Criterion Contamination

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23
Q

If the test scores obtained at about the same time as the criterion measures are obtained; economically efficient

A

Concurrent Validity

24
Q

measures of the relationship between test scores and a criterion measure obtained at a future time

A

Predictive Validity

25
Q

the degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use; used to improve the domain

A

Incremental Validity

26
Q

related to predictive validity wherein it is defined as the degree to which an additional predictor explains something about the ____________ that is not explained by predictors already in use

A

criterion measure

27
Q

covers all types of validity

logical and statistical

  • judgement about the appropriateness of inferences drawn from test scores regarding individual standing on variable called construct
A

Construct Validity (Umbrella Validity)

28
Q

an informed, scientific idea developed or hypothesized to describe or explain behavior; unobservable, presupposed traits that may invoke to describe test behavior or criterion performance

A

Construct

29
Q

One way a test developer can improve the homogeneity of a test containing dichotomous items is by ____________________________ that do not show significant correlation coefficients with total test scores

A

eliminating items

30
Q

If it is an academic test and high scorers on the entire test for some reason tended to get that particular item wrong while low scorers got it right, then the item is obviously not a ________

A

good one

31
Q

demonstrate that scores on the test vary in a predictable way as a function of membership in a group

A

Method of Contrasted Groups

32
Q

If a test is a _________ of a particular construct, then the scores from the group of people who does not have that construct would have different test scores than those who really possesses that construct

A

valid measure

33
Q

if scores on the test undergoing construct validation tend to highly correlated with another established, validated test that measures the same construct

A

Convergent Evidence

34
Q

a validity coefficient showing little relationship between test scores and/or other variables with which scores on the test being construct-validated should not be correlated

A

Discriminant Evidence

35
Q

Factor Analysis

A

designed to identify factors or specific variables that are typically attributes, characteristics, or dimensions on which people may differ

36
Q

Developed Factor Analysis

A

Charles Spearman

37
Q

Used to study the interrelationships among set of variables

Identify the factor or factors in common between test scores on subscales within a particular test

A

Factor Analysis

38
Q

estimating or extracting factors; deciding how many factors must be retained

A

Explanatory FA

39
Q

researchers test the degree to which a hypothetical model fits the actual data

A

Confirmatory FA

40
Q

conveys info about the extent to which the factor determines the test score or scores

can be used to obtain both convergent and discriminant validity

A

Factor Loading

41
Q

revalidation of the test to a criterion based on another group different from the original group form which the test was validated

A

Cross-Validation

42
Q

decrease in validity after cross-validation

A

Validity Shrinkage

43
Q

validation of more than one test from the same group

A

Co-Validation

44
Q

norming more than one test from the same group

A

Co-Norming

45
Q

factor inherent in a test that systematically prevents accurate, impartial measurement

A

Bias

46
Q

Prevention during test dev through a procedure called

A

Estimated True Score Transformation

47
Q

numerical or verbal judgement that places a person or an attribute along a continuum identified by a scale of numerical or word descriptors known as

A

Rating

48
Q

Rating Scale - intentional or unintentional misuse of the scale

A

Rating Error

49
Q

Rating Scale - rater is lenient in scoring (Generosity Error)

A

Leniency Error

50
Q

Rating Scale - rater is strict in scoring

A

Severity Error

51
Q

Rating Scale - rater’s rating would tend to cluster in the middle of the rating scale

A

Central Tendency Error

52
Q

One way to overcome rating errors is to use _____

A

rankings

53
Q

Rating Scale - tendency to give high score due to failure to discriminate among conceptually distinct and potentially independent aspects of a ratee’s behavior

A

Halo Effect

54
Q

the extent to which a test is used in an impartial, just, and equitable way

A

Fairness

55
Q

Attempting to define the validity of the test will be futile if the test is NOT reliable

A

FACT

Psychological Assessment (7 decks)

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