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Psych Assessment > Validity > Flashcards

Validity Flashcards

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1
Q

It refers to the degree to which the measurement procedures measure the variable that it claims to measure

A

Validity

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2
Q

what/give the aspects of validity

A

face validity
contentc validity
criterion validity
construct validity

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3
Q

is the simplest and least scientific form of validity and it is demonstrated when the face value or superficial appearance of a measurement measures what it is supposed to measure

A

face validity

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4
Q

this type of validity is concerned with the extent to which the test is representative of a defined body of content consisting of topics and processess

A

content validity

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5
Q

two types of construct validity

A

construct underrepresentation
construct-irrelevant variance

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6
Q

failure to capture important components of a construct

A

construct underrepresentation

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7
Q

happens when scores are influenced by factors irrelevant to the construct

A

construct-irrelevant variance

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8
Q

formula of content validity ratio

A

CVR= n-(N/2) / N/2

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9
Q

who developed the formula content of validity ratio?

A

Lawshe

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10
Q

Identify if good or bad Validity
An IQ test containing items which measure memory, mathematical ability, verbal reasoning and abstract reasoning

A

good Face Validity

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11
Q

identify whether good or bad face validity
an Iq test contaning items which measures depression and anxiety

A

bad face validity

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12
Q

true or false
content validity is done by statistical analysis not by the inspection of items

A

false. conntent validity is NOT done by statistical analysis BUT by the inspection of items

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13
Q

involves the relationship or correlation between the tests scores and scores on some measurement representing an identical criterion

A

Criterion Validity

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14
Q

types of criterion validity

A

predictive validity
concurrent validity

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15
Q

true or false
correlation coefficient can be computed between the acores on the test being validated and the scores on criterion

A

true

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16
Q

it is demonstrated when scores obtained from a measure accurately predict behavior according to theory

A

predictive validity

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17
Q

it is established when the scores of a measure (predictor) is correlated with the scores of a different measure (criterion) taken at the same time

A

concurrent validity

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18
Q

college entrance test predict whether a student can meet the demand and standards of a college or university is an example of what validity

A

kapag specific : predictive validity
kapag general term:criterion validity

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19
Q

a test which measures learning disabilities should be significantly and negatively correlated with a test measuring school performance is an example of what validity

A

specific: concurrent
general:criterion

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20
Q

a test measure anger is expected to be significantly and positively correlated with a test measuring violent and aggresive behvaior is an example of what validity

A

specific: concurrent
general: criterion

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21
Q

true or false
a test has good construct validity if there is an existing psychological theory which can support what the test items are measuring

A

true

22
Q

what is involve in establishing validity

A

logical analysis
empirical data

23
Q

in measuring aggression, you have to check all past research and theories to see how the researchers measure that variable/construct is a type of what validity

A

construct validity

24
Q

types of construct validity

A

convergent validity
divergent validity or discriminant validity

25
Q

it involves comparing two different methods to measure the same construct and it is demonstarated by a strong relationship between the scores obtained and the two methods is what validity

A

convergent validity

26
Q

in measuring childrens aggression you mayobserve their behavior directly and you may also ask their parents to accomplish an agression rating scale is a example of what validity

A

specific: convergent
general: construct

27
Q

this refers to the demonstration of the uniqueness of that test

A

divergent or discriminant validity

28
Q

in masuring children agression you have to distinguish what is the kids general activity and what is real agression is an exampleof

A

spec: divergent or discriminant
general: construct

29
Q

a test maesures spelling ability should have a low correlation with a test which abstract reasoning is an example of

A

spec: divergent/discriminant validity
general: construct

30
Q

true or false
reliability and validity are partially related and partially independent

A

true

31
Q

true or false

validity is a prerequisite for reliability meaning a mesurement cannot be valid unless it is reliable

A

false reliability is a prerequisite for validity

32
Q

tru or false
it is necessary for a mesurement to be valid for it to be considered variable

A

false. it is not necessary

33
Q

true or false

in reliability resultsareconsistent while in validity results satisfy objectives

A

true

34
Q

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

A

standard error of measurement

35
Q

is a
logical result or deduction.

A

inference

36
Q

is the process of gathering and evaluating evidence about validity.

A

validation

37
Q

­This measure of validity is obtained by evaluating the relationship of scores obtained on the test to scores on other tests or measures.

A

criterion-related validity

38
Q

this measures of validity is based on an evaluation of the subjects,
topics, or content covered by the items in the test.

A

content

39
Q

refers
to a judgment regarding how well a test measures what it purports to measure at the time and
place that the variable being measured (typically a behavior, cognition, or emotion) is actually
emitted.

A

ecological validity

40
Q

a judgment of how adequately a test score can be used to infer
an individual’s most probable standing on some measure of interest—the measure of interest
being the criterion.

A

criterion-related validity

41
Q

the term applied
to a criterion measure that has been based, at least in part, on predictor measures.

A

criterion contamination

42
Q

Test users involved in predicting some criterion from test scores are
often interested in the utility of multiple predictors.

A

incremental validity

43
Q

is an
informed, scientific idea developed or hypothesized to describe or explain behavior.

A

construct

44
Q

a numerical or verbal judgment (or both) that places a person or an
attribute along a continuum identified by a scale of numerical or word descriptors

A

rating

45
Q

is a judgment resulting from the intentional or
unintentional misuse of a rating scale.

A

rating error

46
Q

also known as a
generosity error) is, as its name implies, an error in rating that arises from the tendency on
the part of the rater to be favorable in scoring, marking, and/or grading.

A

leniency error

47
Q

Here the rater, for
whatever reason, exhibits a general and systematic reluctance to giving ratings at either the
positive or the negative extreme.

A

central tendency error

48
Q

describes the fact that, for some raters, some ratees can do no wrong. More
specifically, it may also be defined as a tendency to give a particular ratee a higher
rating than the ratee objectively deserves because of the rater’s failure to discriminate among
conceptually distinct and potentially independent aspects of a ratee’s behavior.

A

halo effect

49
Q

the correlation between measures of
the same trait but different methods.

A

convergent validity

50
Q

a shorthand term for a class of mathematical procedures designed to identify factors
or specific variables that are typically attributes, characteristics, or dimensions on which people may differ

A

factor analysis

Psych Assessment (2 decks)

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