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Psychological Assessment > Validity > Flashcards

Validity Flashcards

1
Q

It is a judgment based on evidence about the appropriateness of inferences drawn from test scores

A

Validity

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2
Q

Validation process if test users plan to alter format, instruction, language or content of the test

A

Local validation

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3
Q

Trinatarian view

A

Content, criterion, construct validity

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4
Q

Judgment concerning how relevant a test items appear to be

A

Face validity

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5
Q

How adequately a test samples behavior representative of the universe of behavior that the test was designed to sample; coverage, course syllabus, curricula

A

Content validity

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6
Q

A plan regarding the types of info to be covered by the items the numbers of items tapping each area of coverage, organization of items and so forth

A

Test blueprint

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7
Q

Manage creation of new items and the output of old items in a manner that is consistent with the test’s blueprint

A

item pool management

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8
Q

In quantifying content validity, this is used to gauge agreement among raters or judges regarding how essential a particular item is

A

Lawshe content validity ratio (CVR)

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9
Q

Negative=fewer than half the panelists indicate item is essential
Zero= exactly half the panelists indicate essential
Positive=more than half but not all panelists indicate essential item

A

Content Validity ratio

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10
Q

Judgment of how adequately a test core can be used to infer an individual’s most probable standing on some measure of interest

A

Criterion-related validity

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11
Q

A criterion must be ___, ___, and ___.

A

relevant, valid and uncontaminated

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12
Q

Happens when criterion overlap with predictor measures

A

Criterion contamination

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13
Q

Test scores are obtained about the same time criterion measures are obtained; also used to compare tests with different versions

A

Concurrent validity

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14
Q

How accurately scores on a test predict some criterion measure

A

predictive validity

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15
Q

Correlation coefficient that provides a measure of the relationship between test scores and scores on the criterion measure

A

Validity coefficient

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16
Q

Degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use

A

Incremental validity

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17
Q

Provide info that can be used in evaluating criterion-related validity of a test

A

Expectancy data

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18
Q

Likelihood that testtaker will score within somwe interval of scores on a criterion measure (an interval that may be seen as “passing or acceptable”

A

Expectancy table

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19
Q

Provide an estimate of the percentage of employess by the use of a particular test who will be successful at their jobs.

A

Taylor-russel tables (comprises test’s validity, selection ratio, base rate)

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20
Q

Numerical value that reflects relationship between number of people to be hired and number of people available to be hired

A

Selection ratio

21
Q

Percentage of people hired under the existing system for a particular position

A

Base rate

22
Q

Limitations of the Taylor-Russel table

A
  • cannot distinguish differences between successful from unsuccessful employees
  • relationship between predictor and criterion must be linear
23
Q

Obtain difference between the means of the selected and unselected groups to derive an index of what the test is adding to the already established procedures

A

Naylor-Shine table

24
Q

Provide an estimate of the extent to which inclusion of a particular test in the selection system will actually improve selection

A

Taylor-Russel tables

25
Q

Theory that explains the usefulness or practical value of tests

A

Test utility theory

26
Q

Statistical rules for developing a sequential analysis of a problem that would lead to an optimal decision

A

Decision theory

27
Q

Extent to which a particular trait or behavior exists in the population

A

Base rate

28
Q

Proportion of people a test accurately idetifies as possessing or exhibiting a particular trait, behavior, characteristic

A

Hit rate

29
Q

Proportion of people the test fails to identify as having or not having a particular characteristic or attribute

A

Miss rate

30
Q

Employers are reluctant to use this theory because of the complexity of the application and the threat of legal challenges

A

Decision theory

31
Q

One measure of the value of a test lies in the extent to which its use improves on the hit rate that exists without using ut

A

To remember

32
Q

If a test is a valid measure of the construct, then high scorers and low scorers will behave as predicted by the theory

A

Construct validity

33
Q

Prove validity by demonstrating that scores on the test vary in a predictable was as a function of membership in some group

A

Method of contrasted groups

34
Q

Proof that a test provides scores similar to an older, established, and valid test of the same construct

A

Convergent evidence

35
Q

No significant or little relationship between test scores and other variables should not be theoretically related to the construct

A

Discriminant evidence

36
Q

Examine both convergent and discrimanant validity

A

Multitrait-multimethod matrix

37
Q

Frequently employed as a data reduction method

A

factor analysis

38
Q

Estimating number of factors, deciding how many to maintain

A

Exploratory factor analysis

39
Q

Tested for its fit with the observed covariance structure of the measured variables

A

Confirmatory FA

40
Q

The extent to which the factor determines the test scores

A

factor loading (low: provide discrimanant evidence; high: provide convergent evidence)

41
Q

Inherent factor in a test that systematically prevents accurate measurement

A

Bias

42
Q

When a test systematically under-predicts or over-predicts the performance of a particular group

A

intercept bias (regression line intercepts y-axis)

43
Q

When the slope of one group’s regression line differs significantly from another’s

A

slope bias

solution: estimated true score transformations

44
Q

Numerical or verbal judgment that places a person along a continuum

A

rating

45
Q

Judgment resulting from intentional or unintentional misuse of a rating scale

A

RATING ERROR

46
Q

How to overcome the 3 rating errors (leniency, severity, central tendency)

A

Thru RANKINGS (measure individuals against one another insetad of against an absolute scale)

47
Q

Tendency to give a particular ratee a higher rating than he or she objectively deserves beacuse of the rater;s failure to discriminate among conceptually distinct and potentially independent aspects of ratee’s behavior; the ratee “can do no wrong”

A

Halo effect

48
Q

Extent to which a test is used in an impartial, just, and equitable way; more rooted in issues involving values

A

fairness

Psychological Assessment (20 decks)

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