W1 - Chapter 4 - Of Tests and Testing

Question 1

age-equivalent scores

Answer 1

also referred to as age norms - p.136

Question 2

age norms

Answer 2

• indicates the AVERAGE performance for a particular chronological AGE GROUP
• used as a reference in CONTEXT of the AGE of the testtaker
• the average age at which particular performances are expected to appear.
• these age norms are used as age-equivalent performance indicators - also referred to as age-equivalent scores; contrast with grade norms - p.136

Question 3

classical test theory (CTT)

Answer 3

• also known as ‘true score theory’ & ‘true score model’
• system of assumptions about measurement
• the composition of a TEST SCORE is made up of a relatively stable component which is what the test/individual item is designed to measure PLUS a component that is ERROR.
  p. 123 (164-166, 280-281)

Question 4

construct

Answer 4

• an informed, scientific idea developed or generated to describe or explain behaviour - e.g., “intelligence”, “personality”, “anxiety”, and “job satisfaction” - p.119 (198)

Question 5

content-referenced testing and assessment

Answer 5

• way of DERIVING MEANING from test scores by evaluating an individual’s score with reference to a SET STANDARD.
• also referred to as DOMAIN- OR CRITERION-REFERENCED TESTING & ASSESSMENT.
  DISTINCTION: CONTENT-REFERENCED interpretations are those where the score is directly interpreted in terms of performance AT EACH POINT on the achievement continuum being measured - while CRITERION-REFERENCED interpretations are those where the score is DIRECTLY INTERPRETED in terms of performance at ANY GIVEN POINT on the continuum of an EXTERNAL VARIABLE. p.140

Question 6

convenience sample

Answer 6

• is one which is CONVENIENT or AVAILABLE for use - not necessarily the most representative of the population being studied - generalisation of findings utilising these samples must be made with caution - also known as an incidental sample p.133

Question 7

criterion

Answer 7

the standard against which a test or test score are evaluated - standard may take many forms (e.g., a specific behaviour or set of behaviours) p.139 (190,421)

Question 8

criterion-referenced testing and assessment

Answer 8

• way of DERIVING MEANING from test scores by evaluating an individual’s score with reference to a SET STANDARD (CRITERION)- also referred to as “domain-referenced testing” & “content-referenced testing and assessment” DISTINCTION - CONTENT_REFERENCED interpretations are those where the score is directly interpreted in terms of performance AT EACH POINT on the achievement continuum being measured - while CRITERION-REFERENCED INTERPRETATIONS are those where the score is DIRECTLY INTERPRETED in terms of performance at ANY GIVEN POINT on the continuum of an EXTERNAL VARIABLE. p.139-141 (163-164, 243)

Question 9

cumulative scoring

Answer 9

• method of scoring - the points/scores ACCUMULATE on individual items or subtests & are TALLIED - the higher the sum, the higher the individual is presumed to be on ability, trait or other characteristic being measured; contrast with class scoring and ipsative scoring ……p.121

Question 10

developmental norms

Answer 10

Norms derived on the basis of any trait, ability, skill, or other charcteristic presumed to develop, deteriorate or otherwise be affected by CHRONOLOGICAL AGE, SCHOOL GRADE, or STAGE OF LIFE p.137

Question 11

domain-referenced testing and assessment

Answer 11

• way of DERIVING MEANING from test scores by evaluating an individual’s score with reference to a SET STANDARD (CRITERION)- also referred to as “domain-referenced testing” & “content-referenced testing and assessment” p.139-141 (163-164, 243).

Question 12

domain sampling

Answer 12

1) a sample of behaviours from all possible behaviours that could be indicative of a particular construct; 2) a sample of test items from all possible items that could be used to measure a particular construct - p.121n1

Question 13

equipercentile method

Answer 13

a procedure for comparing scores on two or more equivalent tests (as in the creation of national anchor norms) where percentile norms are calculated for each test & the corresponding scores are identified - p.138

Question 14

error variance

Answer 14

the component of a test score attributable to sources OTHER than the TRAIT or ABILITY BEING MEASURED p.123 (146)

Question 15

fixed reference group scoring system

Answer 15

an AID for providing CONTEXT for INTERPRETATION of a test score - p.139

Question 16

grade norms

Answer 16

designed to indicate the AVERAGE test performance of testtakers in a given school grade - designed as a reference in CONTEXT of the GRADE of the testtaker - p.136

Question 17

incidental sample

Answer 17

• is one which is CONVENIENT or AVAILABLE for use - not necessarily the most representative of the population being studied - generalisation of findings utilising these samples must be made with caution - also known as a convenience sample p.133

Question 18

local norms

Answer 18

provide normative information with respect to the local population’s performance on some test - typically developed by TEST USERS themselves p.134, 138

Question 19

national anchor norms

Answer 19

An equivalency table for scores on TWO NATIONALLY STANDARDISED TESTS designed to MEASURE THE SAME THING p.138

Question 20

national norms

Answer 20

Norms derived from a STANDARDISED TABLE that was NATIONALLY REPRESENTATIVE of the POPULATION p.137

Question 21

norm

Answer 21

Behaviour that is USUAL, AVERAGE, EXPECTED, or TYPICAL - singular form of NORMS p.128

Question 22

normative sample

Answer 22

Also referred to as a NORM GROUP - a group of people presumed to be REPRESENTATIVE of ALL the people who could take a particular test - their PERFORMANCE DATA on the test may be used as a REFERENCE SOURCE or CONTEXT for EVALUATING INDIVIDUAL test scores - p.128, 134-135

Question 23

norming

Answer 23

the process of DERIVING or CREATING norms p.128

Question 24

norm-referenced testing and assessment

Answer 24

• a method of EVALUATION & a way of deriving MEANING from test scores
• An individuals test score is COMPARED to scores of a group of testtakers on the SAME TEST; contrast with criterion-referenced testing and assessment p.128 (243)

Question 25

overt behaviour

Answer 25

• an observable ACTION or the product of an OBSERVABLE ACTION , including TEST- or ASSESSMENT-RELATED RESPONSES p.119

Question 26

percentage correct

Answer 26

refers to the DISTRIBUTION of RAW SCORES - more specifically - to the NUMBER of ITEMS that were answered correctly MULTIPLIED by 100 and DIVIDED by the TOTAL NUMBER of ITEMS p.135

Question 27

percentile

Answer 27

an expression of the PERCENTAGE of people whose score on a test or measure falls BELOW a particular RAW SCORE p.135

Question 28

programme norms

Answer 28

also known as USER NORMS:
DESCRIPTIVE STATISTICS based on a group of testtakers in a GIVEN PERIOD OF TIME rather than on norms obtained by formal sampling methods - p.128

Question 29

purposive sampling

Answer 29

• the arbitrary selection of people to be part of a sample because they are THOUGHT to be REPRESENTATIVE of the POPULATION being studied p.132

Question 30

race norming

Answer 30

• the controversial practice of NORMING on the basis of RACE or ETHNIC BACKGROUND p.128

Question 31

sample

Answer 31

a group of people PRESUMED to be REPRESENTATIVE of the POPULATION or UNIVERSE OF PEOPLE being studies or tested p.129

Question 32

sampling

Answer 32

• a general reference to the PROCESS of DEVELOPING a sample - p.129

Question 33

standardisation

Answer 33

refers to test standardisation

• PROCESS OF TEST DEVELOPMENT
• test is administered to a REPRESENTATIVE SAMPLE of testtakers under CLEARLY SPECIFIED CONDITIONS - the data is SCORED & INTERPRETED - RESULTS establish a CONTEXT for FUTURE test administrations - p.129

Question 34

standardised test

Answer 34

• a test or measure that has undergone STANDARDISATION p.131

Question 35

state

Answer 35

the TRANSITORY EXHIBITION of some personality trait (i.e., STATE is indicative of a RELATIVELY TEMPORARY PREDISPOSITION.
- as with traits, states also DISTINGUISH one person from another, although STATES are RELATIVELY LESS ENDURING p.118 (398)

Question 36

stratified-random sampling

Answer 36

• the PROCESS of DEVELOPING a sample based on SPECIFIC SUBGROUPS of a population in which EVERY MEMBER has the SAME CHANCE of being included in the sample - p.129

Question 37

stratified sampling

Answer 37

• the PROCESS of DEVELOPING a sample based on SPECIFIC SUBGROUPS of a population - p.129

Question 38

subgroup norms

Answer 38

Norms for any defined group - within a larger group - p.138

Question 39

test standardisation

Answer 39

• PROCESS OF TEST DEVELOPMENT
• test is administered to a REPRESENTATIVE SAMPLE of testtakers under CLEARLY SPECIFIED CONDITIONS - the data is SCORED & INTERPRETED - RESULTS establish a CONTEXT for FUTURE test administrations - p.129.129

Question 40

trait

Answer 40

• any DISTINGUISHABLE, relatively ENDURING way in which one individual VARIES from another; contrast with state - ….p.118

Question 41

true score theory

Answer 41

ALSO referred to as the TRUE SCORE MODEL or CLASSICAL TEST THEORY

• system of assumptions about measurement
• the composition of a TEST SCORE is made up of a relatively stable component which is what the test/individual item is designed to measure PLUS a component that is ERROR.
• p.123

Question 42

user norms

Answer 42

also referred to as PROGRAMME NORMS - DESCRIPTIVE STATISTICS based on a group of testtakers in a GIVEN PERIOD OF TIME rather than on norms obtained by formal sampling methods - p.128

Question 43

Types of NORMS

Answer 43

age norms, grade norms, national norms, national anchor norms, local norms, norms for a fixed reference group, subgroup norms, and percentile norms. p.135