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Psychological Assessment > Week 7: Reliability, Validity, & Utility > Flashcards

Week 7: Reliability, Validity, & Utility Flashcards

1
Q

Find the magnitude of error and develop ways to minimize them

A

Presence of Error

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2
Q

Tests that are relatively free from measurement error are deemed to be…

A

reliable

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3
Q

Less error =

A

High validity

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4
Q

Error exists because we only obtain a sample of..

A

behavior

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5
Q

who pioneered reliability assessment?

A

Charles Spearman

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6
Q

other pioneers

A

– De Moivre
– Pearson
– Kuder and Richardson
– Cronbach

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7
Q

CTT: 𝑋 =

A

𝑇 + E

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8
Q

Measuring instruments are ____

A

imperfect

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9
Q

observed score is almost always different from the ____ ability/characteristic

A

true

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10
Q

____ of measurement are random

A

Errors

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11
Q

Because of random error, repeated application produces…

A

different results

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12
Q

Problem created by using a limited number of items to represent a larger, more complicated construct

A

Domain Sampling Model

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13
Q

Task in reliability analysis is to estimate how much ______ is made by using a test score from the shorter test as estimate of the true ability

A

error

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14
Q

the ratio of variance of the observed score on the shorter test and the variance of the long-run true score

A

Reliability

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15
Q

Reliability can be estimated by ______ the observed score with the true score

A

correlating

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16
Q

T is not available so we estimate what ___

A

they would be

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17
Q

To estimate reliability, we create many randomly _____

A

paralleled test

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18
Q

focuses on an item difficulty to assess the ability

A

Item Response Theory

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19
Q

Parelleled Tests are the same tests measuring…

A

the same concepts

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20
Q

Reliability is related to…

A

consistency

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21
Q

Reliability Coefficient

A

is an index of reliability, a proportion that indicates the ratio between the true score variance on a test and the total variance

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22
Q

is 0.7 an accepted coefficient?

A

yes

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23
Q

what coefficient cannot go beyond?

A

beyond 0.95

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24
Q

what is the critical coefficient?

A

0.6

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25
Q

What are sources of error?

A
  • Test Construction
  • Test Administration
  • Test Scoring and I
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26
Q

What is under Test Construction?

A

Item sampling; content sampling

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27
Q

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

A

Test-Retest Reliability Estimate

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28
Q

When the interval between testing is greater than six months, the estimate of test-retest reliability is often referred to as the coefficient of…

A

stability

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29
Q

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

A

Parallel forms

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30
Q

simply different versions of a test that have been constructed so as to be parallel

A

Alternate Forms

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31
Q

coefficient of equivalence

A

Parallel-Forms and Alternate-Forms Reliability Estimates

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32
Q

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

A

Split-Half Reliability Estimates

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33
Q

What is the correct order for split-half?
a. Calculate a Pearson r between scores on the two halves of the test.
b. Divide the test into equivalent halves.
c. Adjust the half-test reliability using the Spearman-Brown formula

A

b-a-c

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34
Q

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

A

Inter-item consistency

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35
Q

A measure of inter-item consistency is calculated from _____ of a single form of a test

A

a single administration

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36
Q

measures a single trait

A

Homogenous Test

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37
Q

The more homogenous the test is, the better the…

A

internal consistency

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38
Q

Where test items are highly homogeneous, KR20 and split-half reliability estimates will be similar.

A

Kuder-Richardson formulas

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39
Q

is the statistic of choice for determining the inter-item consistency of ______, primarily those items that can be scored right or wrong (such as multiple-choice items).

A

dichotomous items

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40
Q

If test items are more ______, KR20 will yield lower reliability estimates than the split-half method.

A

heterogeneous

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41
Q

Dichotomous items include 3 or more choices

A

False, it only includes 2 choices (i.e., yes or no, true or false)

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42
Q

rKR20 stands for?

A

Kuder-Richardson formula 20 reliability coefficient

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43
Q

k is the…

A

number of test items

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44
Q

σ2 is the…

A

variance of total test scores

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45
Q

p is the proportion of test takers who…

A

pass the item

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46
Q

q is the proportion of people who…

A

fail the item

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47
Q

Σ pq is the sum of the pq products…

A

over all items

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48
Q

the mean of all possible split half correlations, corrected by the Spearman-Brown formula

A

Coefficient Alpha

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49
Q

are coefficient alpha items also dichotomous?

A

no, they are non dichotomous items

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50
Q

𝑟α is coefficient…

51
Q

To increase reliability, increase the number of…

A

items or observation

52
Q

To increase reliability, eliminate items that are…

53
Q

To increase reliability, _____ the conditions under which the test is taken

A

standardize

54
Q

To increase reliability, ____ the degree of difficulty of the tests.

55
Q

To increase reliability, minimize the effects of…

A

external events

56
Q

To increase reliability, Standardize___

A

instructions

57
Q

To increase reliability, maintain consistent…

A

scoring procedures

58
Q

Test-retest us a measure of…

59
Q

parallel or alternate forms is a measure for…

A

equivalence

60
Q

A type of reliability that is administered by measuring with the same test at two different times to the same group of participants?

A

Test- Retest

61
Q

A type of reliability administered with two forms of the test to the same group fo participants

A

parallel or alternate forms

62
Q

inter-rater is a measure of…

63
Q

internal consistency is the measure of…

A

how consistently each item measures the same underlying construct.

64
Q

A type of reliability where there are two or more raters that will rate behaviors then determine the amount of agreement between them.

A

Inter-rater

65
Q

A type of reliability done with correlate performance on each item with overall performance across participants

A

Internal Consistency

66
Q

Statistical coefficient of test-retest and parallel or alternate forms

A

Correlation (Pearson r or Spearman’s rho

67
Q

Statistical Computation for Inter-rater

A

Percentage
Kappa’s Coefficient

68
Q

Statistical Computation for Internal Consistency

A

Cronbach’s Alpha
Kuder-Richardson
Ordinal/Composite

69
Q

Alpha is an…

70
Q

Usually, an internal consistency value of ____ is deemed as appropriate.

71
Q

However, a newly developed test should not, as much as possible, obtain a very high internal consistency of…

A

.90 and above

72
Q

0.95 internal consistency =

73
Q

Nature of the Test

A

– Homogeneity versus heterogeneity of test items
– Dynamic versus static characteristics
– Speed Test versus Power

74
Q

compares the proportions of responses from two or more populations with regards to a dichotomous variable (e. g., male/female, yes/no) or variable with more than two outcome categories . Assumes that all items are equally effective in measuring the construct of interest.

A

Homogeneity

75
Q

the degree to which a test measures different factors, these tests measure more than one trait.

A

heterogeneity

76
Q

characteristics that are fixed, unchanging properties of a system or component that affects its reliability (constant)

77
Q

time-independent properties that change during the operation or usage of a system or component (changes over time)

78
Q

measures how quickly a system, process, or individual can complete or task or respond to a stimulus (time-based, how fast you could answer or finish something)

A

Speed Test

79
Q

measures the maximum capacity, strength, or intensity of a system, process or individual (entails level of difficulty)

A

Power Test

80
Q

The agreement between a test score or measure and the quality it is believed to measure.

81
Q

judgment based on evidence about the appropriateness of _____ drawn from test scores.

A

inferences

82
Q

the process of gathering and evaluating evidence about validity

A

validation studies (i.e. local validation studies)

83
Q

Validity: Trinitarian Model

A

a. CONTENT VALIDITY
b. CRITERION-RELATED VALIDITY
c. CONSTRUCT VALIDITY

84
Q

Based from face value, it can measure what it purports to measure

A

Face Validity

85
Q

Extent to which a test assesses all the important aspects of a phenomenon that it purports to measure

A

Content Validity

86
Q

2 types of Criterion Validity

A

Concurrent Validity
Predictive Validity

87
Q

extent to which as test yields the same results as other, established measures of the same behavior, thoughts, or feelings

A

Concurrent Validity

88
Q

good at predicting how a person will think, act, or feel in the future

A

Predictive Validity

89
Q

extent to which a test measures what it is supposed to measure and not something else altogether

A

Construct Validity

90
Q

Is face validity a true measure of validity?

92
Q

There is no evidence in face validity

93
Q

Says that something is true when it is actually false
Ex.: lalaki nag PT tapos positive

A

False-positive

94
Q

Says that something is false when it is actually true
Ex.: babae nag PT negative, pero nung nagpacheck sa OB-GYN positive

A

False-negative

95
Q

Two concepts of Content Validity

A
  • construct under-representation
    *construct-irrelevant variance
96
Q

Failure to capture important components of the construct

A

Construct under-representation

97
Q

Scores are influenced by factors irrelevant to the construct

A

Construct-irrelevant variance

98
Q

how a test corresponds to a particular criterion

A

Criterion of Validity

99
Q

predictor and criterion

A

predictive

100
Q

Relationship between a test and a criterion

A

Validity Coefficient

101
Q

.60 : rare; .30 to .40 are usually considered

102
Q

Statistical significance:

A

less than 5 in 100 chances

103
Q

In evaluating coefficients, look for changes in the cause of the

A

relationship

104
Q

criterion should be…

A

valid and reliable

105
Q

you need to consider if the sample size is

106
Q

Do not confuse the criterion with the…

107
Q

consider if there is variability in the…

A

criterion and the predictor

108
Q

consider if there is evidence for

A

validity generalization

109
Q

Consider differential…

A

prediction

110
Q

omething built by mental synthesis

111
Q

Involves assembling evidence about what a test means Show relationship between test and other measures

A

Construct Validity

112
Q

Correlation between two tests believed to measure the same construct

A

Convergent Evidence

113
Q

– Divergent validation
– The test measures something unique
– Low correlations with unrelated constructs

A

Discriminant Evidence

114
Q

ability to produce consistent scores that measure stable characteristics

A

Reliability

115
Q

which stable characteristics the test scores measure

116
Q

It is theoretically _____ to develop a reliable test that is not valid.

117
Q

If a test is not reliable, its potential validity is…

118
Q

The usefulness or practical value of testing to improve efficiency or of training program or intervention

119
Q

what are the 3 main factors that affects a test’s utility?

A
  • psychometric soundness
  • cost
  • benefits
120
Q

reliability and validity

A

Psychometric Soundness

121
Q

economic
financial
budget-related

122
Q

_____ of testing justify the costs of administering, scoring, and interpreting the test.

123
Q

a family of techniques that entail a cost– benefit analysis designed to yield information relevant to a decision about the usefulness and/or practical value of a tool of assessment

A

Utility Analysis

Psychological Assessment (4 decks)

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