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asse midterm Flashcards

1
Q

in response to a need to assess mastery in an emerging
occupation or profession; Can be traced to thoughts

A

Test
Conceptualization

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2
Q

IQ tests; Comparing test takers to each
other

A

Norm-Referenced

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3
Q

Licensing exams; Mastery of particular material or skills

A

Criterion-Referenced

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4
Q

to evaluate whether they should be
included in the final form of the
instrument; Attempts to determine how best to measure a targeted construct

A

PILOT WORK

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5
Q

process of setting rules of assigning numbers in measurement

A

Scaling

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6
Q

known for developing methodologically sound scaling methods

A

L.L. Thurstone

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7
Q

Measures test performance as function of age

A

Age Based Scale

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8
Q

Measures test performance as function of grade level

A

Grade Based Scale

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9
Q

transforms raw scores into scores ranging from 1 to 9

A

Stanine Scale

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10
Q

Unidimensional

A

Measures one trait or dimension

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11
Q

Multidimensional

A

Measures multiple traits or dimensions

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12
Q

Comparative

A

Compares test taker’s to others

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13
Q

Categorical

A

Places test takers into discrete categories

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14
Q

grouping of words, statements,
or symbols on which judgments of the
strength of a particular trait, attitude, or emotion indicated by the test taker

A

Rating Scale

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15
Q

The final test score is obtained by
summing the ratings across all the items

A

Summative Scale

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16
Q

Each item presents the test-taker with the five alternative responses, usually on an agree-disagree/ approve-disapprove continuum

A

Likert Scale

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17
Q

Test takers are presented with pairs of stimuli which they are asked to
compare

A

Method of paired comparisons

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18
Q

One method of sorting, entails judgments of a stimulus in comparison with every other stimulus on the scale

A

Comparative Scale

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19
Q

Stimuli are placed into one of two or more alternative categories that differ
quantitatively with respect to some continuum

A

Categorical Scale

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20
Q

scaling method yielding ordinal-level measures; Items on it range sequentially from weaker to stronger expressions of the attitude, belief, or feeling being measured

A

Guttman Scale (Scalogram Analysis)

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21
Q

Obtain data presumed to be interval in natures; Direct estimation method; no need to transform responses into another scale.

A

Thurstone’s Equal Appearing Intervals Method

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22
Q

well from which items or will not be drawn from the final version of the test

A

Item Pool

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23
Q

Variable such as the form, plan, structure, arrangement, and layout

A

Item Format

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24
Q

Require test taker to select a response from a set of alternative responses

A

Selected-response format

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25
Q

Require test takers to supply or to create the correct answer

A

Constricted-response format

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26
Q

requires the examinee to provide a word or phrase that completes a sentence

A

Completion Item

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27
Q

completion item; can be a word, a term, a sentence, or a paragraph

A

Short answer item

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28
Q

requires the test taker to respond to a question by writing a composition

A

Essay item

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29
Q

the higher the score on the test, the higher the test-taker is on the ability, trait, or other characteristic that the rest purports to measure

A

Cumulative scoring

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30
Q

category scoring; responses earn credit toward placement in a particular class or category with other test-takers whose pattern of responses is
presumably similar in some way

A

Class scoring

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31
Q

comparing a test-taker’s score on one scale within a test to another scale within that same test

A

Ipsative scoring

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32
Q

administered to a representative sample of test-takers under conditions that simulate the conditions that the final version of the test

A

Test Tryout

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33
Q

reliable and valid; helps to discriminate test takers

A

good test item

34
Q

test data will undergo different types of statistical scrutiny

A

ITEM ANALYSIS

35
Q

measure of proportion of examinees who answered the item correctly

A

ITEM-DIFFICULTY INDEX

36
Q

obtained by calculating the proportion of the total number of test takers who answered the item correctly

A

p-value

37
Q

.4-.6

A

good range

38
Q

applicable for personality tests but instead of correct answer, it only measures the percent of people who said yes/agreed to the item

A

Item-Endorsement Index

39
Q

statistic designed to provide
an indication of the degree to
which a test is measuring what
it purports to measure

A

ITEM-VALIDITY INDEX

40
Q

provides an indication of the internal consistency of a test; the higher this index, the greater the test’s internal
consistency

A

ITEM-RELIABILITY INDEX

41
Q

indicates how adequately an item separates or discriminates between high scorers and low scorers on an entire test

A

ITEM DISCRIMINATION INDEX

42
Q

discrimination index of 0.3 or greater

A

highly discriminating

43
Q

can play a role in decisions about
which items are working well and
which items are not

A

ITEM CHARACTERISTIC CURVES

44
Q

Basically hard to detect and no such method has achieved universal
acceptance

A

Guessing

45
Q

A biased item is an item that favors one particular group of examinees in relation to another when differences in
group ability are controlled

A

Item Fairness

46
Q

The closer an item is to the end of the
test, the more difficult it may appear to be

A

Speed Test

47
Q

designed to explore how individual test items work

A

Nonstatistical procedures

48
Q

designed to shed light on the test-taker’s thought
processes during the administration of a test

A

Thinking Aloud Test Administration

49
Q

revision typically involves rewording
items, deleting items, or creating new items

A

Expert Panels

50
Q

study of test items, typically
conducted during the test development process in which items are examined for fairness to all prospective test-takers and for the presence of offensive language, stereotypes, or situations

A

sensitivity review

51
Q

revalidation of a test on a sample of
test takers other than those on whom test performance was originally found to be a valid predictor of some criterion

A

Cross-validation

52
Q

a test validation process conducted on
two or more tests using the same sample of test takers

A

Co-validation

53
Q

multifaceted capacity that manifests
itself in different ways across the lifespan

A

Intelligence

54
Q

believed that the most intelligent people are those equipped with the best sensory abilities

A

Francis Galton

55
Q

write about the components of intelligence (reasoning, judgment,
memory, and abstraction)

A

Alfred Binet

56
Q

stated that intelligence is the aggregate
or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment.

A

David Wechsler

57
Q

research focused on the
development of cognition in children; Intelligence may be conceived of as a kind of evolving biological adaptation to the outside world.

A

Jean Piaget

58
Q

an organized action or mental
structure that, when applied to the world, leads to knowing or understanding

A

Schema

59
Q

actively organizing new information so that it fits in with what already is perceived and thought

A

Assimilation

60
Q

changing what is already perceived or thought so that it fits with new information

A

Accommodation

61
Q

Child develops ability to exhibit goal-directed, intentional behavior; develops the capacity to coordinate and integrate input from the five senses;

A

Sensorimotor Period

62
Q

Child’s understanding of concepts is based largely on what is seen; the child’s comprehension of a situation, an event, or an object is typically based on a single, usually the most obvious, perceptual aspect of the stimulus

A

Preoperational Period

63
Q

Reversibility of thought now appears

A

Concrete Operations Period

64
Q

Increased ability to abstract and to deal with ideas independent of his or her own experience

A

Formal Operations Period

65
Q

proposes that intelligence is
composed of two factors: general intelligence “g” and specific intelligence “s”

A

Charles Spearman

66
Q

formulated a framework
wherein the 150 different mental
intellectual abilities were organized
within three dimensions –
Operations, Content, and Products

A

Joy Paul Guilford’s Structure of Intellect Theory (SI)

67
Q

stated that every individual possesses different levels of seven primary mental abilities: word fluency,
verbal factor, numerical factor,
inductive reasoning, memory, spatial
visualization, and perceptual speed

A

Louis Leon Thurstone’s Multiple
Factor Theory of Intelligence

68
Q

introduced the idea of having multiple
intelligence which consists of: logical-mathematical, bodily-kinesthetic,
linguistic, musical, spatial, interpersonal, intrapersonal

A

Gardner’s Theory on Multiple Intelligence

69
Q

differentiates between fluid intelligence and crystallized intelligence

A

Cattell and Horn’s Theory on
Intelligence

70
Q

ability to think on the spot and solve new problems; ability to
understand relationships between various concepts and solve novel problem

A

fluid intelligence

71
Q

knowledge and skills that
accumulate and develop through
learning and experience; application of learned information, comprehension, and wisdom acquired over time

A

crystallized intelligence

72
Q

the chronological age equivalent of
one’s performance on a test or a
subtest

A

Mental Age

73
Q

assess and measure intelligence in children; among the earliest intelligence tests developed by psychologist Alfred Binet and his colleague Theodore Simon

A

Binet Scales

74
Q

designed to measure a person’s cognitive abilities across various domains

A

Wechsler Tests

75
Q

Primarily designed for individuals aged 16 and older, the WAIS assesses intellectual functioning in adults

A

Wechsler Adult Intelligence Scale (WAIS)

76
Q

geared toward assessing the intellectual abilities of children aged 6 to 16 years

A

Wechsler Intelligence Scale for Children (WISC)

77
Q

Developed for children between the ages of 2 years 6 months and 7 years 7 months; measures intellectual functioning in young children

A

Wechsler Preschool and Primary Scale of Intelligence (WPPSI)

78
Q

non-verbal intelligence test; designed
to assess an individual’s ability to perceive and think clearly, abstractly, and solve problems without relying on language or cultural knowledge; developed by John C. Raven

A

Raven’s Progressive Matrices

79
Q

widely used assessment tool
designed to assist in self exploration, vocational exploration, and career development

A

Occupational Aptitude Survey
and Interest Schedule

80
Q
A

asse midterm (1 decks)

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