Chapter 6

Question 1

a systematic process of creating a tool that accurately and reliably measures a psychological construct such as intelligence, anxiety, or personality traits

Answer 1

Test Development

Question 2

steps in test development

Answer 2

1. Define a construct
2. Generate Items
3. Choose the response format
4. Conduct a pilot study
5. Perform Item analysis
6. Assess reliability and validity
7. Standardize the test

Question 3

is a concetor characteristic that a test is designed to measure

Answer 3

construct

Question 4

items are individual statements or questions in the test that eli it information about the construct

Answer 4

Generate Test Items

Question 5

the response format affects the kind of data you get ; will you use likert scale or short answers or multiple choice or open ended… etc

Answer 5

Choose the Response Format

Question 6

most commonly used format

Answer 6

likert scale

Question 7

easy to score but limited depth

Answer 7

Dichotomous

Question 8

common for ability tests

Answer 8

multiple choice

Question 9

rich responses, harder to analyze

Answer 9

open-ended

Question 10

involves administering the draft version of your test to a small sample to identify problems and refine items

Answer 10

pilot testing

Question 11

occurs when a test is too easy and most participants score at the highest possible level

Answer 11

ceiling effect

Question 12

occurs when a test is too difficult, and most participants score at thr lowest possible level

Answer 12

Floor Effect

Question 13

both effects (ceiling and floor) can harm the validity of a test bu limiting it’s ability to measure the full range of abilities or traits

Answer 13

Validity Impact

Question 14

you try to identify which items from your pilot testing will be retained, revised, ir removed; involves statistical techniques to evaluate item performance

Answer 14

Item analysis

Question 15

percentage of people who answered correctly

Answer 15

Item Difficulty Index (p)

Question 16

distinguishes high-performing and low-performing individuals on the overall test

Answer 16

Item Discrimination Index (d)

Question 17

expected individuals to get the specific item

Answer 17

high performing

Question 18

correlation between each item and total test score

Answer 18

Item-Total Correlation

Question 19

measures how easy or difficult a test item is for a group of test takers

Answer 19

Item Difficulty Index

Question 20

The higher the index the ___ the item

Answer 20

easier

Question 21

formula of item difficulty index

Answer 21

p= Number of correct responses / Total number of responses

Question 22

a p- value close to 1 means the item is ___

Answer 22

easy

Question 23

a p-value close to 0 means the item is ___

Answer 23

difficult

Question 24

measures how well an item distinguishes high-performing and low-performing individuals on the overall test

Answer 24

Item discrimination index

Question 25

formula if item discrimination index

Answer 25

D= (upper group correct answers) — (lower group correct answers) / number of respondents in the group

Question 26

high discrimination index (close to 1) indicates that___

Answer 26

the test item is effective at distinguishing between high and low performers

Question 27

a low or negative discrimination index suggests that _____

Answer 27

the item may not be a good discriminator

Question 28

you finalize the scoring system and collect a large sample to set norms. this ensures that when someone takes the test, their score can be interpreted meaningfully

Answer 28

Finalization and Standardization

Question 29

___ test us used for depression inventories, anxiety scales

Answer 29

clinical

Question 30

___ is used for aptitude test, learning style inventories

Answer 30

Educational

Question 31

___ personality tests in hiring

Answer 31

organizational

Question 32

___ is used in experimental manipulations

Answer 32

research