CHAPTER 7:UTILITY Flashcards
1
Q
Factors that affect a test’s utility:
A
- Psychometric Soundness
-validity sets ceiling on utility
-a test must be valid to be useful - Cost
-refers to disadvantages, losses or expenses in both economic and noneconomic
terms
-economic, financial or budget-related in nature must certainly be taken into
account - Benefits
-refers to profits, gains or advantages
2
Q
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
3
Q
General Approaches in Utility Analysis:
A
- Expectancy Data
- Brodgen-Cronbach-Gleser Formula
- Decision Theory
4
Q
Expectancy Data
provide an indication of likelihood that a testtaker
will score within some interval of scores on a criterion measure – an
interval may be categorized as “passing”, “acceptable” or “failing”
A
EXPECTANCY TABLE/CHART
5
Q
EXPECTANCY DATA
Tables-estimate of the percentage of employees hired by a
particular test who will be successful to their jobs
A
Taylor-Russell Tables-estimate
6
Q
EXPECTANCY DATA
estimate of the percentage of employees hired by a
particular test who will be successful to their jobs
A
TAYLOR-RUSSELL TABLES
7
Q
EXPECTANCY DATA
used for obtaining the difference between the means
of the selected and unselected groups to derive an index of what the test is
adding to already established procedure
A
NAYLOR-SHINE
8
Q
formula used to calculate the dollar amount of a utility gain resulting from the
use of a particular selection instrument under specified conditions
A
BRODGEN-CRONBACH-GLESER FORMULA
9
Q
a body of methods used to quantitatively evaluate selection procedures,
diagnostic classifications, therapeutic interventions or other assessment or
intervention-related procedures in terms of how optimal they are (most typically
from a cost-benefit perspective)
A
DECISION THEORY
10
Q
A correct classification
EX. a qualified driver is hired; an unqualified driver is not hired
A
HIT
11
Q
An incorrect classification; a mistake
EX. a qualified driver is not hired; an unqualified driver is hired
A
MISS
12
Q
the proportion of people that an assessment tool accurately identified
as possessing a particular variable
EX. the proportion of qualified drivers with a passing score who actually
gain permanent employee status; the proportion of unqualified drivers with a
failing score who did not gain permanent status
A
HIT RATE
13
Q
proportion of people that an assessment tool inaccurately identified
as possessing a particular variable
EX. the proportion of drivers whom inaccurately predicted to be qualified;
the proportion of drivers whom inaccurately predicted to be unqualified
A
MISS RATE
14
Q
falsely indicates that the testtaker possesses a particular variable
EX. a driver who is hired is not qualified
A
FALSE POSITIVE
15
Q
falsely indicates that the testtaker does not possess a particular variable
EX. the assessment tool says to not hire but driver would have been rated as
qualified
A
FALSE NEGATIVE
16
Q
Some Practical Considerations:
-the issue of how many people would actually accept the employment position
offer to them even if they were found to be qualified candidate
A
The Pool of Job Applicants
17
Q
-many of the top performers on the test are people who are also being offered
positions by one or more other potential employers
A
The Pool of Job Applicants
18
Q
the more complex the job, the more people differ in how well or poorly they do
that job (Hunter et. al.)
A
The Complexity of the Job
19
Q
-Cut Score/Cutoff Score
-a (usually numerical) reference point derived as a result of a judgment and used to
divide a set of data into two or more classifications, with some action to be taken
or some inference to be made on the basis of these classifications
A
The Cut Score in Use
20
Q
reference point – in a distribution of test scores used to divide
a set of data into two or more classifications – that is a set based on norm-related
considerations rather than on the relationship of test scores to a criterion
-aka norm-referenced cut score
-normative
A
-relative cut score-a
21
Q
in a distribution of test scored used to divide a
set of data into two or more classifications – that is typically set with reference to a
judgment concerning a minimum level of proficiency required to be included in a
particular classification
-aka absolute cut score
-criterion
A
-fixed cut score
22
Q
the use of two or more cut scores with reference to one predictor for the purpose
of categorizing testtakers
A
Multiple Cut Scores
23
Q
-the achievement of a particular cut score on one test is necessary in order to
advance to the next stage of evaluation in the selection process
A
Multiple-stage or Multi Hurdle
24
Q
-a model of applicant selection based on the assumption that high scores on one
attribute can balance out low scores on another attribute
A
-Compensatory Model of Selection
25
Methods of Setting Cut Scores:
-devised by William Angoff
-a way to set fixed cut scores that entails averaging the judgments of experts
-must have high inter-rater reliability
Angoff Method
26
-a system of collecting data on a predictor of interest from groups known to
possess (and not to possess) a trait, attribute or ability of interest
-a cut score is set on the test that best discriminates the high performance from low
performers
Know Groups Method/Method of Contrasting Groups
27
-in order to “pass” the test, the testtaker must answer items that are considered that has some minimum level of difficulty, which is determined by the experts and serves as the cut score
IRT-Based Methods
28
-a technique for identifying cut scores based on the number of positions to be
filled
Method of Predictive Yield
29
-a family of statistical techniques used to shed light on the relationship between
certain variables and two or more naturally occurring groups
Discriminant Analysis
30
an estimate of the benefit (monetary/otherwise) of using a particular
test or selection method
UTILITY GAIN
31
CHAPTER 8
TEST DEVELOPMENT
32
Step 1: Test Conceptualization
-Conception of idea by the test developer
-norm-referenced-conceptualization of items based on testtakers norm
-criterion-referenced-conceptualization is on the construct that is need to master
Step 1: Test Conceptualization
33
-necessary for research reason; but not required for teacher-made test
-done to evaluate the items, which is really needed to put up in the actual test
-determined in the pilot testing – the best way to measure the construct
-note: there’s an instance that a test which is already good for construction, might need
further pilot research
Pilot Work-prototype of the test
34
Step 2: Test Construction
-the process of setting rules for assigning numbers in measurement
Scaling
35
scaling methods:
-a type of summative rating scale
-five alternative responses (sometimes seven)
-ordinal in nature
a. Likert Scales
36
SCALING MRTHOD:
-scaling method whereby one of a pair of stimuli (such as photos) is selected according to
a rule (such as ―select the one that is more appealing‖)
b. Paired Comparison
37
-named for its developer; a scale wherein items range sequentially from weaker to
stronger expressions of the attitude or belief being measured
c. Guttman Scale/Scalogram Analysis
38
-presumed to be interval in nature
d. Thurstone’s Equal Appearing Intervals Method
39
a. comparative scaling (best to worst)
b. categorical scaling (section1, section 2, section 3)
-scaling systems:
40
-When devising a standardized test using a multiple-choice format, it is usually advisable
that the first draft contain approximately twice the number of items that the final version
of the test will contain.
Writing Items
41
the reservoir or well from which items will or will not be drawn for the final
version of the test; the collection of items to be further evaluated for possible selection
for use in an item bank
ITEM POOL
42
-the form, plan, structure, arrangement and layout of individual test items
ITEM FORMAT
43
-a form of test item requiring testtakers to select a response
1. Selected-Response Format
44
-has 3 elements: stem, correct alternative/option, distractors/foils
-criteria of good multiple-choice:
-has one correct alternative
-has grammatically parallel alternatives
-has alternatives of similar length
-has alternatives that fit grammatically with the stem
-includes as much of the item as possible in the stem to avoid unnecessary
repetition
-avoids ridiculous distractors
-not excessively long
A. Multiple-Choice Format
45
-a testtaker is presented with two columns: premises and responses, and must
determine which response is best associated with which premise
-testtaker could get perfect score even if he did not actually know all the
answers
-to minimize the possibility, provide more options or state in the directions that
each response may be a correct answer once, more that once or not at all
B. Matching-item
46
-a multiple-choice item that contains only two possible responses
-criteria of a good binary-choice:
-contains a single idea
-not excessively long
-not subject to debate
-the correct response is definitely be one of the choices
C. Binary-Choice Items / True or False
47
-a form of test item requiring the testtaker to construct or create a response
2. Constructed-Response Items
48
-requires the examinee to provide a word or phrase that completes a sentence
A. Completion or Short Answer (Fill in the Blacks)
49
-is useful when the test developer wants the examinee to demonstrate a depth of knowledge about a single topic
-allows for the creative integration and expression of the material in the
testtaker’s own words
-the main problem in essay is the subjectivity in scoring
B. Essay
50
Writing Items for Computer Administration:
a collection of questions to be used in the construction of tests computer test
administration
Item Bank
51
-in computerized adaptive testing, the individualized presentation of test items
drawn from an item bank based on the testtaker’s previous responses
Item Branching
52
Computer Adaptive Testing reduces the:
a phenomenon arising from the diminished utility of a tool of
assessment in distinguishing testtakers at the low end of the ability, trait or other
attribute being measured (very low scored due to very hard questions)
-Floor Effect
53
the diminished utility of an assessment tool for distinguishing
testtakers at the high end of the ability, trait, or other attribute being measured
(very high scored due to very easy questions)
CEILING EFFECT
54
(Scoring Items)
a method of scoring whereby points or scores accumulated on
individual items or subtests are tallied and then, the higher the total sum, the
higher the individual is presumed to be on the ability, trait, or other characteristic
being measured
(Example: High IQ Score > more intelligent)
CUMULATIVE MODEL
55
(SCORING METHOD)
a method of evaluation in which test responses earn
credit toward placement in a particular class or category with other testtakers.
Sometimes testtakers must meet a set number of responses corresponding to a particular criterion in order to be placed in a specific category or class
(Examples: GPA of 1.50 and above will be placed on Star Section; GPA of 2 and
below will be placed on Lower Section)
Class or Category Scoring
56
(SCORING METHOD)
an approach to test scoring and interpretation wherein the testtaker’s responses and the presumed strength of a measured trait are interpreted relative to the measured strength of other traits for that testtaker / forced to answer
(Example: High Score in Extraversion; Low in Agreeableness)
Ipsative scoring
57
-The test should be tried out on people who are similar in critical respects to the people
for whom the test was designed
-The test tryout should be executed under conditions as identical as possible to the
conditions under which the standardized test will be administered
Step 3: Test Tryout
58
What is a good item?
-reliable and valid
-helps discriminate testtakers
-if:
high scorers – incorrect = bad item
low scorers – correct = bad item
high scorers – correct = correct item
low scorers – incorrect = correct item
59
-Statistical procedures used to analyze items
Step 4: Item Analysis
60
-In achievement or ability testing and other contexts in which responses are keyed
correct, a statistic indicating how many testtakers responded correctly to an item
-In contexts where the nature of the test is such that responses are not keyed correct, this
same statistic may be referred to as an item-endorsement index
Item Difficulty Index
61
Formula:
# of testtakers who answered correctly
_______________________________
Total # of testtakers
0.0 = no one got the correct answer
1.0 = everyone is correct
Level of Difficulty:
0.0 to 0.20 – very difficult
0.21 to 0.40 – difficult
0.41 to 0.60 – average
0.61 to 0.80 – easy
0.81 to 1.00 – very easy
62
Standards:
0.50 – optimal average item difficulty (whole test)
0.30 to 0.80 – average item difficulty on individual items
0.75 – true or false
0.625 – multiple choice (4 choices)
63
-provides an indication of internal consistency of a test
Item RELIABILITY Index
64
-provides an indication of the degree to which a test is measuring what it purports to
measure
-higher value; greater test’s criterion-related validity
Item VALIDITY Index
65
-indicate how adequately an item separates or discriminates between high scorers and low
scorers on an entire test
-(+) value = high scorers answer item correctly
-(-) value = low scorers answer item correctly then high scorers
Item Discrimination Index
66
-graphic representation of item difficulty and item discrimination
-the steeper the slope, the greater item discrimination
-easy item – lean on left
-difficult item – lean on right
Item-Characteristic Index
67
-rely primarily on verbal
-non-statistical procedures designed to explore how an individual test items work
Qualitative Item Analysis
68
method of qualitative item analysis requiring
examinees to verbalize their thoughts as they take a test; useful in understanding how
individual items function in a test and how testtakers interpret or misinterpret the
meaning of individual items
-Think Aloud Test Administration
69
a study of test items, usually during test development, in which items
are examined for fairness to all prospective testtakers and for the presence of offensive
language, stereotypes or situations
SENSITIVITY REVIEW
70
-(as a stage in new test development): polishing and finishing touches
-(in the life cycle of an existing test): no hard-and-test rule exist when to revise a test but
it should be revised when significant changes in the domain represented, or new
conditions of test use and interpretations, make the test inappropriate for its intended use
Step 5: Test Revision
71
a revalidation on a sample of testtakers other than the testtakers on whom test performance was originally found to be a valid predictor of some criterion
Cross Validation
72
-the test validation process conducted on two or more tests using the same
sample of testtakers; when used in conjunction with the creation of norms or the revision
of existing norms; this process may also be referred to as co-norming
Co-Validation
73
CHAPTER 9
INTELLIGENCE AND ITS MEASUREMENT
74
-a multifaceted capacity that manifests itself in difference ways across the life span
Intelligence defined: Views of the Lay Public
INTELLIGENCE
75
-In general, the researchers found a surprising degree of similarity between the experts’
and laypeople’s conception of intelligence
-However, in terms of academic intelligence
-Experts put emphasis on motivation, while laypeople stressed the importance of social
aspects
Research by STENBERG (1981)
76
-There’s a different conceptions of intelligence as a function of developmental stage
Research by SIEGLER and RICHARDS (1980)
77
-Suggested that children also have notions about intelligence as early as first grade
Research by YUSSEN and KANE (1980)
78
Intelligence defined: Views of Scholars and Test Professionals
79
-first person to published on the heritability of intelligence, thus framing the contemporary nature-nurture debate
1. FRANCIS GALTON
80
-he believed that the most intelligent persons were those equipped with the best sensory
abilities
1. FRANCIS GALTON
81
-he believed that the most intelligent persons were those equipped with the best sensory
abilities
INTERACTIONISM
(Heredity + Environment = Intelligence)
FRANCIS GALTON
82
-components of intelligence: reasoning, judgment, memory and abstraction
-more complex measure of intelligence
ALFRED BINET
83
-intelligence as “aggressive” or “global” capacity
-considered other factors (traits and personality) in assessing intelligence
-at first, he proposed two qualitatively abilities: Verbal and Performance
-then, he added other factors: Verbal Comprehension, Working Memory, Perceptual
Organization, Processing Speed
DAVID WECHSLER
84
-intelligence is evolving biological adaptations to the outside world
-focused on the development of cognition in children
JEAN PIAGET
85
-an organized action or mental structure that when applied to the
world, leads to knowing and understanding
-schema (or schemata)
86
-the basic mental operations:
- actively organizing new information so that it fits in what already perceived and thought
-changing what is already perceived or thought so that it fits
with the new information
-causes the individual to discover new information perceptions and
communication skills
-Assimilation
-Accommodation
-Disequilibrium
87
(FACTOR ANALYSIS THEORIES)
-Theory of General Intelligence / Two-Factor Theory of Intelligence
-(g) - general intellectual ability
-(s) - specific components
-(e) - error components
-The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence
-g factor is based on some type of general electrochemical mental energy available to the
brain for problem solving
-Abstract Reasoning were thought to be the best measures of g in formal test
CHARLES SPEARMAN
88
an intermediate class of factors common to a group of activities but not
at all
Ex: Linguistic, Mechanical, Arithmetical
GROUP FACTORS
89
-Intelligence is a systematic collection of abilities or functions for the processing of
information of different kinds in various ways
-de-emphasized (g)
-research on US Army Air Corps during the War, and he was able to identify 25
important mental ability factors
-Structure of Intellect Model (SI Model)
JOY PAUL GUILFORD
90
-intelligence is considered as mental trait. It is the capacity for abstraction, which is
inhibitory process
-seven primary abilities
-word fluency
-verbal comprehension
-spatial visualization
-number facility
-associative memory
-reasoning
-perceptual speed
LOUIS LEON THURNSTONE
91
-intelligence is the ability to solve problems or to create products, that are valued within
one or more cultural settings
-theory of multiple intelligence:
-logical-mathematical
-bodily-kinesthetic
-linguistic
-musical
-spatial
-interpersonal
-intrapersonal
HOWARD GARDNER
92
-two major types of cognitive abilities:
-Crystallized Intelligence (Gc)
-acquired skills and knowledge that are dependent on exposure to a particular
culture as well as on formal and informal evaluation
(Example: Vocabulary)
-Fluid Intelligence (Gf)
-nonverbal, relatively culture-free and independent of specific instruction
(Example: Encoding of Short Term Memory)
RAYMOND CATTELL
93
-Addition of several factors to his mentor’s, Raymond Cattel, work
-Gv - Visual Processing
-Ga - Auditory Processing
-Gq - Quantitative Processing
-Gs - Speed Processing
-Grw - Reading and Writing
-Gsm - Short Term Memory
-Glr - Long Term Storage and Retrieval
JOHN HORN
94
-Three Stratum Model of Human Cognitive Abilities
-Stratum III -the general level/general intellectual ability
-Stratum II -the broad level; 8 factors
-Stratum I -the specific level; more specific factors
JOHN CARROLL
95
-Cattell-Horn-Carroll Models (CHC)
-10 Broad Stratum
-Over 70 narrow stratum
MCGREW AND FLANAGAN
96
(INFORMATION-PROCESSING VIEW)
-Information-Processing Approach -focuses on the mechanisms by which information is
processed -”how it is processes and what is being processed”
-two basic types:
-simultaneous (parallel)
-information is integrated at all time
-successive (sequential)
-each bit of information is individually processed in sequence
-Kaufman Assessment Battery for Children 2nd Edition rely heavily on this concept
13. ALEKSANDR LURIA
97
-Triarchic Theory of Intelligence
-Metacomponents -planning, monitoring, evaluating
-Performance Components -performing the instructions of metacomponents
-Knowledge Acquisition -learning something new
ROBERT STERNBERG
98
-Planning -strategy development for problem solving
-Attention/Arousal -receptivity to information
-Simultaneous and Successive -the type of information processing employed
-PASS Model
99
(Theory in Intelligence Test Development and Interpretation)
- Hereditary Genius entitled “Classification of Men According to
Their Natural Gifts”
-discussed sensory and other differences between people, which he believed were
inherited’
FRANCIS GALTON
100
“universal unity of the intellective function,” with g as its centerpiece
CHARLES SPEARMAN
101
wrote extensively on what intelligence is, and he usually emphasized that it is multifaceted and consists not only of cognitive abilities but also of factors related to personality.
DAVID WECHSLER
102
– primary factors of mental ability
-intelligence can be conceived in terms of three clusters of ability: social
intelligence (dealing with people), concrete intelligence (dealing with objects), and
abstract intelligence (dealing with verbal and mathematical symbols)
-so incorporated a general mental ability factor (g) into the theory, defining it as
the total number of modifiable neural connections or “bonds” available in the
brain
Louis Leon Thurstone
103
(Intelligence: Some Issues)
Intelligence: Some Issues
"NATURE VS. NATURE"
-all living organisms are preformed at birth
-all of the organism’s structures, including intelligence, are preformed at birth and
therefore cannot be improved
-it is like a cocoon turned into butterfly
Preformationism
104
-one’s abilities are pre-determined by genetic inheritance and that no amount of
learning or other intervention can enhance what has been genetically encoded to
unfold time
-Arnold Gesell
-”training does not transcend maturation”
-mental development as a progressive morphogenesis of pattern of behavior
-behavior patterns are predetermined by “innate process growth”
PREDETERMINISM
105
-believed that genius was hereditary
FRANCIS GALTON
106
-argued that degeneracy (being immoral) was also inherited
-Richard Dugdale
107
-role of hereditary in feeblemindedness
-feeblemindedness is the product of recessive gene
Henry Goddard
108
-the father of the American version of Binet’s test
-based on his testing he concluded that Mexican and Native American are inferior
-Lewis Terman
109
-”Jews are somewhat inferior physiologically and mentally”
KARL PEARSON
110
-VPR Model -strong genetic influence on mental ability
WENDY JOHNSON
111
-we are free to become all that we can be
Interactionist View
112
-Intelligence does not seem to be stable for much of one’s adult life
-Full scale IQ may seem to remain the same over time, although the individual abilities
assessed may change significantly
-Verbal Intellectual skills to be highly stable over time
-Young adulthood intelligence is the most suitable determinant of cognitive performance
-Terman, suggested that gifted children tended to maintain their superior intellectual
ability
-In contrast, Winner (2000) writes that child prodigies may become “frozen into
expertise”
The Stability of Intelligence:
113
-Intelligence does not seem to be stable for much of one’s adult life
-Full scale IQ may seem to remain the same over time, although the individual abilities
assessed may change significantly
-Verbal Intellectual skills to be highly stable over time
-Young adulthood intelligence is the most suitable determinant of cognitive performance
-Terman, suggested that gifted children tended to maintain their superior intellectual
ability
-In contrast, Winner (2000) writes that child prodigies may become “frozen into
expertise”
The Construct Validity of Tests of Intelligence
114
Other issues:
-Flynn effect
-intelligence inflation/10 years
--
115
-Street efficacy -perceived ability to avoid violent confrontations and to be safe in one’s
neighborhood
PERSONALITY
116
-males have the edge when it comes to g factor in intelligence especially when only the
highest-scoring group on the ability test is considered
-males also tend to outperform females on tasks requiring visual spatialization
-girls may general outperform on language-skill related task, although differences may be
minimized when assessment is conducted by computer
GENDER
117
-divorce may have significant consequences in the life of child ranging from impaired
school achievement to impaired social problem solving ability
FAMILY ENVIRONMENT
118
a test incorporates the vocabulary, concepts, traditions, knowledge, and
feelings associated with a particular culture
CULTURE LOADING
119
-designed to minimize the influence of culture with regard to various aspects of the
evaluation procedures
-Culture-Fair Intelligence Test
120
the most suitable determinant of cognitive performance
-Young adulthood intelligence
121
According to James Flynn, the Flynn effect focuses on measuring
Intelligence deflation
122
Stanford Binet Intelligence Scale was primarily used for French school children.
Then, an American version of it was developed and the father of this version is
known to be as:
BINET
123
Hye Yeong realized that each day he learns something new. What part of triarchic
theory of intelligence is this?
KNOWLDGE ACQUISITION
124
8. Kevin Mcgrew and Dawn Flanagan combined the theories of these people to form
a model of intelligence.
CATTELL,HORN CARROLL
125
9. Bong Yi and her friends were using Carroll’s model of intelligence. They were
asked by their teacher if what would compromise the stratum II of this model.
BROAD LEVEL:8 FACTORS
126
CHAPTER 10
INTELLIGENCE TEST
127
MEASURING INTELLIGENCE
-
128
-measuring sensorimotor development
-techniques:
-testing alerting response
-assessing responsiveness
-focusing a light on the eyes of the infant
-testing orienting response
-assessing the ability in turning in direction of stimulus
-ringing of bell
A. Infancy (Birth to 18 months)
129
-measuring of verbal and performance abilities
B. Child
130
-according to Wechsler, abilities such as retention of general information,
quantitative reasoning
-expressive language and memory, and social judgment
-obtain during clinical evaluation or corporate assessment
C. ADULT
131
Stanford-Binet Intelligence Scales: Fifth Edition (SB5)
-
132
-The first published intelligence test to provide organized and detailed administration and
scoring instructions
-The first American test to employ the concept of IQ. And it was the first test to introduce
the concept of an alternate item, an item to be substituted for a regular item under
specified conditions
-Criticism: lack of representativeness of the standardization sample
1ST EDITION
133
Revisions:
1937
-Included the development of two equivalent forms, labeled L (for Lewis) and M (for
Maud)
-New types of tasks for use with preschool-level and adult-level testtakers
-Adequate standardization sample
-Criticism: lack of representation of minority groups during the test’s development
134
-consisted of only a single form (labeled L-M) and included the items considered to be
the best from the two forms of the 1937 test, with no new items added to the test
-the use of the deviation IQ tables in place of the ratio IQ tables
1960
135
-the quality of the standardization sample was criticized
-norms may also have overrepresented the West, as well as large urban communities
1972
136
-previous versions used age scale, but the 4th edition uses Point scale
4th Edition - Stanford-Binet: Fourth Edition (1986)
137
a test organized into subtests by category of item, not be age at
which most testtakers are presumed
POINT SCALE
138
-a test score or index derived from the combination of, and/or
a mathematical transformation of, one or more subtest scores
TEST COMPOSITE
139
-designed for administration to assessees as young as 2 and as old as 85 (or older)
-yields a number of composite scores, including a Full Scale IQ derived from the
administration of ten subtests
-subtest scores (mean = 10; sd = 3)
-composite scores (mean = 100, sd = 15)
-In addition, the test yields five Factor Index scores corresponding to each of the five
factors that the test is presumed to measure
-it was based on CATTELL-HORN-CARROLL Theory of intellectual abilities
5Th Edition - SB5 (2003)
140
(SB5 Factor Name)
-novel problem solving, understanding of relationships that are not culturally bound
FLUID REASONING (FR)
141
-skills and knowledge acquired by formal and informal education
KNOWLEDGE (KN)
142
-knowledge of mathematical thinking including number concepts, estimation, problem-
solving and measurement
QUANTITATIVE REASONING (QR)
143
-ability to see patterns and relationships and spatial orientation as well as the gestalt
among diverse visual stimuli
VISUAL SPATIAL PROCESSING (VS)
144
-cognitive process of temporarily storing and then transforming or sorting information in
memory
WORKING MEMORY (WM)
145
-A task used to direct or route the examinee to a particular level of questions
-Direct an examinee to test items that have a high probability of being at an
optimal level of difficulty
ROUTING TEST
146
-designed to illustrate the task required and assure the examiner that the examinee
understands
TEACHING ITEMS
147
-lowest level of the items on a subtest
highest level of the items on a subtest
-FLOOR
- CEILING
148
-A stage in a test achieved by a testtaker by meeting some preset criterion to
continue to be tested for example, responding correctly to two consecutive items on an
ability test that contains increasingly difficult items may establish a ―base‖ from which to
continue testing
BASAL LEVEL
149
-A stage in a test achieved by a testtaker as a result of meeting some preset
criterion to discontinue testing for example, responding incorrectly to two consecutive
items on an ability test that contains increasingly difficult items may establish a presumed
―ceiling‖ on the testtaker’s ability
CEILING LEVEL
150
-A procedure that involves administering test items beyond the level at
which the test manual dictates discontinuance
TESTING THE LIMIT
151
-SB5 has a test administration protocol that could be characterized as adaptive in nature
-
152
-Observations made by an examiner regarding what the examinee
does and how the examinee reacts during the course of testing
-EXTRA-TEST BEHAVIOR
153
(The Wechsler Tests)
-Point Scale
-Items were classified by subtest
-Organized into six verbal subtests and five performance subtests and five performance
subtests, and all the items in each test were arranged in order of increasing difficulty
Wechsler-Bellevue (W-B1) or Wechsler-Bellevue (W-B) 1939
154
-Criticisms:
-The standardization sample was rather restricted
-Some subtests lacked sufficient inter-item reliability
-Some of the subtests were made up of items that were too easy
-The scoring criteria for certain items were too ambiguous
-Wechsler-Bellevue 2 (W-B 2) - 1942; an alternative form
155
-organized into Verbal and Performance scales
-Scoring yielded a Verbal IQ, a performance IQ, and a Full Scale IQ
Wechsler Adult Intelligence Scale (WAIS) - 1955
156
-new norms and materials
-alternate administration of verbal and performance tests
-WAIS-R (1981)
157
-contained updated and more user-friendly materials
-test materials were made physically larger to facilitate viewing by older adults
-some items were added to each of the subtests that extended the test’s floor in order to
make the test more useful for evaluating people with extreme intellectual deficits
-extensive research was designed to detect and eliminate items that may have contained
cultural bias
-norms were expanded to include testtakers in the age range 74-89
-yielded a full scale (composite) IQ as well as four Index Scores - Verbal
Comprehension, Perceptual Organization, Working Memory, and Processing Speed -used
for more in-depth interpretation of findings
-WAIS-III (1997)
158
-It is made up of subtests that are designated either as core or supplemental
-Core subtest is one that is administered to obtain a composite score
-Supplemental Subtest is used for purposes such as providing additional
clinical information or extending the number of abilities or processes
sampled
-Intended for use with individuals ages 16 to 90 years and 11 months
-contains ten core subtests (Block Design, Similarities, Digit Span, Matrix Reasoning,
Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, Information and Coding)
-and five supplemental subtests (Letter-Number Sequencing, Figure Weights,
Comprehension, Cancellation and Picture Completion)
-more explicit administration instructions as well as the expanded use of demonstration
and sample items - this in an effort to provide assessees with practice in doing what is
required, in addition to feedback on their performance
-all of the test items were thoroughly reviewed to root out any possible cultural bias
-Floor = 40, Ceiling = 160
-WAIS-IV (2008)
159
is one that is administered to obtain a composite score
CORE SUBTEST
160
is used for purposes such as providing additional
clinical information or extending the number of abilities or processes
sampled
SUPPLEMENTAL SUBTEST
161
-1st edition 1949
-currently in its 5th edition
Wechsler Intelligence Scale for Children (WISC)
162
-1st edition 1967
-currently in its 4th edition
Wechsler Pre-School and Primary Scale of Intelligence (WPPSI)
163
refers to a test that has been abbreviated in length, typically to reduce the
time needed for test administration, scoring and interpretation
--In 1958, David Wechsler endorsed the use of short forms but only for screening
purposes. Years later, perhaps in response to the potential for abuse of short forms, he
took a much dimmer view of reducing the number of subtests just to save time
--From a psychometric standpoint, the validity of a test is affected by and is somewhat
dependent on the test’s reliability. Changes in a test that lessen its reliability may also
lessen its validity
Short Forms of Intelligence Test
164
-designed to answer the need for a short instrument to screen intellectual ability in
testtakers from 6 to 89 years of age
-the test comes in a two-subtest form (consisting of Vocabulary and Block Design) that
takes about 15 minutes to administer and a four-subtest form that takes about 30 minutes
to administer
-Wechsler Abbreviated Scaled of Intelligence (WASI) 1999
165
-ages 2 years and 6 months up to 7 years and 7 months
-completion time:
-ages 2:6 to 3:11 = 30-45 minutes
-ages 4:0 to 7:7 = 45-60 minute
WPPSI (2012)
166
-ages 6 years old to 16 years and 11 months
-FSIQ, Primary Index Scores and Ancillary Index Scores
-21 subtests; 15 composite scores
-completion time: 60 minutes
WISC-V (2014)
167
-making the test materials more user friendly, and increasing the psychometric soundness
of the test
-WASI-2 2011
168
(Group Tests of Intelligence)
-1917 World War 1-
-administered to Army recruits who could read. It contained tasks such as general information questions, analogies, and scrambled sentences to
reassemble
-Army Alpha Test
169
-designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits. It contained tasks such as mazes, coding and picture completion
-An original objective of the Alpha and Beta tests was to measure the ability to be a good soldier. However, after the war, that objective seemed to get lost in the shuffle as the tests were used in various aspects of civilian life to measure general intelligence. An Army or Beta test was much easier to obtain, administer and interpret than a Stanford-Binet test, and it was also much cheaper
-Army Beta Test
170
-World War 2-
-administered to more than 12 million recruits
-Army General Classification Test (AGCT)
171
-group tests are still administered to prospective recruits, primarily for screening
purposes
TODAY
172
-an instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise level
SCREENING TOOL
173
-Group intelligence test results provide school personnel with valuable information for
instruction-related activities and increased understanding of the individual pupil
-Group intelligence tests in the schools are used in special forms as early as the
kindergarten level. The tests are administered to groups of 10 to 15 children, each of
whom receives a test booklet that includes printed pictures and diagrams. For the most
part, simple motor responses are required to answer items. Oversized alternatives in the
form of pictures in a multiple-choice might appear on the pages, and it is the child’s job
to circle or place an X on the picture that represents the correct answer to the item
presented orally by the examiner. During such testing in small groups, the testtakers will
be carefully monitored to make certain they are following the directions
-Group Test in School Setting
174
-Some group intelligence test for school settings:
-California Test of Mental Maturity
-Kuhlmann-Anderson Intelligence Test
-Henmon-Nelson Tests of Mental Ability
-Cognitive Abilities Test
--
175
Other Measures of Intellectual Abilities
-a psychological dimension that characterizes the consistency with which one acquires
and processes information
-Examples:
-Field Dependence vs Field Independence
-Reflection vs Impulsivity
-Visualizer vs Verbalizer
-Cognitive Styles
176
(-Measures of Creativity:)
-the ability to produce something that is innovative or nonobvious
ORIGINALITY
177
-the ease with which responses are reproduced and is usually measured by the
total number of responses produced
FLUENCY
178
-the variety of ideas presented and the ability to shift from one approach to
another
FLEXIBILITY
179
-the richness of detail in a verbal explanation or pictorial display
-A criticism frequently leveled at group standardized intelligence tests (as well as at other
ability and achievement tests) is that evaluation of test performance is too heavily
focused on whether the answer is correct
-The heavy emphasis on correct response leaves little room for the evaluation of
processes such as originality, fluency, flexibility and elaboration
ELABORATION
180
-a deductive reasoning process that entails recall and consideration of facts as well as a
series of logical judgments to narrow down solutions and eventually arrive at one
solution
CONVERGENT THINKING
181
-a reasoning process in which thought is free to move in many different directions,
making several solutions possible
-requires flexibility of thought, originality, and imagination
DIVERGENT THINKING
182
-developed by Sarnoff Mednick in the 1960s
-presents the testtaker with three words; the task is to find a fourth word associated with
the other three
-a test used to measure creative convergent thinking
-a possible weakness of this test is its focus on verbal associative habits - meaning it
might be more difficult for non-native speakers of English. Also, it may not favor those
who are more comfortable with visual thinking
-Remote Associates Test (RAT)
183
-developed by E. Paul Torrance in 1960s
-consist of word-based, picture-based and sound-based test materials
-each subtest is designed to measure various characteristics deemed important in the
process of creative thought
-It is interesting that many tests of creativity do not fare well when evaluated by
traditional psychometric procedures
-Torrance Test of Creative Thinking (TTCT)
184
CHAPTER 11
PRESCHOOL AND EDUCATIONAL ASSESSMENT
185
INFANT SCALES
-3 days to 4 weeks of age
-provides an index of a newborn’s competence
-47 scores: 27 behavioral, 20 elicited
-widely used research tool
-drawbacks:
-no norms
-poor test-retest reliability
-does not predict future intelligence
Brazelton Neonatal Assessment Scale (BNAS)
186
-2.3 to 6.3 years of age
-provide an appraisal of the developmental status of children
-five areas:
-gross motor
-fine motor
-adaptive
-language
-personal-social
-produces developmental quotient (DQ)
-drawbacks:
-standardization sample inadequate
-no evidence of reliability or validity in test manual
-problem with directing and scoring
-does not predict future intelligence
Gesell Development Schedules (GDS)
187
-age range 2 to 30 months
-purports to measure cognitive and motor functions
-two scales: motor and mental
-psychometrically rigorous
-predicts well for retarded infants
-does not predict future intelligence
Bayley Scales of Infant and Toddler Development - Third Edition (BSID-III)
188
-age range 2 to 30 months
-purports to measure infant intelligence
-age scale
-uses mental age and IQ concepts
-downward extension of Binet scale
-drawbacks:
-outdated
-psychometrically unsound
-does not predict future intelligence
Cattell Infant Intelligence Scale (CIIS)
189
(MAJOR TESTS FOR YOUNG CHILDREN)
-age range 2 years old to 8 years old
-present a carefully constructed individual test of human ability
-its battery of 18 tests samples a wide variety of functions long held to be related to
human intelligence. Of the 18 scales, 15 are combined into a composite score known as
the general cognitive index (GCI), a standard score with a mean of 100 and a standard
deviation of 16
-GCI: Verbal Scale, Perceptual-performance, Quantitative
-Additional Scales: Memory and Motor
McCarthy Scales of Children’s Abilities (MSCA)
190
-are test kits that generally contain two types of tests: those that measure abilities related
to academic success and those that measure educational achievement in areas such as
reading and arithmetic
Psychoeducational test batteries
191
-Age range 3 to 18 years old
-Individual ability test
-18 subtest; 5 global scales
-sequential processing
-simultaneous processing
-learning
-planning
-knowledge
-based on Aleksandr Luria’s theory, Roger Sperry’s split-brain and Ulric’s information
processing
Kaufman Assessment Battery for Children
2nd Edition (KABC-II)
192
GENERAL INDIVIDUAL ABILITY TESTS FOR HANDICAPPED AND SPECIAL POPULATION
--
193
-purports to evaluate ability in normal and variously handicapped children from 3 through
12 years of age
-multiple-choice format
-no time limit
-contains 92 different cards grouped into eight overlapping levels, or scales, according to
chronological age
-coefficients range between .85 and .90 for both split-half and test-retest reliabilities
-highly vulnerable to random error
-a reliable instrument that is useful in assessing ability in many people with sensory, physical or language handicaps
Columbia Mental Maturity Scale - Third Edition (CMMS)
194
-age range of 2 through 90 years
-PPVT-IV is not usually used with the deaf, because the instructions are administered
aloud
-the test purports to measure hearing or receptive (hearing) vocabulary, presumably
providing a nonverbal estimate of verbal intelligence
Peabody Picture Vocabulary Test - Fourth Edition (PPVT - IV)
195
-a performance scale
-age range of 2 to 18 years
-purports to provide a nonverbal measure of general intelligence by sampling a wide
variety of functions from memory to nonverbal reasoning
-can administer it without using language and it requires no verbal response from subjects
-often used when assessing children with autism
-one can apply it to a large range of disabled individuals, particularly the deaf and
language-disabled
Leiter International Performance Scale - Revised (LIPS-R)
196
-a popular but poorly standardized nonverbal performance measure of intelligence
-consists of maze problems, specifically, it includes 12 mazes that increase in complexity
across age levels
-the participant is required to trace the maze from the starting point to the goal while
following certain rules
-can be administered without verbal instruction and thus can be used for a variety of
special populations
Porteus Maze Test (PMT)
197
(TESTING LEARNING DISABILITIES)
-assumes that failure to respond correctly to a stimulus can result not only from a
defective output (response) system but also from a defective input or information-
processing system
-designed for use with children ages 2 through 10
-widespread use and interest among educators, psychologists, learning disability
specialists and researchers
Illinois Test of Psycholinguistic Abilities (ITPA-3)
198
-designed as a broad-range individually administered test to be used in educational
settings
-it assesses general intellectual ability (g), specific cognitive abilities, scholastic aptitude,
oral language and achievement
-the Woodcock-Johnson III’s cognitive ability standard battery includes 10 tests such as
verbal comprehension, visual-auditory learning, spatial relations, and visual matching
-has relatively good psychometric properties
-based on CHC Model
Woodcock-Johnson III
199
(VISUOGRAPHIC TEST)
-assumes that brain damage easily impairs visual memory ability
-designed for individuals ages 8 and older
-consists of geometric designs briefly presented and then removed
-the subject must then reproduce the designs from memory
Benton Visual Retention Test - Fifth Edition (BVRT-V)
200
-also used in the assessment of brain damage, the BVMGT has a variety of uses and is
one of the most popular individual tests
-in consists of nine geometric figures (such as a circle and a diamond) that the subject is
simply asked to copy
Bender Visual Motor Gestalt Test (BVMGT)
201
-simple drawing test that involves perceptual-motor coordination
-requiring only a 10-minute administration
-individuals 8 to 60 years of age
-15 drawings
-drawings are scored from 0 to 3, depending on how they compare with representative
drawings from normal controls and people with varying degrees of brain injury
Memory-for-Designs (MFD) Test
202
(ACHIEVEMENT, APTITUDE AND OTHERS)
-Response to intervention model as a multi level prevention framework applied in
educational settings that is designed to maximize student achievement through the use of
data that identifies students at risk for poor learning outcomes combined with evidence-
based intervention and teaching that is adjusted on the basis of student responsiveness
RTL MODEL
203
- Designed to measure accomplishment
designed to measure the degree of learning that has taken place as a result of
exposure to a relatively defined learning experience
- A test of achievement may be standardized nationally, regionally, or locally, or it
may not be standardized at all
- A sound achievement test is one that adequately samples the targeted subject
matter and reliably gauges the extent to which the examinees have learned it
ACHIEVEMENT TESTS
204
-survey learning in one or more academic areas
-achievement batteries - tests that cover a number of academic areas are typically
divided into several subtests
Measures of General Achievement
205
- a term used to refer to assessment of information acquired from teachings at
school
Curriculum-based assessment (CBA)
206
- a type of CBA, is characterized by the use of standardized measurement
procedures to derive local norms to be used in the evaluation of student
performance on curriculum-based tasks
-Curriculum-based measurement (CBM)
207
Tend to focus more on informal learning or life experiences
Also referred to as prognostic tests, are typically used to make predictions
Some have been used to measure readiness to:
-enter elementary school
-successfully complete a challenging course of study in secondary school
-successfully complete college-level work
-successfully complete graduate-level work, including a course of study at a
professional or trade school
APTITUDE TESTS
208
(PRESCHOOL LEVEL)
a questionnaire on which marks are made to indicate the presence or
absence of a specified behavior, thought, event, or circumstance
CHECKLIST
209
(PRESCHOOL LEVEL)
a form completed by an evaluator (a rater, judge, or examiner) to
make a judgment of relative standing with regard to a specified variable or list of
variables
RATING SCALE
210
-comes in versions appropriate for use with children from ages 11⁄2 to 5 years (CBCL/11⁄2
5) and for use with children through young adults, ages 4 to 18 (CBCL/4–18)
-parents and others with a close relationship to the subject provide information for
competence items covering the subject’s activities, social relations, and school
performance
-has an 8-syndrome structure, with syndromes designated as (1) Anxious/ Depressed, (2)
Withdrawn/Depressed, (3) Somatic Complaints, (4) Social Problems, (5) Thought
Problems, (6) Attention Problems, (7) Rule-Breaking Behavior, and (8) Aggressive
Behavior
Achenbach Child Behavior Checklist (CBCL)
211
-designed primarily to help assess ADHD and to screen for other behavior problems
relating, for example, to self-esteem, mood, family function, oppositionality, anxiety, and
somatization
-comes in various versions for use throughout the life span, and each version has a long
form (15 to 20 minutes administration time) and a short form (5 to 10 minutes
administration time)
-there is a parent version and a teacher version for use with children ages 3 to 17 and an
adolescent selfreport version is for use by respondents ages 12 to 17
-particularly well suited for monitoring ADHD treatment
Connors Rating Scales-Revised (CRS-R)
212
"everybody's first test"
A score on a rating scale developed by physician Virginia Apgar (1909-
1974), an obstetrical anesthesiologist who saw a need for a simple, rapid
method of evaluating newborn infants and determining what immediate
action, if any, is necessary
APGAR NUMBER
213
- a typically nonsystematic, relatively brief, and "off-the- record" assessment leading to the formation of an opinion or attitude conducted by
any person, in any way, for any reason, in an unofficial context that is not subject
to the ethics or other standards of an evaluation by a professional
INFORMAL EVALUATION
214
children who have documented difficulties in one or more psychological,
social, or academic areas and for whom intervention is or may be required
AT RISK
215
children who have documented difficulties in one or more psychological,
social, or academic areas and for whom intervention is or may be required
AT RISK
216
a tool used to identify areas of deficit to be targeted for intervention
DIAGNOSTIC TESTS
217
a tool used to identify areas of deficit to be targeted for intervention
DIAGNOSTIC TESTS
218
(DIAGNOSTIC TEST)
typically applied to tests or test data that are used to make judgments (such
as pass-fail)
Evaluative Information
219
(DIAGNOSTIC TEST)
Typically applied to tests or test data used to pinpoint a student's difficulty,
usually for remedial purposes
Diagnostic Information
220
(Performance, Portfolio, and Authentic Assessment)
will be defined as an evaluation of performance tasks
according to criteria developed by experts from the domain of study tapped by
those tasks
Performance assessment
221
A work sample designed to elicit from a particular domain of study
values
PERFORMANCE TASK
222
- refers to the evaluation of one's representative knowledge,
skills, and work samples/portfolio
Portfolio Assessment
223
evaluation of relevant, meaningful tasks that may be
conducted to evaluate learning of academic subject matter but that demonstrate the
student's transfer of that study to real-world activities
Authentic Assessment-
224
(Peer Appraisal Techniques)
One method of obtaining information about an individual is by asking that individual's peer group to make the evaluation
PEER APPRAISAL
225
is a method of peer appraisal in which individuals are asked to select or nominate other individuals for various types of activities
NOMINATING TECHNIQUE
225
is a method of peer appraisal in which individuals are asked to select or nominate other individuals for various types of activities
NOMINATING TECHNIQUE
226
One graphic method of organizing data results of peer appraisal
SOCIOGRAM
227
(Group Achievement Tests)
It evaluates achievement in kindergarten through 12th grades in the following
areas: spelling, reading comprehension, word study and skills, language arts,
social studies, science, mathematics, and listening comprehension
Stanford Achievement Test (SAT)
228
Measures achievement in reading by evaluating vocabulary.word recognition, and
reading comprehension
Also measures mathematics by evaluating number concepts, problem solving and
computation
Now in its eighth edition, the MAT-8 was renormed in 2000, and alternate
versions of the test including Braille, large print, and audio formats were made
available for use with children having visual limitations
Metropolitan Achievement Test (MAT)
229
Group Tests of Mental Abilities (Intelligence)
-Kuhlmann-Anderson Test (KAT)-Eighth Edition
-Henmon-Nelson Test (H-NT)
-Cognitive Abilities Test (COGAT)
--
230
College Entrance Test
-SAT Reasoning Test (SAT-1)
-American College Test (ACT)
--
231
(Graduate and Professional School Entrance Test)
- this long-standing rite of passage for students seeking admission to graduate
school has a General Test form as well as specific subject tests
-the General Test contains verbal and quantitative sections as well as analytical
writing sections
Graduate Record Examination (GRE)
232
- a 100-item, multiple-choice analogy test that draws not only on the examinee’s
ability to perceive relationships but also on general intelligence, vocabulary, and
academic learning
Miller Analogies Test
-Law School Admission Test
233
(Nonverbal Group Ability Tests)
-One of the best known and most popular nonverbal group tests
Although used primarily in educational settings, the Raven is a suitable test
anytime one needs an estimate of an individual's general intelligence (Spearman's
g)
Group or Individual
-5 years and Older
-60 matrices, graded in difficulty
Minimize the effect of language Better measure of intelligence than Wechsler
Worldwide Norms
Raven Progressive Matrices (RPM)
234
One of the quickest, easiest, and least expensive to administer of all ability tests
Group or Individual
The subject is instructed to draw a picture of a whole man and to do the best job
possible
Scored by items included
70 points possible in drawing (ex.clothing)
Works best with children and younger children
Good psychometrics but outdated norms (not standardized)
Goodenough-Harris Drawing Test (G-HDT)
235
-Designed to provide an estimate of intelligence relatively free of cultural and language influences
A paper-and-pencil procedure that covers three levels
ages 4-8 and mentally disabled adults
ages 8-12 and randomly selected adults
high-school age and above-average adults
Two Parallel forms are available Standardization varies to age levels
Normative data from US, Western European Countries, and Australia
Culture Fair Test is viewed as an acceptable measure of fluid intelligenceRPM is still better because CFIT requires more work and norms are outdated
-
Culture Fair Intelligence Test
236
PERSONALITY ASSESSMENT: AN OVERVIEW
CHAPTER 12
237
Individual's unique constellation of psychological traits that is relatively
stable over time
PERSONALITY
238
the measurement and evaluation of psychological traits, states, values, interests, attitudes, worldview, acculturation, sense of humor, cognitive and behavioral styles, and/or related individual characteristics
PERSONALITY ASSESSMENT
239
Any distinguishable, relatively enduring way in which one
individual varies from another
PERSONALITY TRAITS
240
a constellation of traits that is similar in pattern to one identified Category of personality within a taxonomy of personalities
PERSONALITY TYPE
241
relatively temporary predisposition
PERSONALITY STATES
242
(The self as the primary referent)
a process wherein information about assessees is supplied by the
assessees themselves
SELF REPORT
243
an instrument designed to yield information relevant to how an individual sees him or herself with regard to selected psychological variables
SELF CONCEPT MEASURE
244
- the degree to which a person has different self-
concepts in different roles
SELF CONCEPT DIFFERENTIATION
245
Testtaker Response Style
refers to a tendency to respond to a test item or interview question
in some characteristic manner regardless of the content of the item or question
RESPONSE STYLE
246
present oneself in a favorable light
Socially desirable responding
247
agree with whatever is presented
ACQUIESCENCE
248
disagree with whatever is presented
NONACQUIESENCE
249
make unusual or uncommon responses
DEVIANCE
250
1.make extreme, as opposed to middle, ratings on a rating scale
2.guess-or not guess-when in doubt
3.- claim extreme virtue through self presentation in a
superlative manner
1. EXTREME
2.Gambling/cautiousness
3. OVERLY POSITIVE
251
a term used to describe the attempt to manipulate
others' impressions through the selective exposure of some information (it may be
false information) coupled with suppression of other information
Impression Management
252
(Procedures and item formats)
the interviewer must typically follow an interview guide And has little leeway in terms of posing questions not in that guide
STRUCTURED INTERVIEW
-Graphology/Handwriting analysis
253
(Frame of Reference)
defined as aspects of the focus of exploration such as the time frame (the past, the present, or the future) as well as other contextual issues
that involve people, places, and events
FRAME OF REFERENCE
254
an assessment technique in which the task is to sort a group of statements, usually in perceived rank order ranging from most descriptive to
least descriptive
Q-SORT TECHNIQUE
255
characterized by efforts to learn how a limited number of
personality traits can be applied to all people
NOMOTHETIC APP
256
- characterized by efforts to learn about each individual’s unique
constellation of personality traits, with no attempt to characterize each person according
to any particular set of traits
IDEOGRAPHIC APPROACH
257
-whereby a testtaker’s responses and the presumed strength of a
measured trait are interpreted relative to the strength of that trait in a sample of a larger
population
NORMATIVE APPROACH
257
-whereby a testtaker’s responses and the presumed strength of a
measured trait are interpreted relative to the strength of that trait in a sample of a larger
population
NORMATIVE APPROACH
258
-a testtaker’s responses, as well as the presumed strength of measured
traits, are interpreted relative to the strength of measured traits for that same individual
IPSATIVE APPROACH
259
(Acculturation and Related Considerations)
is an ongoing process by which an individual's thoughts, behaviors, values, worldview, and identity develop in relation to the general thinking
behavior, customs, and values of a particular cultural group
ACCULTURATION
260
are that which an individual prizes or the ideals an individual believes in.
VALUES
261
Rokeach (1973) differentiated what he called instrumental from terminal values
262
1.are guiding principles to help on attain some
objectivE
2. guiding principles and a mode of behavior that is an
endpoint objective
1. INSTRUMENTAL VALUES
2. TERMINAL VALUES
263
- a set of cognitive and behavioral characteristics by which
individuals define themselves as members of a particular group
-
IDENTITY
264
process by which an individual assumes a pattern of behavior characteristic of other people, and referred to it as one of the
central issues that ethnic minority groups must deal with
IDENTIFICATION
265
is the unique way people interpret and make sense of their
perceptions as a consequence of their learning experiences, cultural
background, and related variables
WORLDVIEW
266
(Strategies of Structured Personality Test Construction)
-Logic and reasoning
DEDUCTIVE STRATEGIES
267
- uses reason and deductive logic in the
development of personality measures
LOGICAL -CONTENT STRATEGY
268
- begins with a theory about the nature of the
particular characteristic to be measured
THEORETICAL STRATEGY
269
data collection, statistics, experiments
Criterion-Group strategy
Factor analytic strategy
EMPIRICAL STRATEGIES
