Exam 1 Flashcards by Reilly Krueger

Q

test

A

math test-> specific score at end (90%)

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Q

assessment

A

competence to be witness on trial

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Q

collaborative

A

collab (partner)

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Q

therapeutic

A

self discovery -> self growth

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Q

dynamic assessment

A

evaluate->intervene-> reevaluate

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Q

why do we psych test?

A

intelligence, attitude, personality, interest

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Q

psychometrics

A

consistency/accuracy

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Q

interview

A

communication-exchange - verbal & nonverbal

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Q

portfolio

A

art (all best pieces of work)

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Q

case history

A

history (transcripts/records)

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Q

behavioral observations

A

nonverbal (monitor children)

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Q

role play

A

acting; not naturalistic

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Q

info gathering

A

get score move on (questionnaire)

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Q

therapeutic assess

A

collaborative, interactive

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Q

ideographic

A

individual characteristic- unique

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Q

nomothetic

A

universal- general population

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Q

Wundt

A

similarities

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Q

Galton

A

differences

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Q

Cattell

A

modern clinical tests

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Q

Bihet

A

children in Paris
school -> hospital/prison -> wars -> corps

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Q

projective testing

A

inkblot test

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Q

culture

A

values, beliefs

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Q

Goddard

A

immigrants “feeble minded”

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Q

collectivist

A

conformity, cooperation (high)- nonverbal

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individualistic

self reliance (low)- verbal

high context

what you see happening- nonverbal

low context

directly said- verbal

error

what else is influencing your test- systematic

systematic error

predictable/pattern

McDermott

systematic error by assessor

equality

same test for everybody

equity

test being adjusted to be understood by peoplel

laws

rules

ethics

principles

2010 common core

every student act 2015

Daubert

scientific evidence (judge)

Frye

general acceptance (experts + judge)

informed consent

language barriers

right to test findings

you have right to know

confidentiality

safety is more important

least stigmatizing label

not labeling people

nominal

categories

ordinal

rank ordered

interval

no zero, equal intervals

ratio

true zero

most tests

ordinal-> treated as interval

raw score

unmodified

kurtosis

steepness

plat

plateau

lepto

peaked (leap)

meso

middle

normal curve

68 95 100 34 14 2

correlation coefficient

-1 and +1

0

no relationship

correlation

causation

restriction of range

weak correlations

meta analysis

relationship across studies

disadvantage

unreliable studies

trait

distinguishable- enduring trait can stay same- interpret + defined differently

states

less enduring, depend on context depends on what state you're in (mental)

random error

situational noise

reliability

consistency, precision

validity

intended measure reliability necessary- not sufficient for validity

norms

reference groups

stratified random sampling

all members of population have equal opportunity

stratified sampling

samples from subgroups

purposive sample

arbitrarily selecting sample

observed score

true score + error

random error

unpredictable fluctuations - noise

systematic error

typically constant variable

testaker variables

emotions, lack of sleep

examiner variables

training, demeanor

test retest

same people- different administrations times- same test-> stability across time same results 6 months later

coefficient of equivalence

relationship between various forms

parallel forms

means- variances

alternate forms

different versions of a test

split half reliability

split test- one group- same time

spearman brown formula

est internal consistency

coefficient alpha

0 -> 1

inter scorer reliability

agreement between 2+ scores