Exam 2 revision

Question 1

Define/interpret specific numerical values of test item statistics of kind derived in classical test theory (CTT), including p, D and rit. What values of these statistics would be best for testing purposes?

Answer 1

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Question 2

Explain why D is described as an “item validity” statistic

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Question 3

Describe item parameters (statistics) in item response theory (IRT), including difficulty, discrimination, and guessing.

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Question 4

How does item difficulty in classical test theory differ from item difficulty in IRT?

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Question 5

What is an item characteristic curve (ICC), and what does it represent?

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Question 6

What are limitations of CTT compared to IRT?

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Question 7

Describe at least 2 applications of IRT.

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Question 8

What are the considerations in selecting an item response format, including selected response versus constructed response formats?

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Question 9

What is the difference between a pure speed test and a pure power test?

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Question 10

Describe a process of evaluating item psychometrics (including item validity) and quality in test development.

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Question 11

What do intelligence tests measure?

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Question 12

Explain why IQ is not equal to intelligence.

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Question 13

Outline uses of IQ tests in various applied settings

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Question 14

Describe characteristics of modern, individually-administered IQ-tests.

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Question 15

Describe issues and challenges in testing cognitive abilities among preschool children. What are best practices?

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Question 16

Define test bias and distinguish it from test fairness.

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Question 17

Explain why group-mean differences are insufficient to establish bias.

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Question 18

Explain predictive bias, construct bias, and item/content bias with description of the types of evidence needed in order to evaluate each type.

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Question 19

Outline challenges in translating a test from one language to another, especially if the translated test is to be used in a different country or culture

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Question 20

What is back translation, and what are some possible problems in its use?

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Question 21

Describe an integrated (i.e., professional) process to translate a test. What are the steps, who should be involved?

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Question 22

Describe types of bias that can arise when translating a test from one language to another

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Question 23

Explain major ethical issues in assessment, including the role of standards for test publishers or examiners versus standards for examinees, and issues in the scoring of test results and in the communication of those results

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Question 24

What is the concept of test utility?

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