Psych Assessment Flashcards
(201 cards)
1
Q
assumption 1
A
psychological traits and state exists
2
Q
assumption 2
A
psychological traits and states can be quantified and measure
3
Q
is any distinguishable, relatively enduring way in which one individual varies from one another
A
trait
4
Q
distinguishes one person from another but relatively less enduring
A
state
5
Q
assumption 3
A
test behavior predicts non-test behavior
6
Q
assumption 4
A
test and other measurements have strengths and weaknesses
7
Q
assumption 5
A
sources of error are part of the assessment process
8
Q
long standing assumption that factors other than what a test attempts to measure will influence performance on the test
A
error
9
Q
refers to the component of test score attributable to sources other than the trait or ability measured
A
error variance
10
Q
assumption 6
A
testing and assessment can be done in a fair and unbiased way
11
Q
assumption 7
A
testing and assessment can benefit society
12
Q
is the stability or consistency of the measurement
A
reliability
13
Q
includes the notion that each individual measurement has an element of error such as observer’s error, environmental changes, participant’s changes, etc
A
reliability
14
Q
- index of reliability
- a proportion that indicates the ratio between the true score variance on a test and the total
variance
A
reliability coefficient
15
Q
defined as one on which test takers will fall in the same positions relative to each other
A
reliable test
16
Q
Stable charcteristics of the individual
A
true characteristics
17
Q
Chance features of the individual or the situation
A
random measurement of error
18
Q
tools used to estimate or infer the extent to which an observed score deviates from a true score
A
standard error of estimates
19
Q
used to evaluate the error associated with administering a test at two different times.
A
test-retest
20
Q
- When interval between testing is greater than six months
- the estimate of test-retest reliability. obtained using pearson-r
A
coefficient of stability
21
Q
compares two equivalent forms of a test that measure the same attribute
A
parallel/alternate forms
22
Q
• a test is given some and divided into halves that are scored separately.
• The results of one half of the test are then compared with the results of the other.
• Use the odd-even system, whereby one subscore is obtained for the odd-number items in the test and another for the even -numbered items.
A
split-half method
23
Q
- Refers to the degree of correlation among all the items on a scale.
- Useful in assessing the homogeneity of the test
A
inter-item consistency
24
Q
Methods used to obtain estimates of internal consistency:
A
- KR 20
- Cronbach alpha
25
a formula that estimates the internal consistency of test in which the items are non-dichotomous or there is no right or wrong answer
cronbach alpha
26
• The degree of agreement or consistency between two or more scorers (or judges or raters) with regard to a particular measure.
• There is a judge to rate the examine answers
• For creativity or projective test
inter-scorer reliability
27
- is a judgment or estimate of how well a test measures what it purports to measure in a particular context.
- it is a judgment based on evidence about the appropriateness of inferences drawn from test scores.
validity
28
is the process of gathering and evaluating evidence about validity
validation
29
validation process if test users plans to alter format, instruction, language, or content of the test
local validation
30
• When the items look like they measure what they are supposed to measure.
• The judgement about the items appropriateness is made by the test taker rather than expert in the domain.
face validity
31
• It is important whenever a test is used to make inferences about the broader domain of knowledge and or skills represented by a sample of items.
• Is important in maximal performance test and typical performance test
content validity
32
Qualitative process in which test items are compared to a detailed description of the test domain.
content validity
33
• Is the ability of a test to predict performance on another measure.
• The test is referred to as the "predictor" labeled X and the validation measure as the criterion labeled Y.
criterion validity
34
is a judgment of how adequately a test score can be used to infer an individual's most probable standing on some measure of interest - the measure of interest being the criterion.
criterion-related validity
35
is an index of the degree to which a test score predicts some criterion measure.
predictive validity
36
is an index of the degree to which a test score is related to some criterion measure obtained at the same time
concurrent validity
37
Whether a test measures what it is intended to measure. Referred to as personality dimensions of personality traits
construct validity
38
measure correlating the same construct
congruent validity
39
a validity coefficient sharing little or no relationship between two tests measuring unrelated constructs
discriminant or divergent validity
40
is an informed, scientific idea developed or hypothesized to describe or explain behavior
construct
41
Statistical bias (intercept bias, slope bias)
test bias
42
Is a judgement resulting from the intentional or unintentional misuse of rating scale
rating error
43
error in rating that arises from the tendency on the part of the rater to be lenient in scoring
leniency error
44
systematic reluctance to giving ratings at either positive or negative
central tendency error
45
tendency to give a particular ratee a higher rating than he or she objectively deserves because the rater's failure to discriminate among conceptually distinct aspects of a ratee's behavior
halo effect
46
The extent to which a test is used in an impartial, just and equitable way
fairness
47
• Refers to a group of statistics that can be calculated for individual test items.
• It helps in explaining why a test shows a certain level of reliability and validity.
• Particularly useful when test is unrealible or fail to demonstrate relationship with criterion measures.
item analysis
48
2 Commonly used technique of Item analysis:
- Item Difficulty
- Item Discrimination
49
• appropriate for maximal performance test- achievement and aptitude test.
• Requires that test items be scored as correct and incorrect.
item difficulty
50
percentage of the pupils who got the item right. It can also be interpreted as how easy or how difficult an item is
Difficulty Index / Item difficulty index
51
Operationally define as difficult item as one that few people answer correctly
item difficulty analysis
52
- appropriate for almost any type of test.
- Indicates the extent to which different types of people answer an item in different ways.
item discrimination
53
- separates the bright from the poor ones. Thus, a good test item separates the bright from the poor pupils.
- Measures of Item Discrimination
discrimination index
54
two approaches of discrimination index:
1. Item-discrimination index
2. Item-total Correlation
55
is the proportion obtained by comparing the performance of two subgroups of test-takers
extreme group method
56
Multifaceted capacity that manifest itself in different ways across all life span
intelligence
57
• Intelligence is inherited
• Believed that the most intelligent persons were those equipped with the best sensory abilities
• Abilities used in mental processes cannot be seperated because they interact together
Francis Galton
58
The degree of availability of one's experiences for the solution of his present problems and the anticipation of future ones.
Henry Goddard
59
• Development of cognition in children
• Intelligent may be conceived of as a kind of evolving biological adaptation to the outside world.
jean piaget
60
refer to organized action or mental structure that when applied to the world leads to knowing or understanding
schema/schemata
61
Defined intelligence as the aggregate of global capacity of the individual to act purposefully, to think rationally and to deal effevtively with his environment.
david wechsler
62
• Believed that the intelligence quotient or IQ meant to quantify intellectual functioning to allow comparison among individuals
• IQ= mental age / chronological age x 100
lewis terman
63
Model of general mental ability or Two-factor-theory of intelligence
charles spearman
64
required for performance of mental test of all kinds; he called this kind of "mental energy" that underlies the specific factors
general ability
65
required for performance on just one kind of mental test
special abilities
66
• Identified seven (7) primary mental abilities:
- Verbal comprehension
- Word fluency
- Number
- Space
- Associative memory
- Perceptual Speed
- Induction or General Reasoning
louis leon thurstone
67
Believed that g's has two related but distinct components: fluid intelligence & crystallized intelligence
raymond cattell
68
The ability to see relationships as in analogies and letter and number series. Also believed as the primary reasoning ability. This decreases as one ages
fluid intelligence
69
Acquired knowledge and skills or also know as Factual Knowledge. This increases
with age.
crystallized intelligence
70
- Proposed additional factors to Cattell's types:
• Visual processing (Gv)
• Auditory processing (Ga)
• Quantitative processing (Gq)
• Speed processing (Gs)
• Reading and writing (Grw)
• Short-term memory (Gsm)
• Long term storage and retrieval (GIr)
- Vulnerable abilities
- Maintained abilities
John L. Horn
71
Propose the THREE STRATUM THEORY
John B. Carrol
72
as “g”
third stratum
73
composed of 8 abilities and processes
second stratum
74
level/speed factor each different depending on the second stratum to which they are linked
first stratum
75
- proposed by Kevin McGrew
- Exclusion of G since it has little relevance to cross battery assessment and interpretation
- There is a higher order general factor and 9 broad stratum abilities and over 70 narrow abilities.
CHC model (catell-horn-carroll)
76
Integration of the two models
broad stratum
77
Proposed that intelligence comprise of 180 elementary abilities and these 180 elementary abilities are made up of combination of three dimension
joy paul guilford
78
what the person does
operation
79
the material on which operations are performed
content
80
the form in which the information is stored and processed
product
81
• Proposed the HIERARCHIAL THEORY OF INTELLIGENCE
• Addresses the gaps between Spearman's Two Factory-theory in which intelligence is mainly about "g" and thurstone multiple factor theory in which the "s" takes a bigger role than "g"
• Defined intelligence as comprising of abilities of varying levels of generality"
philip e. vernon
82
- Believes that each mental activity requires an aggregate different set of abilities
- Abstract Intelligence has FOUR ATTRIBUTES: level, range, area, speed
edward lee thorndike
83
refers to the level of difficulty of a task that can be solved
level
84
refers to a number of tasks at any given degree or difficulty
range
85
means the total number of situations at each level to which the individual is able to respond
area
86
is the rapidity with which we can respond to the items
speed
87
Multiple Intelligence theory
howard gardner
88
• Russian neuropsychologist who developed the theory on INFORMATION-PROCESSING
• Studies the mechanism by which information is processed -how information is processed rather than what is processed.
aleksandra luria
89
refers to the process where information is integrated all at one time
simultaneous (parallel)
90
refers to process where information is individually processed in sequence.
successive (sequential)
91
reflect the general capacity for performing intellectual task, such as solving verbal and mathematical problems
IQ score
92
is an index that refers to the chronological age equivalent of one's perfromance on a test or subtest. This index is typically derived by reference norms that indicate age at which most testtakers are able to pass to otherwise meet some criterion of performance
mental age
93
All living are preformed at birth: all organism structure, including intelligence are preformed at birth and therefore cannot be improved
preformationism
94
One's abilties are predetermined by genetic inheritance and that no amount of learning or other intervention can enhance what has been genetically encoded to unfold in time
predeterminism
95
People inherit certain intellectual potential
inheritance
96
- People inherit certain intellectual potential. Exactly how much of the genetic potential is realized depends partially on the type of environment in which it was nurtured.
- “we are free who we want to be" using the environment to pust our genetic potential to the limit.
interactionism
97
He noticed that intelligence seems to rise on average, year by year starting in the year which the test was normed.
james r. flynn
98
- The concept of street efficacy
- Theorist and researcher believed that this concept lies in the crossroads of intelligence and personality-if not firmly within the bouds of each.
personality
99
is a person who knows his or her way on the street
streetwise
100
refers to the perceived ability to avoid violent confrontration and to be safe in one's neighborhood
street efficacy
101
is defined as the extent to which a test has incorporated the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture
culture loading
102
were designed to minimized the effects of culture loading
culture fair
103
The most adequate conceptualization of a person's behavior in all its detail (mcclelland, 1951)
personality
104
Measurement and evaluation of psychological traits, states, values, interests attitudes, worldview, acculturation, sense of humor, cognitive and behavioral style and/or related individual characteristics.
personality assessment
105
Any distinguishable, relatively enduring way in which one individual varies from another
personality traits
106
A constellation of traits that is similar in pattern to one identified category of personality within a taxonomy of personalities
personality types
107
variety of favorable response bias
halo effect
108
to respond to a test item or interview question in some characteristic manner, regardless of the content of the item/question
response style
109
the selective exposure of some information or suppression of other information
impression management
110
subscale of a test designed to assist in judgments regarding how honestly the testtaker responded
validity scale
111
a person's perception about the source of things that happen to him or her
locus of control
112
the assessor was attempting to learn something about the assessee by handwriting analysis
graphology
113
Defined as aspects of the focus of exploration such as the time frame as well as other contextual issues that involve people, places, and events
frame of reference
114
an assessment technique to sort a grp. of statements ranging from most descriptive to least descriptive
Q-sort technique
115
characterized by efforts to learn how a limited number of personality traits can be applied to all people
nomothetic approach
116
- characterized by efforts to learn about each individual's unique constellation of personality traits
- No attempt to characterize each person according to any particular set of traits
idiographic approach
117
Logic and reason in the development of test items
content oriented approach
118
aid identification of the minimum number of variables or factors that account for the intercorrelations on observed phenomena
factor or cluster analysis
119
A standard on which a judgment or decision can be made
criterion
120
a reference group of testtakers who share specific characteristics and responses
criterion group
121
process of using criterion groups to develop test items
empirical criterion keying
122
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
123
Instrument designed to evaluate testtakers' likes, dislikes, leisure activities, curiosities, and involvements in various occupations and professions.
measures of interest
124
culminated the 420-item test in the 1920s which he called the Strong Vocational Interest Blank
edward strong jr
125
strong-campbell interest inventory
david p. campbell
126
provides a systematic assessment of emotional, interpersonal, experiential, attitudinal, and motivational styles
neo pi-r
127
developed neo pi-r
costa & mccrae
128
developed mbti
isabel briggs myers & katharine cook briggs
129
a test used to classify assessees by psychological type and to shed light on "basic differences in the ways human beings take in information and make decisions"
MBTI
130
developed 16 personality factor test
raymond cattell
131
self-report assessment instrument that measures the 16 normal adult personality dimensions
16PF
132
a measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior
test
133
uniformity in procedures
standardized
134
decision of a particular examiner but are based on objective criteria
objective
135
set of items that are designed to measure characteristics of human beings that pertain to behavior (overt or covert)
psychological test
136
are related to the overt and covert dispositions of the individual
personality tests
137
provide a statement, usually of the self-report variety, and require the subject to choose between two or more alternative responses such as "true or false"
structured personality tests
138
either the stimulus (test materials) or the required response or both are ambiguous
projective tests
139
used to screen for intellectual, emotional, and neurological deficits
mental status examination
140
may be defined as the adaptation of a test, procedure, or situation, or the substitution of one test for another, to make the assessment more suitable for an assessee with an exceptional needs
accommodation
141
assumes that each person has a true score (true ability) that would be obtained if there were no errors in measurement
classical test theory
142
type of error that cannot be predicted, may result to an increase or decrease of score
unsystematic (random) error
143
type of error in which its effects on scores can be predicted, a consistent type of error, does not affect variability of scores
systematic error
144
correlation between the scores obtained using the two forms
coefficient of equivalence
145
both forms have the same mean and sd
parallel forms
146
- consistency within the test
- it is the intercorrelations among the items
- if all the items on a test measure the same construct, then it has a good ___
internal consistency
147
measures one construct
homogenous (unidimensional)
148
multiple constructs
heterogenous (multidimensional)
149
- used in tests with no right or wrong answers
- average of all split-halves
- disadvantage: affected by the number of items
cronbach's alpha
150
the formula for calculating the reliability of a test in which the items are dichotomous, scored 0 or 1 (usually for right or wrong)
KR-20
151
the degree of agreement or consistency between two or more scorers with regard to a particular measure
interrater reliability
152
used to know the agreement among 2 raters
cohen's kappa
153
used to know the agreement among 3 or more raters
fleiss' kappa
154
failure to capture important components of a construct
construct underrepresentation
155
happens when scores are influenced by factors irrelevant to the construct
construct-irrelevance variance
156
known as umbrella validity
construct validity
157
the test is correlated to another test that measures the same/similar constructs
convergent validity evidence
158
assessment of business leadership ability
leaderless group technique
159
simulates the way a manager or an executive deals with an in-basket
in-basket technique
160
standardized procedure for evaluation involving multiple assessment techniques
assessment center
161
measurement that entails evaluation of one's somatic health and intactness, and observable sensory and motor abilities
physical tests
162
evaluation undertaken to determine the presence, if any, of alcohol or other psychotropic substances by means of laboratory analysis
drug testing
163
assess abilities involved in thinking
measures of cognitive ability
164
output or value yielded relative to work effort made
productivity
165
involves distributing a predetermined number or percentage of assessees into various categories that describe performance
forced distribution technique
166
supervisor recording positive and negative employee behaviors
critical incidents technique
167
employees expend energy in ways designed to achieve the outcome they want
expectancy theory of motivation
168
expectancy theory of motivation
vroom
169
hierarchy of needs
maslow
170
alternative need theory of motivation
adler
171
achievement motivation
McClelland
172
scale designed to assess aspects of intrinsic and extrinsic motivation
work preference inventory
173
challenge of work tasks and enjoyment of work
intrinsic motivation
174
compensation for work and external influences
extrinsic motivation
175
a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment that can occur among individuals who work with other people in some capacity
burnout
176
22 items divided into 3 subscales: emotional exhaustion, depersonalization, personal accomplishment
maslach burnout inventory
177
developed MBI (maslach burnout inventory)
christina maslach
178
a pleasurable or positive emotional state resulting from the appraisal of one's job or job experiences
job satisfaction
179
strength of an individual's identification with and involvement in a particular organization
organizational commitment
180
15-item likert scale wherein respondents express their commitment-related attitudes towards an organization
organizational commitment questionnaire
181
totality of socially transmitted behavior patterns characteristic of a particular organization or company
organizational culture
182
interview and discussion guide designed for administration by a trained interviewer or focus group moderator which explore various aspects of organizational culture
discussion of organizational culture
183
stigmatize those pseudo successful clinical procedures in which personality descriptions from the test are made to fit the place largely by virtue of their triviality
the barnum effect
184
refers to the analysis of data of an entire population merely using numbers to describe a known data set
descriptive statistics
185
value in a group of values which is the most typical for the group, or the score which all other scores are evenly clustered around
measures of central tendency
186
- average/arithmetic mean
- sum of a set of measurements in the set
mean
187
central value of a set value such that the half the observations fall above it and half below it
median
188
modal value of a set most frequently occurring value; for grouped data, it is the midpoint of the class interval with the largest frequency
mode
189
measure of how much or how little the rest of the values tend to vary around the central or typical value
measures of variability/dispersion
190
square root of variance; shows the distribution of measurement
standard deviation
191
(sd)2
variance
192
simplest measure of variation difference between the largest and smallest measurement
range
193
multiple choice types of test that assess cognitive ability and problem-solving aptitude of prospective employees
wonderlic personnel test (WPT)
194
involve classification or categorization based on one or more distinguishing characteristics
nominal
195
rank ordering on some characteristics is also
permissible
ordinal
196
contains equal intervals, has no absolute zero point (even negative values have interpretation to it)
interval
197
- has true zero point (if the score is zero, it means
none/null)
- Easiest to manipulate
ratio
198
relatively flat
platykurtic
198
relatively peaked
leptokurtic
199
somewhere in the middle
mesokurtic
200
- the degree of agreement or consistency between two
or more scorers with regard to a particular measure
interscorer reliability
