Flashcards in Psychometrics Deck (26):

1

## Can only do psychometrics on what types of tests?

### standardized norm-referenced

2

## Standardized (norm-referenced ) tests must be:

###
1. given standard administration

2. valid

3. reliable

4. diagnostic accuracy

3

## Standardized

### talking about the method; tells you what you're supposed to say-standardizes responses

4

## Norm referenced

### normed against or given to a large group of children in our case to find out the range of scores for what normal looks like-that allows for a meaningful comparison among children.

5

## A good standardized norm referenced tests should have what 3 things

###
1. validity

2. reliability

3. diagnostic accuracy

6

## 4 types of validity

###
1. construct

2. content

3. face

4. criterion-related

7

## What is validity?

### the extent to which the test accurately measures what it says it's measuring

8

## Construct Validity

###
the idea that what items we are choosing to use actually go with that theoretical construct. So all the steps you're taking to get happiness

ex: if testing receptive, ask a series of questions-people would have to agree-doesn't have to be a questionnaire-With construct you cannot directly measure it, you have to get at it in different ways.

*a lot of what we do is construct because of behavior*

9

## Content Validity

###
the extent to which this measures the entire body. experts in the field or statistics are who drive this

-2 questions within content are: what degree does the test include a respresentative sample of all important parts of that behavioral domain and to what extent is the test free from the influence of irregular variables

10

## 2 questions within content validity

###
1. to what degree does the test include a representative sample of all the important parts of that behavioral domain

-ex: if testing math in 3rd graders and just had multiplication problems that does not have good validity

2. to what extent is the test free from influence of irregular variables

-ex: on the math test, do everything but word problems- threatens validity because you could actually be measuring reading and math

11

## Face validity

###
not necessarily done by experts in the field: do you look at it and think "yeah that's what it measures"

-very close to the construct validity but face validity is much broader and lighter

12

## Criterion-related validity

###
when you see if the test is related to some other gold standard. so one way is to look at concurrent validity (do they score similarly on this other test)

-are 2 tests supposed to measure the same thing giving you the same answer is the question for criterion related validity

13

## construct

### happiness, anger, motivation & we can try to get at these constructs by asking certain questions-assume these things drive our human behavior

14

## predictive validity

### how well test predicts future performance on related tests

15

## Reliability-3 types

###
1. inter-rater

2. test-retest

3. internal consistency

16

## Reliability

### is it doing a good job of measuring language?

17

## inter-rater reliability

###
2 judges are deciding if the types of responses you're getting are the same-want 2 judges to get identical/close to the same results. This is where you use statistics and look at how correlated they are

*want inter-rater reliability to be 90% or greater*

18

## Test-retest reliability

###
to see if test is stable over time

-gre

-tend not to fluctuate hugely..there's a problem if they do

19

## Internal consistency reliability

###
looks at individual items in a test

-the higher the % the most confident you can be it's testing that item

-teach individual item will get a score. not pulling away from what your construct is

20

## Normative sample & derived scores

###
1. normative sample

2.raw scores

3. convert to standard scores

4. percentile rank

5. age/grade equivalent scores

21

## Normative sample

### who you are assessing, SES/range

22

## Raw scores

### uninterpretable!!! because of age..why they get converted to standard scores

23

## Standard scores (z-scores, t-scores, scaled scores)

### developed through assesing your sample; model the test and find out what the mean and standard deviation are-on average how far from teh mean is the group. if standard deviation is big/far away from mean you have a *flat* curve

24

## Percentile rank

### score you performed at or better than. It is not a percentage of how many you got correct on a test. if average then your percentile rank is 50

25

## Age/grade equivalent score

###
takes raw score and converts it

-worst method because language disorders vary so much

26