Unit 1 Flashcards
(150 cards)
1
Q
What test results can be used for?
A
Diagnose mental disorders, license individuals for practice, select individuals for jobs, and help in make decisions of acceptance to schools
2
Q
Psychological Test
A
A measurement tool which requires an individual to perform one or more behaviors to help make predictions about their traits or characteristics as well as their future
3
Q
Examples of Psychological Tests
A
Personality Tests, Intelligence Tests, Classroom Tests, Structured Interviews, Workplace Simulations, etc.
4
Q
Psychological Construct
A
An unobservable personal attribute, trait, or characteristic that can help in describe and understand human behavior
5
Q
Inference
A
The use of evidence to reach a conclusion
6
Q
Examples of Psychological Constructs
A
Personality, Intelligence, Motivation, Cognitive Ability, Achievement, etc.
7
Q
Psychometrics
A
Field in psychology focused on testing, measurement, assessment, and more
8
Q
Emotional Intelligence
A
The ability of an individual to recognize and manage their emotions as well as other’s emotions
9
Q
Example of Test Format
A
Paper-Pencil, Multiple Choice, Computer, Agree/Disagree, True/False, Individual, etc.
10
Q
History of Psychological Testing
A
Traces back to Xia Dynasty in 2200 BCE in China which instituted royal examinations
11
Q
Alfred Binet
A
A prominent figure in developmental psychology that measured intelligence and created the Binet-Simon Scale with Theodore Simon to measure intelligence and mental ability
12
Q
Lewis Terman
A
Took inspiration from the Binet-Simon Scale and created the Stanford-Binet Intelligence Scales which created the intelligence quotient (IQ) index
13
Q
David Wechsler
A
Created the Wechsler-Bellevue Intelligence Scale (1930) to determine one’s mental ability and believed that intelligence is due to one’s ability to act purposefully
14
Q
Personal Data Sheet
A
Given to military recruits during wars where they had a paper-pencil test to respond yes or no to 200 questions which were often asked to search for emotional instability
15
Q
Rorschach Inkblot Test
A
A projective personality tests created by psychiatrist Hermann Rorschach which could identify personality disorders and assess mental functioning through looking at inkblots and reporting perceptions
16
Q
3 main characteristics of good psychological tests
A
- Good tests representatively sample behaviors to measure an attribute to predict an outcome
- Good tests have behavior samples obtained under standardized conditions
- Good tests have rules for scoring
16
Q
Vocational Tests
A
Tests designed to help predict how successful an applicant will be in a specific occupation
16
Q
Thematic Application Test (TAT)
A
Used to measure an individual’s patterns of thought, attitudes, observational capacity and more through being shown a picture and having to give a story about it
17
Q
Behavior Observation Tests
A
Observing one’s behavior and how they respond in a particular context
17
Q
Assumptions of Psychological Tests
A
- Psychological test measure and predict what they need to
- An individual’s behavior and test scores will remain stable over time
- All individuals understand the test items the same way
- Individuals will answer accurately
- Thoughts and feelings of individuals will be reported honestly
- Test score is equal to true score plus some error which can be due to test, environment, or examiner
17
Q
Classification of Tests
A
Maximal Performance, Behavior Observation, Self-Report, Standard/Non-Standardized, Objective, Projective
18
Q
Test of Maximal Performance
A
Test takers are required to perform a particular well-defined task in which they look to do their best
19
Q
Self-Report Tests
A
People are required to report/describe their feelings, opinions, or mental states
20
Q
Standardized Tests
A
Help measure a specific construct and is administered to individuals similar to the group targeted
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Standardization Sample
People who are tested to obtain data which can help interpret individual test scores
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Norms
Average performance of a group as well as distribution of scores above and below the average
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Nonstandardized Tests
More of an informal assessment and are more common as they do not have standardization samples
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Objective Tests
Tests in which there is a fixed correct answer and there is no subjective judgement when scoring
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Projective Tests
Tests in which people view stimuli that is often unstructured or ambiguous and they have to respond to it
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Achievement Tests
Measures a person's learning within a specific subject area
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Aptitude Tests
Measure a person's ability to perform in a new job or situation
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Intelligence Tests
Measure a person's ability to cope with their environment such as honors and gifted programs
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Interest Inventories
Help measure a person's interests's in educational programs and information for career decisions
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Personality Tests
Help in measuring a human's character or disposition
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Measurement
Helps assess the size, amount, and degree of an attribute
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Psychological Assessment
Multiple methods used to gather information about an individual such as behavioral observations, psychological tests, personal history interviews, and more
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Measurement Instrument
A tool which assesses the size, amount, and degree of an attribute
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Surveys
Help collect important information from individuals by focusing on group outcomes and help make important decisions for groups
34
Construct Validity
Does the test measure what it intends to?
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Criterion Validity
Will the test measure/predict the same measure in the future?
36
Test-Retest Reliability
Tests are repeated over a period of time to see if the behavior measured and scores are stable over a period of time
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Classical Test Theory
Observed Score = True Score + Random Error
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Comparative Decisions
Scores are compared to see who has the best
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Individual Decision
One's score is compared with a test mean
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Absolute Decisions
Helps find the minimum score to see what is needed above that for qualification
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Institutional Decision
How one's scores are compared in an institution as well as their significance with other scores
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10 Steps of Test Development
1. Define test universe, audience, and purpose
2. Develop test plan
3. Compose test items
4. Write administration instructions
5. Conduct pilot test
6. Conduct item analysis
7. Revise test
8. Validate test
9. Develop norms and identify cut scores
10. Compile test manual
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Testing Universe
The entire domain of behaviors that the test wants to measure
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Target Audience
Who the test is meant for and whose results matter
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Test Purpose
What the information after the test is taken will provide to its user
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Test Plan
Helps specify the characteristics of the test by giving the construct an operational definition, question format, and administration of the test
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Test Format
Type of questions that will be present within the test
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Objective Test Format
One response is designated as "correct"
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Subjective Test Format
There is not a fixed single "correct" answer
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Cumulative Model of Scoring
The more the test taker responds in a particular fashion (correct answers or having answers consistent with a particular attribute) the more they exhibit the attribute being measured
49
Categorical Model of Scoring
Places test takers within a certain group based on their responses which can make up a behavioral trait or certain psychological disorder
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Ipsative Model of Scoring
Individuals are presented forced choice options to choose a trait or construct. Ultimately, individuals are compared with themselves and their results are compared to their own performance. Ipsative scores are same for all the people taking the test.
51
Pilot Tests
Given to test takers before the actual test which helps evaluate the test's performance and what revisions can be made before the final product
52
Test Items
Test questions/stimuli asked to the test takers
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Multiple Choice
Question format in which many choices are given and the test taker has to choose from them
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Stem
The question or sentence within a multiple choice question
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Distractors
Answer choices that are present to divert attention of test taker from selecting right answer
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True/False
A statement is given and the test taker has to identify where it is right or wrong
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Forced Choice
A test question format in which there are limited choices for the test taker to pick from which helps in eliminating bias or subjectivity
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Essay Questions
Used more for subjective question items where participants can answer freely through written responses
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Interview Questions
Asked in areas such as employment when deciding candidates for a certain job
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Sentence Completion
Type of question format in which participants have to answer blanks which is often used in attitude and personality scales
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Performance Assessments
Test takers have to demonstrate their skills and abilities to perform certain tasks or behaviors usually in a setting similar to where the tasks will be performed
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Simulations
Type of performance assessment in which participants demonstrate their skills and abilities in performing a complex task but do so in an environment mimicking the actual environment more for safety concerns
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Portfolio
Collection of work gathered over time which shows a person's skill, abilities, and achievements within a certain area of specialty
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Response Sets
A technique used by test takers to chose answers in a way that are not truthful
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Social Desirability
A technique used by test takers to choose answers that present them in a favorable light
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Faking
Test takers answering in such a way that helps bring a desired outcome or diagnosis
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Acquiscence
Tendency to agree blindly with the ideas presented in a survey/test
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Writing good multiple choice and true/false
Avoid negative stems, avoid overlapping responses, responses similar in length, one true answer ("best"), avoid any unnecessary distractors
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Random Responding
Answers are being marked randomly that the items are not even read or considered
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Suggestions for creating good test items
Based on important objective, assesses information or skills from testing universe, written clearly, appropriate language, each item is independent of another
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Items needed to be written for the test
You should aim to write about 2-3x more than the number of questions you aim for in a survey/test
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Objective/Subjective Test Sampling
Wide array of topics can be reached in objective test while subjective test is limited to whatever the test taker can answer
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4 Levels of Measurement
Nominal, Ordinal, Interval, Ratio
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Objective/Subjective Test Scoring
Easy scoring for objective test due to one correct answer where there is accuracy while subjective items require more extensive thought as they need to avoid biased judgement
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Objective/Subjective Test Construction
More extensive thought for objective test since not easy to think of distractors close to correct answer while subjective tests are easier due to fewer items and easier to construct and revise
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Testing Environment
Circumstances in which the test is administered that can affect how test takers performance
70
Conducting a Pilot Test
People are chosen who would be representative of the test's target audience and the test is them administered to see whether the questions are good or bad for what they look to measure and what could be changed for more effectiveness
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Level of Measurement
Helps show the relationship between the numbers assigned to the information
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Nominal
Level of measurement where numbers represent groups or categories of information (labels)
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Ordinal
Level of measurement in which numbers are assigned to rank objects on the attribute being measured
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Interval
Level of measurement where each number represents a point that is equal distance from points adjacent to it
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Ratio
Level of measurement where zero indicates the absolute absence of a property being measured
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Raw Scores
Most basic score calculated from psychological test which doesn't give much interpretation about score in context
76
Norm Group
Group of people who take a test and are representative of the population who the test is intended for
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Frequency Distribution
An orderly arrangement of the group of numbers which show the number of observations which fall within a certain range
78
Class Intervals
Help group raw scores to see the distribution of data within intervals
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Histogram
A way to show a distribution through a bar graph that shows frequency of values within certain intervals/ranges
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Normal Probability Distributions
Theoretical distributions that exist as perfect and symmetrical and can be imagined with a bell shape
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Descriptive Statistics
Help in summarizing the main features of a dataset
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Evenly Distributed Distributions
Distribution in which all outcomes that can occur are equally likely
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Positively Skewed Distribution
Distribution skewed to the right with more low scores than high scores
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Negatively Skewed Distributions
Distribution skewed to the left where there are more high scores than low scores
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Measure of Central Tendency
Value which helps understand the middle of a distribution or score set
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Mean
The average score of a distribution or sample
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Peaked Disribution
Distribution where there is one high point and individuals score near the center of the distribution
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Bimodal Distribution
Distribution where there are two peaks where many people score low and high
89
Median
The middle score within a dataset
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Mode
The score that has the most occurrence within a dataset
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Outliers
Values that are significantly higher or lower than most of the values in the distribution
92
Measures of Variability
Describe how spread out a group of scores is to provide information about individual differences
93
Range
Found by finding the difference between the lowest and highest score in a distribution
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Variance
Tells us whether individual scores are similar or substantially different from the mean. Large variance means substantial difference while small variance means similar to mean.
95
Standard Deviation
The square root of variance. When calculating from a known population, the denominator will be N. However, when using a sample, the denominator will be n-1.
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Measures of Relationship
Help in describing distributions of test scores
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Correlation Coefficient
Statistic which helps describe the relationship between two or more variables or distributions
98
Pearson Product-Moment Correlation Coefficient
Shows the relationship between variables measured on interval or ratio scales. Can be denoted as r (sample) or p (population)
99
Range of Correlation Coefficient
Ranges from -1 to +. -1 indicates a perfect negative relationship while +1 indicates a perfect positive relationship.
100
Spearman's Rank Correlation Coefficient
Helps find the relationship of data that is measured on an ordinal scale
101
Positive Correlation
As one variable increases, the other increases, or one decreasing and the other decreasing simultaneously
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No Correlation
No relationship exists between the variables. One changing does not lead to a change in the other.
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Negative Correlation
As one variable increases, the other decreases
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Scatterplot
A visualization of the relationship between two variables that depicts the correlation
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Raw Score
A score which just shows how well someone performed on a test but does not have any deeper meaning
104
Standard Scores
Units that are understood and help test users evaluate and make inferences about a person's performance
105
Linear Transformations
The unit of measurement is changed but it does not change the characteristics of the raw data
106
Area Transformations
The unit of measurement and reference are both changed
107
Types of Linear Transformations
Percentages, Standard Deviation Units, Z Scores, and T Scores
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Percentages
Linear transformation of a raw score in which a raw score is divided by the total possible score and then multiplied by 100
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Standard Deviation Units
Linear Transformation in which how many standard deviations an individual score falls away from the mean
110
Z Score
Linear Transformation in which a decimal number helps show how many standard deviations a score is from a mean
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T Score
Linear Transformation which shows how many standard deviations a value is from the mean. There is a mean of 50 and a standard deviation of 10.
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Z Score Formula
Raw Score - Mean / Standard Deviation
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T Score Formula
(z x 10) + 50
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Types of Area Transformations
Percentile and Stanines
115
Percentiles
Helps determine a person's relative standing in comparasion to other scores
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Steps in calculating percentile
1. Sort distribution from lowest to highest
2. Count number of scores below the score of interest
3. Count number of scores equal to score of interest
4. Count total number of scores
5. Use formula using values calculated
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Percentile Formula
Number of scores below + .5(Number of scores equal) / Number of people who took the test x 100
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Stanine
Standard score scale with nine points that can describe a distribution in words instead of numbers
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Norms
Test scores achieved by an identified group of individuals which can compare them to a representative group of people
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Words associated with numbers in Stanine
1 - Very Poor
2 and 3 - Below Average
4, 5, 6 - Average or close to mean
7 and 8 - Above Average
9 - Exceptional
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Norm-Based Interpretation
Helps see where a test taker stands in a group that is within the standards
120
Types of Norms
Age, Grade, and Percentile Rank
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Age and Grade Norms
Helps see a certain age and grade level a certain individual is performing at
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Percentile Rank
Helps rank an individual's score from 1 to 100%
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Difference between correlation and covariance
Correlation shows the direction and strength of a relationship while covariance only shows the direction of the relationship
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Range Restriction
When only a certain set of data is taken from the overall data which restricts the range and also leads to the correlation being reduced
125
Test of Typical Performance
Helps measure a person's behavior within a given situation (not specific)
126
Appropriate Statistics for Nominal Level
Frequency, Mode, and Chi-Square
127
Appropriate Statistics for Ordinal Level
Frequency, Mode, Median, Percentile, Rank-Order Correlation
128
Appropriate Statistics for Interval Level
Frequency, Mode, Median, Product-Moment Correlation, Mean, Standard Deviation, T-Test, and F Test
129
Appropriate Statistics for Ratio Level
Frequency, Mode, Median, Mean, Standard Deviation, Product-Moment Correlation, T-Test, F-Test, Proportion
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How Standard Deviation impacts the shape of the distribution
Smaller Standard Deviation makes the curve narrower and taller while larger standard deviation makes the curve wider and shorter
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