345 Final

A vibrant, abstract representation of psychological tests and measurements, incorporating elements like graphs, test papers and icons symbolizing reliability and validity.

Mastering Psychometrics Quiz

Test your knowledge of psychometrics and measurement theories with our comprehensive quiz! This 31-question challenge dives into the nuances of reliability, validity, and the intricacies of different testing methodologies.

Whether you're a student, educator, or just passionate about psychology, you'll enhance your understanding and discover key concepts through this engaging format.

Explore vital psychometric concepts
Answer multiple choice and drop list questions
Enhance your knowledge with challenging questions

31 Questions8 MinutesCreated by AnalyzingMind347

A test designed to measure introversion proved to have high internal consistency, but to be minimally related to other measures of introversion. The test, therefore, can be considered:

valid and reliable.

Valid but not reliable

Reliable but not valid

Neither valid nor reliable

The reliability of a test or measuring instrument indicates the:

freedom of the test scores from errors of measurement.

minimum validity of the test.

objectivity of the scores it yields.

extent to which it measures what it is supposed to measure.

capacity of the test to discriminate among examinees.

Test reliability can be determined by:

correlating scores from two forms of the same test.

correlating test scores with another measure of the same construct.

determining the correlation between a test score and a criterion measure.

correlating the scores made on a mid-term with a final exam.

computing the mean and standard deviation.

The standard error of measurement is most closely related to:

The computation of reliability by comparing scores from the administration of the same test at two different sittings is called:

If items with the lowest correlation with the total score are eliminated, a test will then most likely exhibit:

Reliability based on the degree to which all items appear to be measuring the same characteristic.

Reliability based on the correlation between two alternate forms of a test.

The computation of reliability that is based on the correlation between two halves of a test (usually odd versus even items).

The most general form of internal consistency reliability.

The type of evaluation that takes place at the conclusion of a marking period.

A test that measures what a student has learned.

A test that focuses on the mastery of learning tasks.

A norm based on the percentage of students that an individual has exceeded.

A norm based on the average performance of students at each grade.

A norm based on the average performance of students at different ages.

A scale with a mean of 50 and a standard deviation of 10 which has been adjusted in such a way that the scores are normally distributed.

A standard score that uses just nine integers.

Scores that are based on means and standard deviations.

A test that predicts future performance.

The acronym IRT stands for:

In the United States, the beginning of IRT is often traced to:

Gulliksen's book: Theory of Mental Tests

Sigmund Freud's book: Civilization and Its Discontents.

Georg Rasch's publication: Probabilistic models for some intelligence and attainment tests.

Lord and Novick's textbook: Statistical Theories of Mental Test Scores

IRT has largely come to replace this psychological test development theory that was used throughout most of the 20th century:

Statistically based test theory (SBTT)

Novick's test development theory (NTDT)

Psychometric reliability theory (PRT)

Classical test theory (CTT)

Longer tests are more reliable than shorter tests.

Old Rule

New Rule

Item stimulus features can be directly related to psychometric properties.

Old Rule

New Rule

The standard error of measurement differs across scores (or response patterns), but generalizes across populations.

Old Rule

New Rule

Comparing test scores across multiple forms is optimal when the forms are parallel.

Old Rule

New Rule

Mixed item formats leads to unbalanced impact on test total scores.

Old Rule

New Rule

Mixed item formats can yield optimal test scores.

Old Rule

New Rule

Which of the following is NOT a fundamental problem with changes scores, as noted by Bereiter (1963):

Different meaning from different initial levels

It's computed by the simple difference between two successive test scores

Spurious negative correlations between initial status and change

Paradoxical reliabilities

345 Final

Mastering Psychometrics Quiz

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