345 Final
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
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 person's deviation from the mean.
reliability.
validity.
the shape of the distribution.
the mean of the test.
The computation of reliability by comparing scores from the administration of the same test at two different sittings is called:
Alternate forms
first test-second test.
consistency reliability.
parallel forms.
test-retest.
If items with the lowest correlation with the total score are eliminated, a test will then most likely exhibit:
Lower reliability
greater difficulty.
lower difficulty.
greater internal consistency.
lower validity.
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:
Item retrieval theory
Internal reliablity theory
Item response theory
Item realization theory
Internationally recognized theory of statistics
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)
The standard error of measurement differs across scores (or response patterns), but generalizes across populations.
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
ΒAnswer the following questions on a separate piece of paper.
Β When was the test was administered?
Β How many scores fell within the Average range, considering Standard Scores have a mean of 100 and a standard deviation of 15
Β What grade equivalent and age equivalents actually mean
Β On which subtest did the student score the highest? Lowest? (Provide the subtest name) & How were you able to tell? (Provide the score you used to base your choice from)
Β Which subtest was closest to the mean (Provide the subtest name) and how were you able to tell?
Β Which subtest was closest to the mean (Provide the subtest name) and how were you able to tell?
Β Provide the following information for any given subtest: Standard Score, Percentile Rank, Confidence Interval, Stanine
Β How to find the confidence interval of a subtest- explain what a CI means.
Β Overall, based off of the scores provided, would you consider this student to be: (1) below average, (2) average, or (3) above average, when compared with their peers?
Mark this box correct to complete the test.
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