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Question
Rather complex and valid scoring systems have been created to interpret the TAT.a. True
b. False
Answer
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Related questions
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The Otis-Lennon
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Predictive validity estimates of college and graduate school cognitive ability tests tend to range from the high .3s to the low .6s.
a. True
b. False
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A problem with the Gesell Readiness test is that it does not make clear placement recommendations. a. Trueb. False
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If an individual's percentile rank is 84, he or she got 84 percent of the items correct. a. Trueb. False
Q:
An individual being tested for a gifted program scores a 132 on the Cognitive Ability Test (CogAT), which has a mean of 100 and a standard deviation of 16. There is a .40 correlation between the CogAT score and success as measured by GPA in the gifted program, which has a weighted mean of 4.3 with a SD of .2. Use the Standard Error of the Estimate (SEest) to predict where this students GPA will fall 95 percent of the time.a. 4.7 .36 b. 4.3 .4 c. 4.5 .8 d. 4.7 .28e. None of these
Q:
An individual receives a DIQ score of 73. Taking into account standard error of measurement (SEM), what is his"true score" 95 percent of the time if test-retest reliability is .96?a. 12 points b. 6 points c. 3 pointsd. 1.5 pointse. None of these
Q:
A test to measure psychotic tendencies was given to a group of 1,000 potential air force cadets who wished to work in nuclear silos. Any cadet who scored at or over 64 would be eliminated. The mean of the test was 52 and the standard deviation was 12. Of the following scores, which is the highest z-score someone could receive and still be accepted to work in the silos?a. 0b. 1.5 c. 2d. 2.5 e. 3
Q:
Which of the following represents the best description of a DIQ?a. z(Mean) + SD (M = 15, SD = 100) b. z(Mean) + SD (M = 100, SD = 15) c. z(SD) + Mean (M = 15, SD = 100) d. z(SD) + Mean (M = 100, SD = 15)
Q:
If you convert a group of z-scores to DIQ's, you will:a. change the distribution on the curve. b. decrease the mean.c. decrease the median.d. keep the original shape of the raw score distribution.
Q:
Exhibit6-2In order to evaluate a graduate program in counseling, a decision is made to compare the scores of the recent graduates on the National Counseling Exam (NCC) to the national norms. Therefore, the program decides to compare its current graduates with the all graduates nationally who took the exam. Their scores of the current graduates are as follows:Refer to Exhibit 6-2. Find the standard deviation.
Q:
Exhibit6-2In order to evaluate a graduate program in counseling, a decision is made to compare the scores of the recent graduates on the National Counseling Exam (NCC) to the national norms. Therefore, the program decides to compare its current graduates with the all graduates nationally who took the exam. Their scores of the current graduates are as follows:Refer to Exhibit 6-2. Find the mean
Q:
Exhibit 6-1Using the numbers in Exhibit 6-1, determine the interquartile range.
Q:
Exhibit 6-1Using the numbers in Exhibit 6-1, determine the range.
Q:
Exhibit 6-1Using the numbers in Exhibit 6-1, determine the median.
Q:
Exhibit 6-1Using the numbers in Exhibit 6-1, draw a frequency distribution using class intervals of 3.
Q:
What is the median of the following groups of scores: 4, 7, 8, 8, 9, 10, 12, and 14?a. 8b. 8.5 c. 9d. 9.5e. None of these
Q:
On a normally distributed curve, which is true?a. The mode is lower than the mean, which is lower than the median. b. The median is lower than the mode, which is lower than the mean. c. The mean is lower than the median, which is lower than the mode. d. The mode is lower than the median, which is lower than the mean. e. The mean, median, and mode are the same.
Q:
The results of a norm group comparison test can do all of the following EXCEPT:
a. tell you the relative position, within the norm group, of a person's score.
b. allow you to compare the results of test takers who took the same test but are in different norm groups.
c. allow you to compare the results of the test to other norm-referenced tests taken by the same individuals.
d. allow you to assess whether or not a particular individual has improved in a specific area being tested using only the results of the one test.
Q:
The test is given to a group of students and then, one day later, they take the same test again.
Q:
Students who are graduating from their master's degrees take the test, and, at the same time, their test scores are correlated with professor rankings of how good a student they are.
Q:
The test is correlated with the national comprehensive exams to assure that the two tests are not measuring the same thing.
Q:
Concurrent validity
Q:
A statistical expression of the relationship between sets of scores.
Q:
One problem with split-half reliability is that due to fact that you are correlating two shorter halves, you can create greater error in your correlation coefficient.
a. True
b. False
Q:
In selecting a test, one often goes to existing sources including all of the following EXCEPT:a. experts in the field. b. journals in the field.c. The Assessment Catalog and Resource Index. d. Mental Measurement Yearbook.e. Buros.
Q:
The Carl Perkins Act (PL 98-524) asserted:a. that any test used for employment or promotion must be shown to be suitable and valid for the job in question. b. that tests used for hiring and advancement at work must show that they can predict job performance for all groups.c. the right of individuals to access their federal records, including test records.d. the right of students to be tested, at a school system's expense, if they are suspected of having a disability that interferes with learning.e. that individuals with disabilities, or who are disadvantaged, have access to vocational assessment, counseling, and placement.
Q:
The Buckley Amendment, otherwise known as FERPA, asserted:
a. that accommodations must be made for individuals who are taking tests for employment and that testing must be shown to be relevant to the job in question.
b. that tests used for hiring and advancement at work must show that they can predict job performance for all groups.
c. the right of all individuals to their school records, including test records.
d. that individuals with disabilities, or who are disadvantaged, have access to vocational assessment, counseling, and placement.
e. the right of students to be tested, at a school system's expense, if they are suspected of having a disability that interferes with learning.