Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Counseling
Q:
Exhibit 6-1Refer to Exhibit 6-1. Create a frequency distribution from the set of scores.
Q:
A group of graduate students studying psychology take a national comprehensive exam. On the test, their mean score is about 0.5 standard deviation above the mean as compared to the national score. The variability of their scores is less than the national mean. If passing is 1 standard deviation below the mean, it is likely that many have failed.a. Trueb. False
Q:
On all normally distributed curves, the mean, median, and mode are the same. a. Trueb. False
Q:
Approximately 2 percent of people do lower than 3 standard deviations below the mean. a. Trueb. False
Q:
Approximately 84 percent of people do higher than 1 standard deviation below the mean. a. Trueb. False
Q:
If an individual takes a test, and if you know an individual's raw score, the mean of the group of individuals who took the test, and the standard deviation of the group, you can tell the relative position of the individual within his or her group.
a. True
b. False
Q:
Measures of central tendency tell you something about the middle of a series of numbers but hardly anything about the variability of a set of numbers.a. Trueb. False
Q:
On negatively skewed curves, the mean is lower than the median, which is lower than the mode. a. Trueb. False
Q:
A histogram is the preferred method over the cumulative distribution for conveying information about the percentile rank.
a. True
b. False
Q:
Histograms and frequency polygons are visual representations of frequency distributions. a. Trueb. False
Q:
What is the standard deviation of the following groups of scores? a. 2.87b. 3.0 c. 5.66 d. 10.58e. None of these
Q:
What is the interquartile range of the following groups of scores?a. 6.5 - 9.5b. 7.0 - 10.0 c. 7.5 - 10.5 d. 8.0 - 10.5 e. 1.5 - 3.0
Q:
What is the range of the following groups of scores: 4, 7, 8, 8, 9, 10, 12, and 14?a. 8b. 8.5 c. 9d. 10 e. 11
Q:
What is the mode 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:
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:
What is the mean of the following group 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:
On a positively skewed 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 is the same.
Q:
On a negatively skewed curve, which of the following is true?a. The mean is lower than the mode, which is lower than the median. b. The mean is lower than the median, which is lower than the mode. c. The mode is lower than the mean, which is lower than the median. d. The median is lower than the mode, which is lower than the mean. e. The mean, median, and mode is the same.
Q:
Which of the following is the best method for determining the percentile rank regarding a group of scores?a. Frequency distribution b. Histogramc. Frequency polygond. Cumulative distribution (ogive curve)
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:
Jerome has scored a 10 on a test. How has he done?a. On some tests, this might be indicative of a very good score. b. On some tests, this might be indicative of a very poor score. c. On some tests, this might be indicative of a moderate score.d. We should ask Jerome how he thinks he has done. His thoughts about his score are part of what determines how he has done.e. All of these.
Q:
If Juan has scored a 53 on a test, what can we say about how he has done?a. Probably very little, because we don't know his relative position in his norm group. b. Probably very little, because we don't know the range of scores.c. Probably very little, because we don't know the measures of variability. d. He likely has done poorly.e. All but one of these.
Q:
Students take two different versions of the same test and their scores are correlated.
Q:
In developing the test, counseling books were surveyed and experts were contacted in an effort to create items.
Q:
The test is given to a group of students and then, one day later, they take the same test again.
Q:
In creating the test, they hypothesizedthat students who finished a master's degree in counseling would do significantly better than students who received a master's in psychology. Then, a study is conducted examining this hypothesis.
Q:
Half of the test is correlated with the other half of the test.
Q:
Student scores on the exam are correlated with how well supervisors rate them two years later.
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:
All the possible split-half correlations are correlated and then the mean, or average, of all of these scores is obtained.
Q:
Construct validity
Q:
Predictive validity
Q:
Concurrent validity
Q:
Content validity
Q:
Test-retest reliability
Q:
Kuder-Richardson reliability
Q:
Parallel form reliability
Q:
a. The extent to which the instrument measures a theoretical or hypothetical trait or concept b. Tests scores from one version of a test are correlated with another "alternate" versionc. The extent to which an instrument correlates with an outcome criterion in the presentd. Correlating one test administration with another administration of the same test at a later date e. The degree the evidence shows items and questions represent the proper domainf. The correlation of odd numbered items on a test with even numbered items g. The extent to which the instrument correlates with future outcome criterion h. A statistical analysis of each test item against all of the other test itemsSplit-half reliability
Q:
The degree to which test scores are consistent, dependable, and repeatable.
Q:
A statistical expression of the relationship between sets of scores.
Q:
The statistic used to express a reliability estimate.
Q:
What the instrument measures and how well it does it.
Q:
The degree to which an instrument's scores are free from error of measurement.
Q:
a. Validityb. Reliability c. Correlation d. SEestUses the score of one variable to predict a range of scores for a second variable.
Q:
Cross-cultural fairness in testing has always been a critical factor in the development of tests. a. Trueb. False
Q:
Item Response Theory (IRT) has the advantage over Classical Test Theory in that it provides more detailed information regarding each item in a test.
a. True
b. False
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:
Alternate forms reliability eliminates some of the problems found in test-retest reliability but raises other concerns. a. Trueb. False
Q:
One problem with parallel forms reliability is that individuals may look up questions between the time they take the two tests.
a. True
b. False
Q:
Concurrent validity is to criterion-related validity as discriminant validity is to construct validity. a. Trueb. False
Q:
Concurrent validity is sometimes called "here and now" validity. a. Trueb. False
Q:
The most important form of content validity is face validity. a. Trueb. False
Q:
Probably, the most basic form of validity is content validity. a. Trueb. False
Q:
The square root of a correlation coefficient gives the coefficient of determination, otherwise known as the shared variance.
a. True
b. False
Q:
A correlation coefficient of .22 is stronger than a correlation coefficient of −.87. a. Trueb. 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:
According to the text, which of the following is NOT a step to selecting and administering a good test?a. Determining the goals of your assessmentb. Accessing information about possible instrumentsc. Examining the validity, reliability, cross-cultural fairness, and practicality of possible instruments d. Making a wise choice when choosing an instrumente. Running a "pilot study" to assess the instruments you have chosen
Q:
Practicality has to do with all of the following EXCEPT:a. time. b. cost.c. format and readability.d. ease of administration, scoring, and interpretation. e. Practicality has to do with all of these.
Q:
Rather than giving individualized tests to assess learning disabilities to thousands of students, a school system decides to first use a shortened version of the test that can be given in a group format. This decision is mostly concernedwith which test worthiness issue?a. Reliabilityb. Statistical formationc. Cross-cultural fairness d. Validitye. Practicality
Q:
Section 504 of the Rehabilitation Act asserted:
a. that any instrument used to measure appropriateness for a program or service must be measuring the individual's ability, not be a reflection of his or her disability.
b. the right of individuals to access their federal records, including test records.
c. 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.
d. that tests used for hiring and advancement at work must show that they can predict job performance for all groups.
e. 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.
Q:
The Freedom of Information Act asserted:a. 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.b. that individuals with disabilities, or who are disadvantaged, have access to vocational assessment, counseling, and placement.c. that any instrument used to measure appropriateness for a program or service must be measuring the individual's ability, not be a reflection of his or her disability.d. the right of individuals to access their federal records, including test scores.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.
Q:
PL 94-142 and the IDEA 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. the right of all individuals to their school records, including test records.c. that individuals with disabilities, or who are disadvantaged, have access to vocational assessment, counseling, and placement.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.
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.
Q:
The Americans with Disabilities Act 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 any test used for employment or promotion must be shown to be suitable and valid for the job in question. c. that tests used for hiring and advancement at work must show that they can predict job performance for all groups.d. the right of individuals to access their federal records, including test records.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.
Q:
Griggsv.DukePowerCompanyasserted:
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. the right of all individuals to their school records, including test records.
c. that individuals with disabilities, or who are disadvantaged, have access to vocational assessment, counseling, and placement.
d. that tests used for hiring and advancement at work must show that they can predict job performance for all groups.
e. that any instrument used to measure appropriateness for a program or service must be measuring the individual's ability, not be a reflection of his or her disability.
Q:
Which is true regarding the item characteristic curve, or "S" curve, in Item Response Theory (IRT)?a. It assumes that as people's abilities increase, their probability of answering the item correctly decreases. b. A tall "S" means that an item has difficulty discriminating across ability.c. IRT and the S curve assist in writing items to target specific ranges of ability. d. It is useful in predicting the Standard Error of the Estimate.
Q:
Which of the following is true regarding Classical Test Theory and/or Item Response Theory (IRT)?a. Classical Test Theory provides more sophisticated information regarding test items. b. IRT examines items individually to assess their ability to measure the trait.c. In IRT, test items are viewed as a whole in an attempt to reduce measurement error. d. As reliability increases in Classical Test Theory, the measurement error increases.
Q:
Which of the following is NOT a type of internal consistency reliability?a. Odd-evenb. Parallel formsc. Coefficient Alpha d. Kuder-Richardsone. All of these are types of internal consistency reliability.
Q:
Theoretically, if several individuals who score high on a test have a substantial number of low responses, and individuals who score low on the test have a substantial number of high responses, then the test is likely to have which of the following?a. High validity b. Low validityc. High reliability d. Low reliability
Q:
When one "attempts to estimate the reliability of all the possible split half combinations" of a test, one is assessing what kind of reliability?a. Test-retestb. Alternate forms c. Parallel formsd. Coefficient Alpha e. None of these
Q:
A type of reliability in which half of the test items are correlated with the other half is called:a. test-retest.b. alternate forms. c. parallel forms.d. odd-even.e. none of these.
Q:
The Spearman-Brown formula is for which purpose?
a. To make adjustments due to concerns that examinees might look up answers between taking the same test twice
b. To make adjustments to reliability estimate due to concerns of shortness of the test (limited test items)
c. To adjust correlations during factor analysis to assure accurate representation of all items
d. To calculate the coefficient of determination (shared variance) when making adjustments to reliability estimates
Q:
"A determination is made as to how scores on individual items relate to each other or to the test as a whole." This statement refers to which kind of reliability?a. Test-retestb. Alternate forms c. Parallel formsd. Internal consistency e. None of these
Q:
One problem with giving two forms of the same test is that, despite the publisher's attempt to make them similar, there could be major differences. This problem is most closely associated with which type of reliability?a. Test-retestb. Alternate formsc. Internal consistency d. Odd-evene. Kuder-Richardson
Q:
In assessing the reliability of a new test, a sample of 1,000 examinees take the test, and one week later are asked to take the same test again. This is an example of which type of reliability?a. Test-retestb. Alternate formsc. Internal consistency d. Odd-evene. None of these
Q:
Which of the following is NOT a type of reliability?a. Split-halfb. Internal consistencyc. Cronbach's Coefficient Alpha d. Kuder-Richardsone. All of these are types of reliability.
Q:
Which of the following is NOT a type of reliability?a. Test-retestb. Alternate forms c. Parallel formsd. Internal consistencye. All of these are types of reliability.