Question 1

Several measures are already available that assess coping skills.In order to prove that a new measure of coping is needed,what type of validity evidence should be provided?

Accepted Answer

A)  convergent 
B)  discriminant 
C)  discrete 
D)  predictive 
A)  convergent 
B)  discriminant 
C)  discrete 
D)  predictive

Question 2

Which of the following is true of the relationship between reliability and validity?

Accepted Answer

A)  It is possible to create a highly reliable test that lacks validity. 
B)  If a test lacks reliability,it is important to emphasize its validity. 
C)  High levels of validity are often associated with low reliability. 
D)  There is an inverse relationship between reliability and validity. 
A)  It is possible to create a highly reliable test that lacks validity. 
B)  If a test lacks reliability,it is important to emphasize its validity. 
C)  High levels of validity are often associated with low reliability. 
D)  There is an inverse relationship between reliability and validity.

Question 3

A researcher seeking to develop a measure of depression cites a moderate correlation between her measure and the Beck Depression Inventory as evidence of the test's validity.What type of validity documentation does this provide?

Accepted Answer

A)  convergent validity 
B)  discriminant validity 
C)  content validity 
D)  face validity 
A)  convergent validity 
B)  discriminant validity 
C)  content validity 
D)  face validity

Question 4

Which of the following statements is true?

Accepted Answer

A)  We can always demonstrate that a reliable test has meaning. 
B)  It is logically impossible to demonstrate that a totally unreliable test is valid. 
C)  A test cannot be reliable unless it is also valid. 
D)  Reliability and validity are basically unrelated concepts. 
A)  We can always demonstrate that a reliable test has meaning. 
B)  It is logically impossible to demonstrate that a totally unreliable test is valid. 
C)  A test cannot be reliable unless it is also valid. 
D)  Reliability and validity are basically unrelated concepts.

Question 5

According to your book,in some settings-particularly in education-tests have been criticized simply because of improper interpretation or over-reliance on a single measure.Discuss the topic and suggest ways to improve the situation

Accepted Answer

The answer of According to your book,in some settings-particularly in...

Question 6

Explain how reliability is related to validity,and/or vice versa.

Accepted Answer

Reliability and validity are two importa

Question 7

Which type of validity is unique because it is not statistically-based?

Accepted Answer

A)  predictive 
B)  concurrent 
C)  content 
D)  construct 
A)  predictive 
B)  concurrent 
C)  content 
D)  construct

Question 8

Validity refers to

Accepted Answer

A)  the stability of a score. 
B)  the alpha level. 
C)  the agreement between a test score and the quality it is believed to measure. 
D)  item to total correlation. 
A)  the stability of a score. 
B)  the alpha level. 
C)  the agreement between a test score and the quality it is believed to measure. 
D)  item to total correlation.

Question 9

Concurrent and predictive validity are both subcategories of

Accepted Answer

A)  criterion validity. 
B)  empirical validity. 
C)  face validity. 
D)  convergent validity. 
A)  criterion validity. 
B)  empirical validity. 
C)  face validity. 
D)  convergent validity.

Question 10

Criterion-related validity is meaningful when

Accepted Answer

A)  the predictor is stable. 
B)  the criterion is valid and reliable. 
C)  the criterion is valid but not necessarily reliable. 
D)  the predictor is reliable. 
A)  the predictor is stable. 
B)  the criterion is valid and reliable. 
C)  the criterion is valid but not necessarily reliable. 
D)  the predictor is reliable.

Question 11

A student confronts a professor and says,"You assigned Chapters 7 through 10 but nearly all of the items came from Chapter 7.How can you evaluate whether we know anything about the other material we were supposed to read?" The student is challenging the test on the basis of

Accepted Answer

A)  face validity. 
B)  content validity. 
C)  criterion validity. 
D)  construct validity. 
A)  face validity. 
B)  content validity. 
C)  criterion validity. 
D)  construct validity.

Question 12

Evidence for validity should include what information about construct,criterion,and content validation?

Accepted Answer

A)  any form suffices 
B)  two forms are necessary 
C)  two forms are necessary plus information about face validity 
D)  all three need be presented in unified form. 
A)  any form suffices 
B)  two forms are necessary 
C)  two forms are necessary plus information about face validity 
D)  all three need be presented in unified form.

Question 13

Evidence that indicates a measure does not represent a construct other than the one for which it was devised is ____ validity.

Accepted Answer

A)  convergent 
B)  discriminant 
C)  content 
D)  predictive 
A)  convergent 
B)  discriminant 
C)  content 
D)  predictive

Question 14

A careful test constructor obtained the correlation between her test and a well-defined validity criterion.She then repeated the study to determine whether this same relationship held in another sample.This exercise is known as

Accepted Answer

A)  correction for attenuation. 
B)  construct validation. 
C)  cross validation. 
D)  criterion/predictor confusion. 
A)  correction for attenuation. 
B)  construct validation. 
C)  cross validation. 
D)  criterion/predictor confusion.

Question 15

The extent to which a test is valid for making statements about the criterion is represented by its

Accepted Answer

A)  content validity. 
B)  validity coefficient. 
C)  squared validity coefficient. 
D)  construct-irrelevant variance. 
A)  content validity. 
B)  validity coefficient. 
C)  squared validity coefficient. 
D)  construct-irrelevant variance.

Question 16

The proportion of variation in the criterion that is knowable in advance from knowledge of the test scores can be found by

Accepted Answer

A)  construct-irrelevant variance. 
B)  the validity coefficient. 
C)  squaring the validity coefficient. 
D)  the square root of the validity coefficient. 
A)  construct-irrelevant variance. 
B)  the validity coefficient. 
C)  squaring the validity coefficient. 
D)  the square root of the validity coefficient.

Question 17

Which type of validity requires that test items provide an adequate representation of the conceptual domain they are designed to cover?

Accepted Answer

A)  face validity 
B)  content validity 
C)  predictive validity 
D)  construct validity 
A)  face validity 
B)  content validity 
C)  predictive validity 
D)  construct validity

Question 18

Which of the following was not one of the major categories recognized in the booklet on Standards for Educational and Psychological Testing?

Accepted Answer

A)  content validity 
B)  criterion validity 
C)  convergent validity 
D)  construct validity 
A)  content validity 
B)  criterion validity 
C)  convergent validity 
D)  construct validity

Question 19

Why does the current edition of Standards for Educational and Psychological Testing reject face validity?

Accepted Answer

A)  By definition,all tests have face validity. 
B)  Face validity in not technically a type of validity. 
C)  No reliable measures of face validity have been found. 
D)  Face validity is irrelevant. 
A)  By definition,all tests have face validity. 
B)  Face validity in not technically a type of validity. 
C)  No reliable measures of face validity have been found. 
D)  Face validity is irrelevant.

Question 20

Which of the following is one of the eight recommended criteria for evaluating validity coefficients?

Accepted Answer

A)  Determine the statistical sophistication of the researchers who conducted the validation. 
B)  Do not confuse the criterion with the predictor. 
C)  Make sure the results obtained from the validity study are situation specific. 
D)  Perform a small-scale validation study with the population of interest to you. 
A)  Determine the statistical sophistication of the researchers who conducted the validation. 
B)  Do not confuse the criterion with the predictor. 
C)  Make sure the results obtained from the validity study are situation specific. 
D)  Perform a small-scale validation study with the population of interest to you.

Several measures are already available that assess coping skills.In order to prove that a new measure of coping is needed,what type of validity evidence should be provided?

Which of the following is true of the relationship between reliability and validity?

A researcher seeking to develop a measure of depression cites a moderate correlation between her measure and the Beck Depression Inventory as evidence of the test's validity.What type of validity documentation does this provide?

Which of the following statements is true?

According to your book,in some settings-particularly in education-tests have been criticized simply because of improper interpretation or over-reliance on a single measure.Discuss the topic and suggest ways to improve the situation

Explain how reliability is related to validity,and/or vice versa.

Which type of validity is unique because it is not statistically-based?

Validity refers to

Concurrent and predictive validity are both subcategories of

Criterion-related validity is meaningful when

A student confronts a professor and says,"You assigned Chapters 7 through 10 but nearly all of the items came from Chapter 7.How can you evaluate whether we know anything about the other material we were supposed to read?" The student is challenging the test on the basis of

Evidence for validity should include what information about construct,criterion,and content validation?

Evidence that indicates a measure does not represent a construct other than the one for which it was devised is ____ validity.

A careful test constructor obtained the correlation between her test and a well-defined validity criterion.She then repeated the study to determine whether this same relationship held in another sample.This exercise is known as

The extent to which a test is valid for making statements about the criterion is represented by its

The proportion of variation in the criterion that is knowable in advance from knowledge of the test scores can be found by

Which type of validity requires that test items provide an adequate representation of the conceptual domain they are designed to cover?

Which of the following was not one of the major categories recognized in the booklet on Standards for Educational and Psychological Testing?

Why does the current edition of Standards for Educational and Psychological Testing reject face validity?

Which of the following is one of the eight recommended criteria for evaluating validity coefficients?

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Test Bias

Writing and Evaluating Test Items

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, wisc-Iv, and Wppsi-III

Other Individual Tests of Ability in Education and Special Education

Standardized Tests in Education, civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Ethics and the Future of Psychological Testing

Filters

Exam 5: Validity

Several measures are already available that assess coping skills.In order to prove that a new measure of coping is needed,what type of validity evidence should be provided?

Which of the following is true of the relationship between reliability and validity?

A researcher seeking to develop a measure of depression cites a moderate correlation between her measure and the Beck Depression Inventory as evidence of the test's validity.What type of validity documentation does this provide?

Which of the following statements is true?

According to your book,in some settings-particularly in education-tests have been criticized simply because of improper interpretation or over-reliance on a single measure.Discuss the topic and suggest ways to improve the situation

Explain how reliability is related to validity,and/or vice versa.

Which type of validity is unique because it is not statistically-based?

Validity refers to

Concurrent and predictive validity are both subcategories of

Criterion-related validity is meaningful when

A student confronts a professor and says,"You assigned Chapters 7 through 10 but nearly all of the items came from Chapter 7.How can you evaluate whether we know anything about the other material we were supposed to read?" The student is challenging the test on the basis of

Evidence for validity should include what information about construct,criterion,and content validation?

Evidence that indicates a measure does not represent a construct other than the one for which it was devised is ____ validity.

A careful test constructor obtained the correlation between her test and a well-defined validity criterion.She then repeated the study to determine whether this same relationship held in another sample.This exercise is known as

The extent to which a test is valid for making statements about the criterion is represented by its

The proportion of variation in the criterion that is knowable in advance from knowledge of the test scores can be found by

Which type of validity requires that test items provide an adequate representation of the conceptual domain they are designed to cover?

Which of the following was not one of the major categories recognized in the booklet on Standards for Educational and Psychological Testing?

Why does the current edition of Standards for Educational and Psychological Testing reject face validity?

Which of the following is one of the eight recommended criteria for evaluating validity coefficients?

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Test Bias

Writing and Evaluating Test Items

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, wisc-Iv, and Wppsi-III

Other Individual Tests of Ability in Education and Special Education

Standardized Tests in Education, civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Ethics and the Future of Psychological Testing

Filters