Question 1

At what point would we assume that the construct validity of a test has been established and no more studies should be done?

Accepted Answer

A)  when we have shown that it correlates with several other measures designed to tap the same construct 
B)  when we have shown that it does not correlate with measures designed to tap different constructs 
C)  never - construct validation is an ongoing process 
D)  when the validity coefficients are above .8 
A)  when we have shown that it correlates with several other measures designed to tap the same construct 
B)  when we have shown that it does not correlate with measures designed to tap different constructs 
C)  never - construct validation is an ongoing process 
D)  when the validity coefficients are above .8

Question 2

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 3

The agreement between a test score and the construct it is presumed to measure is referred to as its

Accepted Answer

A)  stability. 
B)  alpha level. 
C)  reliability. 
D)  validity. 
A)  stability. 
B)  alpha level. 
C)  reliability. 
D)  validity.

Question 4

Seaman Sanchez had a hearing impairment,but passed the test to become a radio operator because the test did not measure hearing acuity.What does this represent?

Accepted Answer

A)  criterion/predictor confusion 
B)  construct underrepresentation 
C)  construct-irrelevant variance 
D)  criterion-related evidence for validity 
A)  criterion/predictor confusion 
B)  construct underrepresentation 
C)  construct-irrelevant variance 
D)  criterion-related evidence for validity

At what point would we assume that the construct validity of a test has been established and no more studies should be done?

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

The agreement between a test score and the construct it is presumed to measure is referred to as its

Seaman Sanchez had a hearing impairment,but passed the test to become a radio operator because the test did not measure hearing acuity.What does this represent?

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Writing and Evaluating Test Items

Test Administration

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

Test Bias

Testing and the Law

Ethics and the Future of Psychological Testing

Filters

Exam 5: Validity

At what point would we assume that the construct validity of a test has been established and no more studies should be done?

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

The agreement between a test score and the construct it is presumed to measure is referred to as its

Seaman Sanchez had a hearing impairment,but passed the test to become a radio operator because the test did not measure hearing acuity.What does this represent?

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Writing and Evaluating Test Items

Test Administration

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

Test Bias

Testing and the Law

Ethics and the Future of Psychological Testing

Filters