Question 1

The Carl Perkins Act (PL 98-524) asserted:

Accepted Answer

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. 
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.

Question 2

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?

Accepted Answer

A)  Test-retest 
B)  Alternate forms 
C)  Internal consistency 
D)  Odd-even 
E)  Kuder-Richardson 
A)  Test-retest 
B)  Alternate forms 
C)  Internal consistency 
D)  Odd-even 
E)  Kuder-Richardson

Question 3

When one "attempts to estimate the reliability of all the possible split half combinations" of a test, one is assessing what kind of reliability?

Accepted Answer

A)  Test-retest 
B)  Alternate forms 
C)  Parallel forms 
D)  Coefficient Alpha 
E)  None of these 
A)  Test-retest 
B)  Alternate forms 
C)  Parallel forms 
D)  Coefficient Alpha 
E)  None of these

Question 4

Which of the following is true regarding Classical Test Theory and/or Item Response Theory (IRT)?

Accepted Answer

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. 
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.

Question 5

Item Response Theory (IRT) has the advantage over Classical Test Theory in that it provides more detailed information regarding each item in a test.

Accepted Answer

A) True 
 B)False

Question 6

In developing the national certification exam for counselors, the test developers wanted to assure adequate validity and reliability. For the following items, place the letter that represents the kind of validity or reliability described.
-Students take two different versions of the same test and their scores are correlated.

Accepted Answer

A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability 
A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability

Question 7

Concurrent validity is to criterion-related validity as discriminant validity is to construct validity.

Accepted Answer

A) True 
 B)False

Question 8

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?

Accepted Answer

A)  High validity 
B)  Low validity 
C)  High reliability 
D)  Low reliability 
A)  High validity 
B)  Low validity 
C)  High reliability 
D)  Low reliability

Question 9

PL 94-142 and the IDEA asserted:

Accepted Answer

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. 
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.

Question 10

Match each description to the term or concept listed below.
-Uses the score of one variable to predict a range of scores for a second variable.

Accepted Answer

A) Validity 
B) Reliability 
C) Correlation 
D) SEest 
A) Validity 
B) Reliability 
C) Correlation 
D) SEest

Question 11

Which of the following has the strongest correlation?

Accepted Answer

A)  −.87 
B)  +.86 
C)  + 0 
D)  + .3 
A)  −.87 
B)  +.86 
C)  + 0 
D)  + .3

Question 12

In developing the national certification exam for counselors, the test developers wanted to assure adequate validity and reliability. For the following items, place the letter that represents the kind of validity or reliability described.
-All the possible split-half correlations are correlated and then the mean, or average, of all of these scores is obtained.

Accepted Answer

A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability 
A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability

Question 13

Match each description to the term or concept listed below.
-The degree to which test scores are consistent, dependable, and repeatable.

Accepted Answer

A) Validity 
B) Reliability 
C) Correlation 
D) SEest 
A) Validity 
B) Reliability 
C) Correlation 
D) SEest

Question 14

In developing the national certification exam for counselors, the test developers wanted to assure adequate validity and reliability. For the following items, place the letter that represents the kind of validity or reliability described.
-Half of the test is correlated with the other half of the test.

Accepted Answer

A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability 
A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability

Question 15

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?

Accepted Answer

A)  Test-retest 
B)  Alternate forms 
C)  Internal consistency 
D)  Odd-even 
E)  None of these 
A)  Test-retest 
B)  Alternate forms 
C)  Internal consistency 
D)  Odd-even 
E)  None of these

Question 16

Which is true regarding the item characteristic curve, or "S" curve, in Item Response Theory (IRT)?

Accepted Answer

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. 
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.

Question 17

"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?

Accepted Answer

A)  Test-retest 
B)  Alternate forms 
C)  Parallel forms 
D)  Internal consistency 
E)  None of these 
A)  Test-retest 
B)  Alternate forms 
C)  Parallel forms 
D)  Internal consistency 
E)  None of these

Question 18

In developing the national certification exam for counselors, the test developers wanted to assure adequate validity and reliability. For the following items, place the letter that represents the kind of validity or reliability described.
-The test is given to a group of students and then, one day later, they take the same test again.

Accepted Answer

A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability 
A) Content validity 
B) Concurrent validity 
C) Construct validity 
D) Discriminant validity 
E) Parallel or equivalent form reliability
F)Internal consistency
G)Predictive validity
H)Odd-even reliability
I)Test-retest reliability

Question 19

In selecting a test, one often goes to existing sources including all of the following EXCEPT:

Accepted Answer

A)  experts in the field. 
B)  journals in the field. 
C)  The Assessment Catalog and Resource Index. 
D)  Mental Measurement Yearbook. 
E)  Buros. 
A)  experts in the field. 
B)  journals in the field. 
C)  The Assessment Catalog and Resource Index. 
D)  Mental Measurement Yearbook. 
E)  Buros.

Question 20

One problem with parallel forms reliability is that individuals may look up questions between the time they take the two tests.

Accepted Answer

A) True 
 B)False

The Carl Perkins Act (PL 98-524) asserted:

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?

When one "attempts to estimate the reliability of all the possible split half combinations" of a test, one is assessing what kind of reliability?

Which of the following is true regarding Classical Test Theory and/or Item Response Theory (IRT)?

Item Response Theory (IRT) has the advantage over Classical Test Theory in that it provides more detailed information regarding each item in a test.

Concurrent validity is to criterion-related validity as discriminant validity is to construct validity.

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?

PL 94-142 and the IDEA asserted:

Match each description to the term or concept listed below. -Uses the score of one variable to predict a range of scores for a second variable.

Which of the following has the strongest correlation?

Match each description to the term or concept listed below. -The degree to which test scores are consistent, dependable, and repeatable.

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?

Which is true regarding the item characteristic curve, or "S" curve, in Item Response Theory (IRT)?

"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?

In selecting a test, one often goes to existing sources including all of the following EXCEPT:

One problem with parallel forms reliability is that individuals may look up questions between the time they take the two tests.

History of Testing and Assessment

Ethical, Legal, and Professional Issues in Assessment

Diagnosis in the Assessment Process

The Assessment Report Process: Interviewing the Client and Writing the Report

Statistical Concepts: Making Meaning Out of Raw Scores

Statistical Concepts: Creating New Scores to Interpret Test Data

Assessment of Educational Ability: Survey Battery, Diagnostic, Readiness, and Cognitive Ability Tests

Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment

Career and Occupational Assessment: Interest Inventories, Multiple Aptitude, and Special Aptitude Tests

Clinical Assessment: Objective and Projective Personality Tests

Informal Assessment: Observation, Rating Scales, Classification Methods, Environmental Assessments, Records and Personal Documents, and Performance-Based Assessment

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Exam 5: Test Worthiness: Validity, Reliability, Crosscultural Fairness, and Practicality

The Carl Perkins Act (PL 98-524) asserted:

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?

When one "attempts to estimate the reliability of all the possible split half combinations" of a test, one is assessing what kind of reliability?

Which of the following is true regarding Classical Test Theory and/or Item Response Theory (IRT)?

Item Response Theory (IRT) has the advantage over Classical Test Theory in that it provides more detailed information regarding each item in a test.

Concurrent validity is to criterion-related validity as discriminant validity is to construct validity.

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?

PL 94-142 and the IDEA asserted:

Match each description to the term or concept listed below. -Uses the score of one variable to predict a range of scores for a second variable.

Which of the following has the strongest correlation?

Match each description to the term or concept listed below. -The degree to which test scores are consistent, dependable, and repeatable.

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?

Which is true regarding the item characteristic curve, or "S" curve, in Item Response Theory (IRT)?

"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?

In selecting a test, one often goes to existing sources including all of the following EXCEPT:

One problem with parallel forms reliability is that individuals may look up questions between the time they take the two tests.

History of Testing and Assessment

Ethical, Legal, and Professional Issues in Assessment

Diagnosis in the Assessment Process

The Assessment Report Process: Interviewing the Client and Writing the Report

Statistical Concepts: Making Meaning Out of Raw Scores

Statistical Concepts: Creating New Scores to Interpret Test Data

Assessment of Educational Ability: Survey Battery, Diagnostic, Readiness, and Cognitive Ability Tests

Intellectual and Cognitive Functioning: Intelligence Testing and Neuropsychological Assessment

Career and Occupational Assessment: Interest Inventories, Multiple Aptitude, and Special Aptitude Tests

Clinical Assessment: Objective and Projective Personality Tests

Informal Assessment: Observation, Rating Scales, Classification Methods, Environmental Assessments, Records and Personal Documents, and Performance-Based Assessment

Filters