Question 1

In construct validation,

Accepted Answer

A) a single variable can serve as the criterion. 
B) multiple studies are not required. 
C) no single variable serves as the criterion. 
D) the criterion remains static once defined. 
A) a single variable can serve as the criterion. 
B) multiple studies are not required. 
C) no single variable serves as the criterion. 
D) the criterion remains static once defined.

Question 2

The advantage of using a test that is "face valid" is that

Accepted Answer

A) the appearance of validity can help motivate test-takers because they can see that the test is relevant. 
B) it assures that the items are properly sampled from the domain of content. 
C) face validity is an important component of criterion validity. 
D) it boosts the construct validity coefficient. 
A) the appearance of validity can help motivate test-takers because they can see that the test is relevant. 
B) it assures that the items are properly sampled from the domain of content. 
C) face validity is an important component of criterion validity. 
D) it boosts the construct validity coefficient.

Question 3

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 4

If scores on a test of intelligence are influenced by eye color, this is an example of

Accepted Answer

A) face validity 
B) construct underrepresentation. 
C) aggregate validity. 
D) construct-irrelevant variance. 
A) face validity 
B) construct underrepresentation. 
C) aggregate validity. 
D) construct-irrelevant variance.

Question 5

Which of the following should be considered when evaluating evidence for validity?

Accepted Answer

A) Whether the cause of the relationship between the test and the criterion has changed since the test was validated. 
B) Excessively high validity may indicate a need for improving reliability. 
C) Validity is only of concern when legal challenges are expected. 
D) Tests that are highly valid for at least two distinct populations are likely to be valid for all populations. 
A) Whether the cause of the relationship between the test and the criterion has changed since the test was validated. 
B) Excessively high validity may indicate a need for improving reliability. 
C) Validity is only of concern when legal challenges are expected. 
D) Tests that are highly valid for at least two distinct populations are likely to be valid for all populations.

Question 6

Many psychologists no longer believe this to be a separate type of evidence for validity because of the lack of clear-cut boundaries between it and other types of evidence for validity. What is it?

Accepted Answer

A) content 
B) criterion 
C) constructive 
D) predictive 
A) content 
B) criterion 
C) constructive 
D) predictive

Question 7

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 8

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 9

How does the current edition of Standards for Educational and Psychological Testing conceptualize validity?

Accepted Answer

A) Validity is a non-statistical measure for non-quantitative tests. 
B) Validity should only be assessed when reliability is low. 
C) Validity is a unitary concept that represents all evidence. 
D) Only one type of validity must be high and the others can be low. 
A) Validity is a non-statistical measure for non-quantitative tests. 
B) Validity should only be assessed when reliability is low. 
C) Validity is a unitary concept that represents all evidence. 
D) Only one type of validity must be high and the others can be low.

Question 10

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 11

Some studies have failed to demonstrate that the Graduate Record Exam (GRE)is a good predictor of grade point average in graduate school. One of the difficulties with these studies is that

Accepted Answer

A) the Graduate Record Exam is rarely used as a predictor of graduate school success. 
B) the Graduate Record Exam was validated on a very small sample of students. 
C) both grade point average and GRE scores have a restricted range for graduate students. 
D) the Graduate Record Exam has no reliability. 
A) the Graduate Record Exam is rarely used as a predictor of graduate school success. 
B) the Graduate Record Exam was validated on a very small sample of students. 
C) both grade point average and GRE scores have a restricted range for graduate students. 
D) the Graduate Record Exam has no reliability.

Question 12

A validity coefficient is

Accepted Answer

A) the correlation between a test and the validity criterion. 
B) the squared correlation between the test and the validity criterion. 
C) the square root of the correlation between the test and the validity criterion. 
D) one minus the correlation between a test and the validity criterion. 
A) the correlation between a test and the validity criterion. 
B) the squared correlation between the test and the validity criterion. 
C) the square root of the correlation between the test and the validity criterion. 
D) one minus the correlation between a test and the validity criterion.

Question 13

A professor considers the difference of validity of his mid-term exam between male and female students. This professor is dealing with

Accepted Answer

A) range restriction. 
B) confusion between predictor and criterion. 
C) differential prediction. 
D) face validity. 
A) range restriction. 
B) confusion between predictor and criterion. 
C) differential prediction. 
D) face validity.

Question 14

Which of the following is an important validation consideration in industrial settings?

Accepted Answer

A) pay grade 
B) occupational classification 
C) attrition 
D) education 
A) pay grade 
B) occupational classification 
C) attrition 
D) education

Question 15

Why is evidence for criterion-related validity gathered?

Accepted Answer

A) It is legally required. 
B) It is critical for reliability. 
C) Tests serve as a substitute for the real measure of interest. 
D) Criterion validity subsumes all other validity. 
A) It is legally required. 
B) It is critical for reliability. 
C) Tests serve as a substitute for the real measure of interest. 
D) Criterion validity subsumes all other validity.

Question 16

When evidence obtained in one situation is not found in other similar situations, the evidence lacks

Accepted Answer

A) generalizability. 
B) criterion. 
C) predictor. 
D) inter-situation reliability. 
A) generalizability. 
B) criterion. 
C) predictor. 
D) inter-situation reliability.

Question 17

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 18

A professor is developing a final exam for her course. She goes through each chapter of the textbook for the semester and develops questions from each to ensure they are all sufficiently covered in the exam. Which type of validity is this professor ensuring for her exam?

Accepted Answer

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

Question 19

If the results obtained in a validity study are not specific to the validation population, what quality does the validation have?

Accepted Answer

A) differential validation 
B) convergence 
C) population crossover 
D) generalizability 
A) differential validation 
B) convergence 
C) population crossover 
D) generalizability

Question 20

According to Campbell and Fiske, what types of evidence are required for a test to be meaningful?

Accepted Answer

A) reliability and validity 
B) content and construct 
C) convergent and divergent 
D) quantitative and qualitative 
A) reliability and validity 
B) content and construct 
C) convergent and divergent 
D) quantitative and qualitative

Exam 5: Validity

In construct validation,

The advantage of using a test that is "face valid" is that

Which of the following statements is true ?

If scores on a test of intelligence are influenced by eye color, this is an example of

Which of the following should be considered when evaluating evidence for validity?

Many psychologists no longer believe this to be a separate type of evidence for validity because of the lack of clear-cut boundaries between it and other types of evidence for validity. What is it?

Concurrent and predictive validity are both subcategories of

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

How does the current edition of Standards for Educational and Psychological Testing conceptualize validity?

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

Some studies have failed to demonstrate that the Graduate Record Exam (GRE)is a good predictor of grade point average in graduate school. One of the difficulties with these studies is that

A validity coefficient is

A professor considers the difference of validity of his mid-term exam between male and female students. This professor is dealing with

Which of the following is an important validation consideration in industrial settings?

Why is evidence for criterion-related validity gathered?

When evidence obtained in one situation is not found in other similar situations, the evidence lacks

Criterion-related validity is meaningful when

A professor is developing a final exam for her course. She goes through each chapter of the textbook for the semester and develops questions from each to ensure they are all sufficiently covered in the exam. Which type of validity is this professor ensuring for her exam?

If the results obtained in a validity study are not specific to the validation population, what quality does the validation have?

According to Campbell and Fiske, what types of evidence are required for a test to be meaningful?

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

Testing in Education: 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

The Future of Psychological Testing

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