Question 1

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 2

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

Accepted Answer

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

Question 3

Which of the following is a predictor variable for the criterion of college GPA?

Accepted Answer

A) College test scores 
B) High school graduation rates 
C) The SAT 
D) Graduate school admittance rates 
A) College test scores 
B) High school graduation rates 
C) The SAT 
D) Graduate school admittance rates

Question 4

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 5

Dr. Tong is trying to define 'life satisfaction' and to create a test that will assess the level of a person's satisfaction with their life. She is planning to find out how well her test correlates with other tests believed to measure life satisfaction. This is an example of

Accepted Answer

A) convergent evidence. 
B) divergent evidence. 
C) discriminant evidence. 
D) differential prediction. 
A) convergent evidence. 
B) divergent evidence. 
C) discriminant evidence. 
D) differential prediction.

Question 6

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

Tests in education have often been criti

Question 7

To develop a test with construct validity, what types of validity evidence are needed?

Accepted Answer

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

Question 8

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 9

Assembling evidence about what a test means is referred to as

Accepted Answer

A) cross validation 
B) prediction 
C) range restriction 
D) construct validation 
A) cross validation 
B) prediction 
C) range restriction 
D) construct validation

Question 10

If the test score forecasts some criterion, the test has

Accepted Answer

A) face validity. 
B) content validity. 
C) predictive validity. 
D) concurrent validity. 
A) face validity. 
B) content validity. 
C) predictive validity. 
D) concurrent validity.

Question 11

Which of the following illustrates lack of convergent validity?

Accepted Answer

A) demonstrating that tests A, B, and C all measure the same things for the same purpose 
B) demonstrating a particular relationship between a test of job satisfaction and an employee's stated job satisfaction 
C) demonstrating a relationship between the results of a physical exam and a health index score 
D) demonstrating that a score on the SAT and ACT have no correlation 
A) demonstrating that tests A, B, and C all measure the same things for the same purpose 
B) demonstrating a particular relationship between a test of job satisfaction and an employee's stated job satisfaction 
C) demonstrating a relationship between the results of a physical exam and a health index score 
D) demonstrating that a score on the SAT and ACT have no correlation

Question 12

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.

Question 13

If a variable has a "restricted range", it is difficult to estimate a validity coefficient due to a lack of

Accepted Answer

A) criterion validity. 
B) variability. 
C) adequate sample size. 
D) cross validation. 
A) criterion validity. 
B) variability. 
C) adequate sample size. 
D) cross validation.

Question 14

The problem with using the GRE to determine whether students who have already been admitted to graduate school should be given their degrees is that

Accepted Answer

A) the criterion validity of the GRE is not well enough established. 
B) the sample size is too small. 
C) the causes of performance at the school where this procedure is used might be different than the causes of performance at the schools where the GRE was validated. 
D) this policy confuses the predictor and the criterion. 
A) the criterion validity of the GRE is not well enough established. 
B) the sample size is too small. 
C) the causes of performance at the school where this procedure is used might be different than the causes of performance at the schools where the GRE was validated. 
D) this policy confuses the predictor and the criterion.

Question 15

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 16

The different categories of validity

Accepted Answer

A) are important distinctions with little overlap. 
B) have little use when determining overall validity. 
C) must each be considered in order to determine validity of a scale. 
D) are convenient grouping methods, but not distinctly different from each other. 
A) are important distinctions with little overlap. 
B) have little use when determining overall validity. 
C) must each be considered in order to determine validity of a scale. 
D) are convenient grouping methods, but not distinctly different from each other.

Question 17

In Rubin's study on the Love Scale, the amount of time lovers spent gazing into each other's eyes was used as evidence for the scale's

Accepted Answer

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

Question 18

Which of the following is equivalent to the percentage of variation in the criterion that we can expect to know in advance because of our knowledge of the test scores?

Accepted Answer

A) the validity coefficient 
B) the validity coefficient squared 
C) the correlation coefficient 
D) the correlation coefficient squared 
A) the validity coefficient 
B) the validity coefficient squared 
C) the correlation coefficient 
D) the correlation coefficient squared

Question 19

Discriminant and convergent evidence provide evidence for what type of validity?

Accepted Answer

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

Question 20

A student stays up all night studying for a test. She is so exhausted that she does not perform well even though she has learned the content for the test. This is an example of

Accepted Answer

A) poor construct validity. 
B) predictive validity evidence. 
C) construct-irrelevant invariance. 
D) construct underrepresentation. 
A) poor construct validity. 
B) predictive validity evidence. 
C) construct-irrelevant invariance. 
D) construct underrepresentation.

Exam 5: Validity

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

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

Which of the following is a predictor variable for the criterion of college GPA?

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

Dr. Tong is trying to define 'life satisfaction' and to create a test that will assess the level of a person's satisfaction with their life. She is planning to find out how well her test correlates with other tests believed to measure life satisfaction. This is an example of

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.

To develop a test with construct validity, what types of validity evidence are needed?

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

Assembling evidence about what a test means is referred to as

If the test score forecasts some criterion, the test has

Which of the following illustrates lack of convergent validity?

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

If a variable has a "restricted range", it is difficult to estimate a validity coefficient due to a lack of

The problem with using the GRE to determine whether students who have already been admitted to graduate school should be given their degrees is that

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

The different categories of validity

In Rubin's study on the Love Scale, the amount of time lovers spent gazing into each other's eyes was used as evidence for the scale's

Which of the following is equivalent to the percentage of variation in the criterion that we can expect to know in advance because of our knowledge of the test scores?

Discriminant and convergent evidence provide evidence for what type of validity?

A student stays up all night studying for a test. She is so exhausted that she does not perform well even though she has learned the content for the test. This is an example of

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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