Question 1

According to classical test theory, if the observed variance of a test is 50 and the true variance is 40, what is the estimated reliability of the test? ​

Accepted Answer

A) 0.40 
B) 0.50 ​ 
C) 0.80 ​ 
D) 0.90 
A) 0.40 
B) 0.50 ​ 
C) 0.80 ​ 
D) 0.90 C

Question 2

As the reliability of an instrument increases, the standard error of measurement _______. ​

Accepted Answer

A) decreases 
B) increases 
C) could either increase or decrease 
D) is unaffected 
A) decreases 
B) increases 
C) could either increase or decrease 
D) is unaffected A

Question 3

A correlation coefficient is an indicator of: ​

Accepted Answer

A) the validity of an assessment. 
B) the variability of the obtained scores. 
C) the relationship between two sets of data. 
D) the fluctuation of an individual's score over time. 
A) the validity of an assessment. 
B) the variability of the obtained scores. 
C) the relationship between two sets of data. 
D) the fluctuation of an individual's score over time. C

Question 4

If we interpreted a reliability coefficient to indicate that 80% of the variance was true variance to observed variance, what would be the ratio of error variance to observed variance? ​

Accepted Answer

A) 0.20 
B) 0.40 ​ 
C) 0.60 ​ 
D) 0.80 
A) 0.20 
B) 0.40 ​ 
C) 0.60 ​ 
D) 0.80

Question 5

The Spearman-Brown formula is used: ​

Accepted Answer

A) to correct a test-retest reliability coefficient. 
B) to correct a split-half reliability coefficient. ​ 
C) when the items are all of the same difficulty level. ​ 
D) when the items are of differing levels of difficulty. 
A) to correct a test-retest reliability coefficient. 
B) to correct a split-half reliability coefficient. ​ 
C) when the items are all of the same difficulty level. ​ 
D) when the items are of differing levels of difficulty.

Question 6

Give three examples of variables that might have a positive correlation, three examples of variables that might have a negative correlation, and three examples of variables that might have no correlation. ​

Accepted Answer

Sure!

Three examples of variables that

Question 7

When calculating correlations, the most common method used is the: ​

Accepted Answer

A) Pearson-Product Moment Correlation Coefficient. 
B) Correlation Coefficient of Most Common Factors. ​ 
C) Reliability Coefficient of Correlation. ​ 
D) Reliability Correlation Coefficient. ​ 
A) Pearson-Product Moment Correlation Coefficient. 
B) Correlation Coefficient of Most Common Factors. ​ 
C) Reliability Coefficient of Correlation. ​ 
D) Reliability Correlation Coefficient. ​

Question 8

In generalizability or domain sampling theory, the focus is on: ​

Accepted Answer

A) using measures of internal consistency. 
B) determining the standard error of measurement. 
C) identifying specific sources of variation under defined conditions. 
D) identifying where an individual's true score would fall. 
A) using measures of internal consistency. 
B) determining the standard error of measurement. 
C) identifying specific sources of variation under defined conditions. 
D) identifying where an individual's true score would fall.

Question 9

Systematic error (as compared to unsystematic error): ​

Accepted Answer

A) significantly lowers the reliability of an instrument. 
B) insignificantly lowers the reliability of an instrument. ​ 
C) increases the reliability of an instrument. ​ 
D) has no effect on the reliability of an instrument. ​ 
A) significantly lowers the reliability of an instrument. 
B) insignificantly lowers the reliability of an instrument. ​ 
C) increases the reliability of an instrument. ​ 
D) has no effect on the reliability of an instrument. ​

Question 10

Which of the following is NOT one of the assumptions that should be met when establishing the reliability of an instrument using the test-retest method? ​

Accepted Answer

A) Test-retest reliability is only valid when measuring situational traits 
B) The characteristic or trait measured should be stable over time ​ 
C) There should be no differential in practice effect 
D) There should be no differential in learning between the test and retest 
A) Test-retest reliability is only valid when measuring situational traits 
B) The characteristic or trait measured should be stable over time ​ 
C) There should be no differential in practice effect 
D) There should be no differential in learning between the test and retest

Question 11

Can you think of some situations where the typical methods of estimating reliability are not appropriate?  Why should counselors give special consideration when determining reliability in these instances?  How is this done? ​

Accepted Answer

There are several situations where the t

Question 12

According to the Standards for Educational and Psychological Testing , which statistic should be used for the interpretation of group test scores? ​

Accepted Answer

A) Standard error of measurement 
B) Correlation coefficient 
C) Cronbach's alpha 
D) Standard error of the group means 
A) Standard error of measurement 
B) Correlation coefficient 
C) Cronbach's alpha 
D) Standard error of the group means

Question 13

For which of the following tests would a test-retest reliability estimate be least appropriate? ​

Accepted Answer

A) Intelligence tests 
B) Tests of  moment-to-moment mood changes ​ 
C) Academic achievement tests 
D) Instruments to measure art aptitude 
A) Intelligence tests 
B) Tests of  moment-to-moment mood changes ​ 
C) Academic achievement tests 
D) Instruments to measure art aptitude

Question 14

Why do you think the experts in measurement and assessment are suggesting that counselors explain scores using standard error of measurement? ​

Accepted Answer

Experts in measurement and assessment su

Question 15

If an instrument requires some professional judgments in scoring, then the manual should also include information on: ​

Accepted Answer

A) interrater reliability. 
B) corrections of the reliability coefficients using the Spearman-Brown formula. 
C) both KR 20s and KR 21s. ​ 
D) test-retest reliability coefficients. ​ 
A) interrater reliability. 
B) corrections of the reliability coefficients using the Spearman-Brown formula. 
C) both KR 20s and KR 21s. ​ 
D) test-retest reliability coefficients. ​

Question 16

With a reliability coefficient of .81, using classical test theory we would interpret that the: ​

Accepted Answer

A) amount of error variance to observed variance is 81 percent. 
B) amount of true variance to observed variance is 81 percent. 
C) instrument has good enough reliability. 
D) instrument's validity coefficient would be 0.81 2 . 
A) amount of error variance to observed variance is 81 percent. 
B) amount of true variance to observed variance is 81 percent. 
C) instrument has good enough reliability. 
D) instrument's validity coefficient would be 0.81 2 .

Question 17

The most significant difficulty with estimating reliability with the alternate or parallel forms procedure is ​

Accepted Answer

A) calculating the correlation coefficient using two different forms. 
B) the effects of remembering specific items in the second testing. 
C) developing two sound instruments that are equivalent or parallel. ​ 
D) finding two similar sets of test takers. 
A) calculating the correlation coefficient using two different forms. 
B) the effects of remembering specific items in the second testing. 
C) developing two sound instruments that are equivalent or parallel. ​ 
D) finding two similar sets of test takers.

Question 18

Have you ever taken a test or assessment where you believe reliability issues influenced your performance?  Explain. ​

Accepted Answer

Yes, I have taken a test where I believe

Question 19

Standard error of measurement is designed to: ​

Accepted Answer

A) tell the clinician if an instrument is reliable. 
B) provide an estimate of the probable range of scores for an individual. 
C) indicate the percentage of error in the reliability coefficient. 
D) determine the statistical significance of the reliability coefficient. 
A) tell the clinician if an instrument is reliable. 
B) provide an estimate of the probable range of scores for an individual. 
C) indicate the percentage of error in the reliability coefficient. 
D) determine the statistical significance of the reliability coefficient.

Question 20

In evaluating an instrument's reliability, a counselor should: ​

Accepted Answer

A) always select the instrument with the highest reliability coefficients. 
B) select instruments where coefficient alphas have been calculated. 
C) consider how the instrument is going to be used. 
D) never use an instrument where the reliability coefficient is less than 0.92. 
A) always select the instrument with the highest reliability coefficients. 
B) select instruments where coefficient alphas have been calculated. 
C) consider how the instrument is going to be used. 
D) never use an instrument where the reliability coefficient is less than 0.92.

According to classical test theory, if the observed variance of a test is 50 and the true variance is 40, what is the estimated reliability of the test?

As the reliability of an instrument increases, the standard error of measurement _______.

A correlation coefficient is an indicator of:

If we interpreted a reliability coefficient to indicate that 80% of the variance was true variance to observed variance, what would be the ratio of error variance to observed variance?

The Spearman-Brown formula is used:

Give three examples of variables that might have a positive correlation, three examples of variables that might have a negative correlation, and three examples of variables that might have no correlation.

When calculating correlations, the most common method used is the:

In generalizability or domain sampling theory, the focus is on:

Systematic error (as compared to unsystematic error):

Which of the following is NOT one of the assumptions that should be met when establishing the reliability of an instrument using the test-retest method?

Can you think of some situations where the typical methods of estimating reliability are not appropriate? Why should counselors give special consideration when determining reliability in these instances? How is this done?

According to the Standards for Educational and Psychological Testing , which statistic should be used for the interpretation of group test scores?

For which of the following tests would a test-retest reliability estimate be least appropriate?

Why do you think the experts in measurement and assessment are suggesting that counselors explain scores using standard error of measurement?

If an instrument requires some professional judgments in scoring, then the manual should also include information on:

With a reliability coefficient of .81, using classical test theory we would interpret that the:

The most significant difficulty with estimating reliability with the alternate or parallel forms procedure is

Have you ever taken a test or assessment where you believe reliability issues influenced your performance? Explain.

Standard error of measurement is designed to:

In evaluating an instrument's reliability, a counselor should:

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Exam 3: Reliability