Question 1

How can a test be made more reliable, and how can it be made more valid?

Accepted Answer

To make a test more reliable, it is important to ensure consistency in the administration and scoring of the test. This can be achieved by providing clear instructions to test administrators, using standardized procedures for administering the test, and establishing inter-rater reliability for scoring. Additionally, it is important to use a sufficient number of items or questions in the test to ensure adequate reliability. This can be done by using established measures of reliability such as test-retest reliability, parallel forms reliability, or internal consistency reliability.

To make a test more valid, it is essential to ensure that the test measures what it is intended to measure. This can be achieved by aligning the test content with the learning objectives or constructs that the test is designed to assess. Additionally, it is important to use a variety of item formats, such as multiple-choice, short answer, and performance-based tasks, to assess different aspects of the construct being measured. It is also important to gather evidence to support the validity of the test, such as conducting a thorough review of the test items by subject matter experts, and gathering data on the relationship between test scores and other criteria that are relevant to the construct being measured. Overall, ensuring both reliability and validity in a test is crucial for obtaining accurate and meaningful results.

Question 2

The reliabilities of different forms of a test are not important in equating tests.

Accepted Answer

A) True 
 B)False  False

Question 3

Which of the following types of reliability does not belong in the same category as the other three?

Accepted Answer

A)  coefficient alpha 
B)  Kuder-Richardson 
C)  split-half 
D)  test-retest 
A)  coefficient alpha 
B)  Kuder-Richardson 
C)  split-half 
D)  test-retest D

Question 4

The reliability of a criterion-referenced test should not be determined in the same manner as that of a norm-referenced test.

Accepted Answer

A) True 
 B)False

Question 5

Assuming that the correlation between the odd-numbered and the even-numbered items on a test is .74, the corrected split-half reliability of the test (using the Spearman-Brown prophecy formula) is approximately

Accepted Answer

A)  .80. 
B)  .85. 
C)  .90. 
D)  .95. 
A)  .80. 
B)  .85. 
C)  .90. 
D)  .95.

Question 6

The extent to which a test measures anything consistently is a definition of

Accepted Answer

A)  normality. 
B)  objectivity. 
C)  reliability. 
D)  validity. 
A)  normality. 
B)  objectivity. 
C)  reliability. 
D)  validity.

Question 7

Prediction of a characteristic having a low base rate is less accurate than that of a test having a high base rate.

Accepted Answer

A) True 
 B)False

Question 8

The most general formula for computing an internal consistency reliability coefficient is the

Accepted Answer

A)  Cronbach coefficient alpha formula. 
B)  Kuder-Richardson formula 21. 
C)  Spearman-Brown prophecy formula. 
D)  Wherry-Doolittle consistency formula. 
A)  Cronbach coefficient alpha formula. 
B)  Kuder-Richardson formula 21. 
C)  Spearman-Brown prophecy formula. 
D)  Wherry-Doolittle consistency formula.

Question 9

What is meant by test validity, and what are some procedures for obtaining information concerning it?

Accepted Answer

Test validity refers to the extent to wh

Question 10

The validity of a test for identifying people with a rare disorder would be greatly limited by a low

Accepted Answer

A)  base rate. 
B)  selection ratio. 
C)  standard deviation. 
D)  standard error of measurement. 
A)  base rate. 
B)  selection ratio. 
C)  standard deviation. 
D)  standard error of measurement.

Question 11

The most comprehensive type of validity, in that it comprises all of the others, is __________validity.

Accepted Answer

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

Question 12

The standard error of measurement is always zero whenever the reliability coefficient equals

Accepted Answer

A)  -1.00. 
B)  .00. 
C)  .50. 
D)  1.00. 
A)  -1.00. 
B)  .00. 
C)  .50. 
D)  1.00.

Question 13

A test designed to predict a particular criterion is most valid when the base rate is 50%.

Accepted Answer

A) True 
 B)False

Question 14

Which of the following statistics enables an examiner to establish confidence limits for the true scores of examinees having a given observed score on a test?

Accepted Answer

A)  Kuder-Richardson predictive index 
B)  Spearman-Brown prophecy coefficient 
C)  standard error of estimate 
D)  standard error of measurement 
A)  Kuder-Richardson predictive index 
B)  Spearman-Brown prophecy coefficient 
C)  standard error of estimate 
D)  standard error of measurement

Question 15

Convergent and discriminant validation are necessary characteristics of a test that has construct validity.

Accepted Answer

A) True 
 B)False

Question 16

Percentile bands for a true score on a test are computed by determining the percentile rank equivalents of scores that are one standard __________ on either side of the examinee?s obtained score.

Accepted Answer

A)  deviation 
B)  error of the difference 
C)  error of estimate 
D)  error of measurement 
A)  deviation 
B)  error of the difference 
C)  error of estimate 
D)  error of measurement

Question 17

Analysis of variance techniques are used in the reliability estimation procedure known as

Accepted Answer

A)  classical reliability theory. 
B)  generalizability theory. 
C)  split-half theory. 
D)  true score theory. 
A)  classical reliability theory. 
B)  generalizability theory. 
C)  split-half theory. 
D)  true score theory.

Question 18

The magnitude of a test-retest reliability coefficient is generally less when the interval between initial testing and retesting is short than when it is long.

Accepted Answer

A) True 
 B)False

Question 19

Suppose that Jane makes a score of 60 on a test having a standard deviation of 5 and a reliability coefficient of .85. Between what two values can we be 95% confidant that Jane's true score on the test falls?

Accepted Answer

A)  59-61 
B)  57-63 
C)  56-64 
D)  55-65 
A)  59-61 
B)  57-63 
C)  56-64 
D)  55-65

Question 20

When high scores on one predictor variable compensate for low scores on another predictor variable, then the __________ procedure is more appropriate.

Accepted Answer

A)  multiple cutoff 
B)  multivariate method 
C)  multiple regression 
D)  successive hurdles 
A)  multiple cutoff 
B)  multivariate method 
C)  multiple regression 
D)  successive hurdles

How can a test be made more reliable, and how can it be made more valid?

The reliabilities of different forms of a test are not important in equating tests.

Which of the following types of reliability does not belong in the same category as the other three?

The reliability of a criterion-referenced test should not be determined in the same manner as that of a norm-referenced test.

Assuming that the correlation between the odd-numbered and the even-numbered items on a test is .74, the corrected split-half reliability of the test (using the Spearman-Brown prophecy formula) is approximately

The extent to which a test measures anything consistently is a definition of

Prediction of a characteristic having a low base rate is less accurate than that of a test having a high base rate.

The most general formula for computing an internal consistency reliability coefficient is the

What is meant by test validity, and what are some procedures for obtaining information concerning it?

The validity of a test for identifying people with a rare disorder would be greatly limited by a low

The most comprehensive type of validity, in that it comprises all of the others, is __________validity.

The standard error of measurement is always zero whenever the reliability coefficient equals

A test designed to predict a particular criterion is most valid when the base rate is 50%.

Which of the following statistics enables an examiner to establish confidence limits for the true scores of examinees having a given observed score on a test?

Convergent and discriminant validation are necessary characteristics of a test that has construct validity.

Percentile bands for a true score on a test are computed by determining the percentile rank equivalents of scores that are one standard __________ on either side of the examinee?s obtained score.

Analysis of variance techniques are used in the reliability estimation procedure known as

The magnitude of a test-retest reliability coefficient is generally less when the interval between initial testing and retesting is short than when it is long.

Suppose that Jane makes a score of 60 on a test having a standard deviation of 5 and a reliability coefficient of .85. Between what two values can we be 95% confidant that Jane's true score on the test falls?

When high scores on one predictor variable compensate for low scores on another predictor variable, then the __________ procedure is more appropriate.

Historical and Professional Matters

Test Design and Construction

Administration and Scoring of Tests

Item Analysis and Standardization of Tests

Intelligence Testing

Individual and Group Differences in Mental Abilities

Neuropsychological Assessment

Standardized Achievement Tests

Applications and Issues in Ability Testing

Testing Special Abilities

Vocational Interests

Attitudes, Values, and Personal Orientations

Personality Assessment: Origins,applications, and Issues

Observations and Interviews

Rating Scales and Checklists

Personality Inventories

Projective Techniques

Appendix A: Measurement and Statistics

Filters

Exam 5: Reliability and Validity

How can a test be made more reliable, and how can it be made more valid?

The reliabilities of different forms of a test are not important in equating tests.

Which of the following types of reliability does not belong in the same category as the other three?

The reliability of a criterion-referenced test should not be determined in the same manner as that of a norm-referenced test.

Assuming that the correlation between the odd-numbered and the even-numbered items on a test is .74, the corrected split-half reliability of the test (using the Spearman-Brown prophecy formula) is approximately

The extent to which a test measures anything consistently is a definition of

Prediction of a characteristic having a low base rate is less accurate than that of a test having a high base rate.

The most general formula for computing an internal consistency reliability coefficient is the

What is meant by test validity, and what are some procedures for obtaining information concerning it?

The validity of a test for identifying people with a rare disorder would be greatly limited by a low

The most comprehensive type of validity, in that it comprises all of the others, is __________validity.

The standard error of measurement is always zero whenever the reliability coefficient equals

A test designed to predict a particular criterion is most valid when the base rate is 50%.

Which of the following statistics enables an examiner to establish confidence limits for the true scores of examinees having a given observed score on a test?

Convergent and discriminant validation are necessary characteristics of a test that has construct validity.

Percentile bands for a true score on a test are computed by determining the percentile rank equivalents of scores that are one standard __________ on either side of the examinee?s obtained score.

Analysis of variance techniques are used in the reliability estimation procedure known as

The magnitude of a test-retest reliability coefficient is generally less when the interval between initial testing and retesting is short than when it is long.

Suppose that Jane makes a score of 60 on a test having a standard deviation of 5 and a reliability coefficient of .85. Between what two values can we be 95% confidant that Jane's true score on the test falls?

When high scores on one predictor variable compensate for low scores on another predictor variable, then the __________ procedure is more appropriate.

Historical and Professional Matters

Test Design and Construction

Administration and Scoring of Tests

Item Analysis and Standardization of Tests

Intelligence Testing

Individual and Group Differences in Mental Abilities

Neuropsychological Assessment

Standardized Achievement Tests

Applications and Issues in Ability Testing

Testing Special Abilities

Vocational Interests

Attitudes, Values, and Personal Orientations

Personality Assessment: Origins,applications, and Issues

Observations and Interviews

Rating Scales and Checklists

Personality Inventories

Projective Techniques

Appendix A: Measurement and Statistics

Filters