Deck 6: Validity

Question 1

To evaluate a content validity evidence,test developers may use

A)expert judges
B)factor analysis
C)experimental results
D)evidence of homogeneity

Answer 1

A

Question 2

The ______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.

A)multitrait-multimethod matrix
B)contrasted group study
C)age differentiation study
D)factor matrix

Answer 2

A

Question 3

The following are all examples of constructs in education EXCEPT:

A)intelligence
B)learning disabled
C)grades
D)achievement

Answer 3

C

Question 4

A test designed for elementary school children was administered to 11^th grade students.To these students the test seemed extremely childish and inappropriate.They cooperated poorly with the testing procedure and as a result this negatively impacted the outcome of the test.Which of the following would have best addressed this problem?

A)Evidence of homogeneity
B)Discriminant evidence
C)Evidence based on consequences of testing
D)Evidence based on response processes

Question 5

In terms of accurate prediction of a criterion variable,a person who is predicted to do well during the first semester of college based on an SAT score)and then does poorly would fall into the __________ quadrant.

A)true positive
B)true negative
C)false positive
D)false negative

Question 6

Validity coefficients greater than _________ are considered in the very high range.

A).50
B).60
C).70
D).80

Question 7

What information is included on a Multitrait-Multimethod Matrix?

A)subtests and correlations between each subtest
B)methods of assessment,traits examined,and correlations
C)loading factors and correlations of subtests
D)false positives,false negatives,true positives,and true negatives

Question 8

When discussing the relationship between reliability and validity,which of the following is true?

A)High reliability always indicates low degree of validity.
B)High reliability always indicates high degree of validity.
C)Low reliability always indicates high degree of validity.
D)Low reliability always indicates low degree of validity.

Question 9

The tripartite view of validity includes content validity,criterion validity,and

A)discriminate validity
B)convergent validity
C)content validity
D)construct validity

Question 10

Evidence of homogeneity refers to

A)how uniform test items and components are in measuring one construct
B)test items that have a low internal consistency
C)the single construct measured most accurately by a test
D)a correlation of test results from multiple measures

Question 11

___________________________ is a threat to validity that implies that a test is too narrow and fails to include important dimensions or aspects of the identified construct.

A)Content underrepresentation
B)Content-irrelevant variance
C)Construct underrepresentation
D)Construct-irrelevant variance

Question 12

_________________ are concepts,ideas,or hypotheses that cannot be directly measured or observed

A)Constructs
B)Variables
C)Standards
D)Specifications

Question 13

According to Messick 1989),consequential validity includes

A)evaluating the actual and potential consequences of a given test
B)assessing the social impact of a test's interpretations
C)both a and b
D)neither a nor b

Question 14

Exploratory factor analysis can be used to

A)investigate the differences between groups
B)develop new testing instruments
C)confirm expectations about a scale's dimensions
D)determine if a test produces negative consequences

Question 15

_________________ is calculated by correlating test scores with the scores of tests or measures that assess the same construct.

A)Convergent validity
B)Discriminant validity
C)Face validity
D)Content validity

Question 16

Criterion measures that are chosen for the validation process must be

A)relevant
B)uncontaminated
C)reliable
D)All of the above

Question 17

Comparing pre and post-test scores of two groups,one group that experienced an intervention and one group that did not,is an example of

A)factor analysis.
B)contrasted group studies.
C)experimental results.
D)age differentiation studies.

Question 18

A professor wants to assess students' knowledge of material taught through lectures.However,the professor asks questions that were not discussed during class lectures.This may result in problems with ________ validity.

A)construct
B)content
C)discriminate
D)face

Question 19

The goal of factor analysis is to

A)measure the effectiveness of specific interventions in research
B)reveal how scores differ from one group to the next
C)prove the age of the individuals taking the test impacts their scores
D)decrease the number of variables into fewer,more general variables

Question 20

Scores on the Kaufman Assessment Battery for Children have been shown to differ significantly between children with ADHD and children who are gifted.This is an example of which type of validity evidence?

A)Discriminant validity evidence
B)Group differentiation studies
C)Age differentiation studies
D)Experimental differentiation studies

Question 21

A counselor is considering using a personality assessment with a client who immigrated to the United States from China four years ago.The test has a low level of validity with this specific population.Discuss the potential consequences of using this test.

Question 22

Define each of the following terms and provide examples for each: predictor variable,criterion,and criterion measures.

Question 23

Compare and contrast three sources of validity evidence.

Question 24

You are a test developer who is constructing a new test that measures test anxiety.Describe the process of validating the new test,focusing on a)relations to other variables evidence,b)evidence based on internal structure and c)test content validity evidence.

Question 25

Define validity,and describe a)its purpose in relation to the interpretation and use of assessment instruments;b)the unitary concept of validity;and c)the specificity of validity to some particular group,use,or purpose of test scores interpretation.