Deck 3: Testing and Society

Question 1

The fair use of test results is the concern of stakeholders including the

A) test taker, test developer, test user
B) test developer, test user, test population
C) test taker, test user, test population
D) test population, test developer, test taker

Answer 1

A

Question 2

Societal concerns over the fair use of test outcomes involves

A) differences in test scores of whites and minorities, males and females
B) the use of tests for purposes for which they are not valid
C) the use of tests for commercial gain
D) both a and b

Answer 2

D

Question 3

Decisions about balancing equity vs. efficiency should

A) always be in favor of efficiency
B) always be in favor of equity
C) depend upon the values the individual chooses to uphold
D) be treated as equally important

Answer 3

C

Question 4

The use of psychological tests in decision making

A) consistently helps minorities
B) consistently hurts minorities
C) may help to control some of the subjectivity in other methods
D) makes absolutely no difference

Question 5

Ray must hire a new secretary from a pool of applicants. Bob must decide who is qualified to become a lifeguard. Which decision would require the most precise measurement?

A) Ray's
B) Bob's
C) it depends on the validity of the test
D) neither decision requires a great deal of precision in measurement

Question 6

Conclusions about whether or not there are true differences between groups in cognitive ability seem to indicate

A) test bias alone does not explain differences in test scores
B) there are some real differences in cognitive ability
C) differences in cognitive ability are neither fixed nor permanent
D) all of the above

Question 7

It is important that ________ of test results is not violated in order to reduce the threat of an invasion of privacy.

A) accuracy
B) predictability
C) constitutionality
D) confidentiality

Question 8

In employment testing, individuals are more likely to object to personality inventories, attitude surveys, and integrity tests than ability and achievement tests because they

A) contain items which will be interpreted subjectively
B) are not seen as relevant
C) contain items which are too difficult to answer
D) none of the above

Question 9

Criticisms of the fairness of tests themselves include

A) questions which are familiar to certain groups
B) lack of standardization procedures
C) confusing response formats
D) none of the above

Question 10

The debate over ability testing involves all of the following EXCEPT

A) whether or not scores reflect all examinee behaviors
B) whether differences in ability are large enough to matter
C) whether tests help or hurt minorities
D) whether equity or efficiency should be emphasized

Question 11

The debate over test fairness involves factors affecting

A) the testing outcomes
B) the testing process and the testing outcomes
C) the test user and the testing process
D) the examiner and the test user

Question 12

________ are more concerned with the short-term results of the test rather than long-term results.

A) test developers
B) test users
C) test takers
D) test administrators

Question 13

Societal concerns over individual decisions made from psychological tests include

A) concern that tests are given too much weight in decision making
B) concern that tests might influence an individual's decisions or actions in a manner which is not beneficial
C) concern that psychological tests provide inaccurate information
D) both a and b

Question 14

________ is/are usually required to reduce feelings that one's privacy has been violated.

A) Standardized test conditions
B) Debriefing
C) Informed consent
D) Adverse impact

Question 15

Which of the following is not discussed as a method for reducing concerns over test fairness?

A) the use of multiple assessment procedures
B) sorting individuals into categories that lead to different outcomes
C) setting quotas of positions to be filled by minorities and women
D) using more intensive screening procedures

Question 16

__________ decisions require a greater amount of information and more precise measurement than _________ decisions.

A) individual; institutional
B) institutional; individual
C) comparative; absolute
D) absolute; comparative

Question 17

A test user whose greatest concern is the efficiency of test results would most likely choose a test which leads to

A) large increases in minority hiring and small increases in profits
B) large decreases in minority hiring and small increases in profits
C) moderate decreases in minority hiring and large increases in profits
D) small increases in minority hiring and large decreases in profits

Question 18

Institutional decisions are generally concerned with the ________ of decisions based upon psychological tests.

A) fairness
B) predictability
C) difficulty
D) none of the above

Question 19

Informed consent requires that subjects be informed of all of the following except

A) the general purpose and nature of the research
B) the final results of the research
C) what they are getting into
D) possible threats and dangers involved

Question 20

Truly informed consent cannot be obtained in situations which involve

A) sensitive information
B) the possibility of faking
C) minor violations of privacy
D) informed consent must always be obtained

Question 21

Federal guidelines that govern the application of Equal Employment laws require the

A) test user to present evidence that the test does not have a discriminatory impact
B) test developer to present evidence that the test does not have a discriminatory impact
C) test administrators to give special instructions to test takers typically discriminated against
D) test takers to present evidence that the test does have a discriminatory impact

Question 22

According to the Americans with Disabilities Act

A) employers or schools must give preference to disabled individuals in jobs or assignments
B) employers or schools must make reasonable accommodations to allow disabled individuals a chance to compete for and perform in jobs or assignments
C) individuals with disabilities are required to inform employers or schools of any special needs prior to accepting a job or assignment
D) individuals with disabilities may only compete for jobs designated by employers as available for accommodation