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| when the test does not accurately measure what it is meant to measure |
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| when the sample population does not accurately represent to population being studied |
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| tests that are individually administered or group administered |
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| tests that are administered mainly to large groups, such as schools or military units |
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| tests that are administered on a one-on-one basis |
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| tests used to diagnose psychological disorders |
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| tests used mostly by institutions and businesses; batteries, single subject, certification/licensing, and government-sponsored programs |
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| Objective personality tests |
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| tests used to diagnose psychological disorders |
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| Projective personality tests |
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| tests such as the Rorschach and sentence completion tests |
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| tests taken using pencil and paper |
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| tests that require the participant to complete some kind of activity |
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| tests that have a short time limit |
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| tests that become progressively harder |
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| Maximum performance tests |
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| tests where the participant is told to do their best |
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| Typical performance tests |
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| tests that ask the participant how they typically perform |
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| believed that imminence was inherited; built gadgets to test people |
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| first person to use the term "mental test" |
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| developed the first intelligence test, which was heavily verbal |
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| developed the first theory of intelligence |
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| developed a number of intelligence tests for all ages; surpassed Binet's tests |
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| involves comparing a score to the average score (e.g. percentile), rather than simply obtaining a raw score |
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| Criterion-referenced score |
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| requires meeting a certain criterion; pass/fail; verbal driving test |
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start with a raw score which is usually difficult to interpret by itself; interpretation through context of others' scores
# correct - 1/4 (4-option multiple choice) # incorrect |
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3 levels: construct, measure, and raw data
statistics operate on raw data |
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| involves aspects of ego strength, self-control, conscientiousness, will power |
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| numbers are assigned to items, but are used only as labels and not for calculation; e.g. male/female, religious affiliation |
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| numbers represent rank; e.g. class rank, 1st-3rd place in a race |
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| numbers represent rank, but each step up says something about how much better the thing being measured is; there is no absolute zero; e.g. temperature |
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| places objects in order with equal intervals, and has a true zero point |
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| a general definition of a variable |
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| operational definition of a variable, often a test |
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| numbers resulting from the measure of a variable |
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| purpose of measures; has range and standard deviation |
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| how much scores differ from the mean; looks at how much scores differ from each other |
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| X-M/SD; tells us how far above or below average a score is |
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| from item response theory methodology; arises directly from responses, but not a simple count |
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| % of cases in norm group below a score; range is 1-99, 50 is median; |
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| transformation from z; usually a convenient M and SD; there are linear () and non-linear (change the shape of the curve) versions |
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| look at an IQ score relative to the other scores in that age group |
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pros: amenable to statistical treatment; avoid problem of inequality of units; flexible
cons: can be hard to explain; need to know M and SD; NCEs confused with percentiles |
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where we expect a person's IQ to be as they age
pros: natural interpretation; use for measuring growth
cons: limited to "growth" traits; uncontrolled standard deviations; what items involved |
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| Nationally representative norms |
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| normally used in education; the norm for a wide sample population of the country |
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| e.g. TIMSS- a test that basically says American kids are dumb |
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| taken from a convenient sample- anyone who is willing and able |
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| e.g. major field achievement tests; based on whoever has taken the test in recent years |
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| e.g. male and female; norms for a subgroup of individuals |
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| norms for a local population, such as a school district or city |
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| the average scores for anyone attending a particular institution |
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| Criterion-referenced interpretation |
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| requires a well-defined body of content, and even then it can be tricky; it's the interpretation, not the test; wide use for setting proficiency levels for educational tests |
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| Testing errors/fluctuation |
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| person may "feel" differently on different days; test items may be vague or irrelevant; setting of the test may have a negative effect on subject |
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synonyms: consistency, stability
some cases:
-Jack and Jill - college admissions test
-Terry's Form B Chemistry test
-Personality daily fluctuations
-Who scores the essay exam
-Clinicians' agreement on maladjustment
for important individual decisions: .95 goal
when combined with other info: .80 min
for research, group differences: .60 min |
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someone's actual score on a test, if you averaged an infinite number of scores together
O=T+E; T=O+E |
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| test scoring, test content, test administration conditions, personal conditions |
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| evaluating the scoring system rather than the test content |
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| introduction, frequency of use; split-half, odd-even; Spearman-Brown correction and formula |
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| Standard error of measurement (SEM) |
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(definition)
this = SD * sqrt(1-r(reliability))
translation to "confidence band"
simple application of standard error
Appropriate measurements |
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