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Property purported by a test that measures what it states it wishes to measure.
Ex. A psychology test won't have questions relating to Shakespeare's plays and his rhetorical devices. |
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Property exhibited by a test that yields the same results over time.
Ex. Consistency. |
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Ability for a test to look like it measures what it purports to measure.
Ex. A test in French has little Face Validity when it's a psych test administered to English students. |
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| Property of a test where other items on the test measure the knowledge based on that information. |
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| Process of examining questions on a test to see how they relate to the actual testing matter. |
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| How a test measures the performance of the test taker with regards to the information on the test. |
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| Measuring which people get the same scores when the test is readministered, as inconsistency in this area may prove for an inadquate test. |
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| When a test is split in half and the two halves are compared in order to evaluate how well a student did on both parts. |
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| Scores falling near the middle of a normal distribution. |
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| Tests that can be scored easily by machine, such as multiple choice tests. |
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| Tests where students are given an open-ended situation to respond to, like an essay. |
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| A measure of how similarily two test scorers score two tests. |
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| The age at which people receive partciular scores. |
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| Number of years since birth. |
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| Score on an intelligence test by dividing the mental age and chronological age and then multiplying by 100. |
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| Can take into account social interaction factors, but primarily defined by the lower 2% of those who take IQ tests, normally 30 points below average. |
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| The upper 2% who are about 30 points above average. |
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People who may have a remarkable talent, but are mentally slow in other domains.
Ex. Being able to state the day of the week in any week, by say being given a date. |
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| A general factor as purported by Spearman as the main factor underlying all intelligent mental workings. |
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| Crystallized Intelligence |
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| The knowledge a person has acquired over their lifetime and the ability to access that knowledge. |
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| Ability to see complex relationships and solve problems. |
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| Ability to cope with the environment "street smarts." |
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| Ability measured by most IQ tests, analyzing problems to find correct answers. |
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| The ability for people to see new relationships among concepts; involves insight and creativity. |
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| Term for Sternberg's theory of intelligence as it combines all three main pieces of intelligence (tri.) |
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| Refers to Gardner's theory, which proposes that there are seven or more forms of intelligence. |
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| Obersevations or behavior that result primarily from expectations. |
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| The amount of trait variation within a group, raised under the same conditions that can be attributed to genetic reasons. No information about in-between group differences. |
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| A previous scientific and political movement that promoted "superior breeds" to breed, while discouraging of such a thing to happen with "inferior breeds." |
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| People who generally put in a lot of study and knowledge in a particular field. |
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