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Psych Measure exam 1
Question | Answer |
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What is measurement? How does measurement differ and relate to a tool? | Instrament; A measurement instrument is a tool or technique for assessing the size, amount, or degree of an attribute.” Measurement the process of assessing the size, the amount, or degree of an attribute using specific rules transforming the attribute |
What is a test and how does it differ from a survey? | Test; focus on individual outcomes, provide individual difference and help institutions make decisions about inidviduals , overall score/scaled Survey; group outcomes, provide info about groups and make deciison of that , report from questions level/perc |
What is a psychological construct? | Tests to access behaviors to measure or make inferences about demenison, attribute, trait, effets ect |
What do tools allow us to do? | Varible in which we can measure: “measure include personality, intelligence, cognitive ability, motivation, mechanical ability, vocational preference, achievement in a school subject |
What are the broad considerations that need to be made when critiquing a test? | what the measure being used is intended to measure , how to score and interpret the test being measure, showing the how the results affect the construct being measured |
What is the difference between a standardized test and a nonstandardized test? | standardized: measure a specific construct, and aft development are administrated to a large group interpreting scores to gorup nonstandarized: consturcted y a teacher, less fomal, ex: college exams |
What is the difference between an objective and projective test? | objectives: test takers choose a response or provide a response that are predetermined projetive: takers view and are aksed to repson to unstructured or ambiguous timuli such as images or uncomplete sentances |
What is the difference between an achievement test, aptitude test, and an intelligence test? | aplitude: an ability, processsing speed, not always in academic achievement: meeting a rank or performance intelliegence: testing the indivdividuals academic and tests scores are in regarding the knowledege that is obtainted |
Describe how assessment, and test relate in terms of broad to narrow | assessment: “multiple methods, such as personal history interviews, behavioral observations, and psychological tests, for gathering information about an individual” test: one took in the accessment proccess ( interview, self-reportect) |
Provide an example of testing used in educational, clinical, and organizational settings | Asvap, ACT/SAT clinical: anxiety and depression, mood, ptsd organizational: achievment, rank, intelligence |
Why is testing important and how does importance relate to the decisions that can be made based on test results? | used within many organizations, instutions, jobs, schools and affect everyday decisions getting to college, a house, credit score and uses data found to evaluate how that person is compared to the standard deviation of the population within their value M |
Describe how measurement relates to test and assessment broad to narrow | constructs of measured used, can test individual differences across domains and enivoronment or can test differences on a smaller level like personality: |
What are ethics and how do ethics relate to ethical standards? | What is right or wrong, morals. associations and societies typically have standards when pract in respctive fields; apply for faier testing and standars for educational and psychological test |
What is an example of an established set of standards related to measurement? | privacy, informed consent, know and understand results, protects from stigma. know your rights, treatment, tests that meet professional standardsl prupose admin environment, consequences, resutls |
interindividual | same constuct same person - in time or over time multiple consturcts same person,involvoing or faking place between inidviduals and across |
intraindividual | same construct; different person , strength/weakness; being or occuring within the indivdual |
Test taker test giver test useer /? | TAKER: who is taking the dest Giver: who is making the test and what is it used for USER: the person responsible for the appropriate use , including selection, admin, interpretation or use |
How can tests be administered | our self, observation, tests,surveys, reports, self-reflections |
What consturcts a good tests 3-4 common atlities | reliability and validity 1. provide a representive sample of particiapnts 2. provide bheaviors that are obtained under standarized conditons, 3. have rules 4. qualivatative merit |
What are assumptions when about psychological measurement | 1. measure what they say to measure 2. stable over time 3. under stand similar across pople 4. inidviduals will report accurately about themselves 5. tests will include error 6. error in individual tests may attribute to test itself, examiner, taker, en |
What ethics are missing from the table of contents in our ethics pratics | does not direcly apply to teacher mad tests “These people include test publishers, test administrators, managers, and teachers, among others. provide tthe membership with a set of standards, guidelines that apply to everyone in the field of testing |
What are the primary rights/responsibilities for test users, and takers? You do not need to remember all, but identify 2-3 more significant items. | user: group determines a need for psych testing, admins test to test taker, an individual score and interpretation taker: take test, scores are accrate , be prepared, undersand consequqnces and risks/treatments and treated as such develop |
What are levels of measurement? | “ we use numbers, at the item level, the scale level, and the test result level. interval, nominal, ordinal, or ration |
Conceptually, why does it make sense that we take interval data and conduct frequency, mean, mode, median, standard deviation, Pearson product−moment correlation, t test, F test computations? | we perform more statisical calculation, allow comparisions between groups, and individuals |
What scale are your and your group considering? What level of measurement does it fall into and why? What are raw scores? Standardized scores? Frequency distributions? | We will most likely use interval level data because we can then compare students on the satifaction of relationship of how often the student sees or has the teacher, the average of satis, mean or mode |
What will you calculate to assess whether or not there is a relationship between two variables? | we will use pearsons correlaiton |
What will you calculate to assess whether or not change in one variable predicts change in another? | the correlation coeficiant to access the relaitonship between each distribution |
When looking at a regression scatter plot and other output, what will you refer to in order to determine how well the best fit line fits your data? What will you reference to assess strength and direction of A predicting B? | We will look at the regression the graph and determine how far away the data points are to the line of best fit in determining how correlated they are |
hen you analyze your data, and you’re looking at Pearson Product Correlation Coefficients, what will you also want to visualize, and why? | We will also visualize the shape of the graph and if it is linear, negative, positve or none. This way we can see if the regression is postively or negativly correlated and make interpertations out of hte data |
Why is measurement more concerned with descriptive statistics? | They provide a visual image of a distribution of scores, descriptives tht help us describe or sumarize the tests scores and numbers |
Why will you want to assess your distribution? | look at the standard deviation and where infalls in regards to the mean of the population and compare scores. Looking to see if it is positive, negative or linear |
What is a linear transformation? | change the unit of measurement, but do not change the charactersists of the raw data |
What are types of norms and how do norms relate to how percentile ranks are communicated to test takers? | norms provide us with the standard against which we can compare individual test scores; used with different types of norms such as IQ, age or percentile |
What are confidence intervals? What is the Standard error of measurement? How do these two relate? | CI: range of scores giving us a realistic estimate of how much error is likely to exists to an individual observed score standard error: stimates how repeated measures of a person on the same instrument distribute around own score |
What is a survey versus a test? | “First, psychological tests focus on individual outcomes, whereas surveys focus on group outcomes. When we administer a test, the results are reported at the individual level (i.e., each person receives a test score) and sometimes at the aggregate level ( |
Your text described a 5-phase approach to developing a measure and we are moderately following this process to create your measures. What are the five broad levels and where do you think you and your team is within these levels? | 1 define test universe, audiance and purpose 2 develop a test plan 3 compose items 4. write admin instructions 5 piolet testing 6-10 revise and retest , number 2 |
What is the first step in the test development process? | “ preparing the survey is to define the survey objectives—the purpose of the survey and what the survey will measure.” |
What are some examples of question types | 1. closed ended 2. yes or no 3. single-item 4. fill in the blank 5. free choice 6. multiple choice 7 rank 8 rating 9 likert scale |
What are cognitive aspects that need to be considered? Why are they important? | reading level and comprehension, individual has disability or require special test administration, sesory, motor or cog impairments you might not get the results you want or could skew your data if not done correctely |
What are considerations related to readability and understanding that need to be made related to survey questions? (identify 5) | 1. random error 2. measuremnt error 3. gathering relability for survey 4 validity in interpretation 5. your target audiance |
What are three examples of different response scales? | frequency, development, comparision, simple qualitative |
What information, besides your questions and scales, should be on the tests? | anchoring pints, categorical alternatives |
What are some pretesting methods and which one have your practiced with? | 1Identify sources of nonsampling measurement errors—errors associated with the design and administration of the survey. 2Examine the effectiveness of revisions to a question or an entire survey.” |
When preparing to administer the survey, what do you need to consider about your sample? | presenetive to the sample and if it is random or probability how you are going to administer the example |
What are different typse of sampling and which one are we likely doing in this class? | cluster, convient, probability |
What are some reasons for developing a new test? What did you identify with your group as being a reason for developing a new measure? | “Therefore, researchers develop new tests to meet the needs of a special group of test takers, to sample behaviors from a newly defined test domain, or to improve the accuracy of test scores for their intended purpose. |
Why is it important to know your target audience in advance? | “ For instance, in many cases we cannot just develop a test for children must indicate the characteristics of the children, age and reading level. A test for sixth graders will differ considerably from a test for first graders, preschoolers, or infants |
What are some benefits of having a test plan? Do you have one? | So we can follow a guided organization to stay on track and make sure were only adding what is benefical to our reseach, Yes |
Be able to identify a construct (different from your own), define it, and explicate it (what behaviors would need to be in a measure) | an objective we can measure-skills, abilities, knowledges, job analysis, behavior, task performance |
What are some different scoring methods and which one will you likely use? | Cumulative; total scores ipsative; train specific categorical ; pattenrs of responce scoring intructions we will use categorical or ipsative |
Provide an example of a question stem? | the focus or salient part of a particular question that the respondent or examinee is asked to answer, excluding any additional prompts or information provided as context |
What are some types of response biases to be aware of? What are some sources of nonsampling error that can occur? | “response ses; patterns of responding that result in false or misleading information. limit error and the accuracy for the usefulness of test scores, Social desirability, acquiescence, random responding, and faking Not eveyones getting a fair chance , |
What is one primary advantage to using reverse scoring techniques? | Reverse the values of the likert scale so the 7 is the lowest and 1 is the highest instead of switch |
What are some recommendations around instructions? | -state the purpose - who is conducting it - why its important for them to fill it out - explain how to complete it - assure respondents answers are confidential - thank your participants |
What is the purpose of the pilot test? | The purpose to see if there is any error in your measure or something about your methods needs to be changed |
What are psychological test properties | realibility: test-retest, inter-rater, internal onsistency validity: face, construct, concurrent, criterion, discriminant/convent specificity and sensivity: accuracy norming |
What are the primary rights and responsibilites of test developers | create test the accurately measures what the test is intended to do, adhere to all ethical rights and responsbilities, adhere tests the accurate reading level or provide accommdation to those that have a reading or learning disability |
What is scaling | used to access the stimuli, rather than the people, asking for professionally judgement regarding the stimulies item/measure at how well it captues construct regardless of theirpersonal rating |