Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
CMAssessments
TCE 567
| Question | Answer |
|---|---|
| Grade and age equivalency scores | Compares the individual's raw score with the average raw score of others at the same developmental level |
| Measures of central tendency-Standard deviation | The variation of scores |
| Standardized test | Fixed instructions for administering and scoring an instrument. Content needs to remain constant. |
| Intelligence test | Instruments that are designed to measure the mental capabilities of an individual. Aka general ability tests. |
| Standard error of measurement | An estimate of the range of scores in which the individual's score is reflected. |
| Mean and Standard deviation of Z scores | M-0 SD-1 |
| Mean and Standard deviation of T scores | M-50 SD-10 |
| Mean and Standard deviation of Stanine scores | M-5 SD-2 |
| Mean and Standard deviation of Deviation IQ scores | M-100 SD-15 |
| Mean and Standard deviation of CEEB scores | M-500 SD-100 |
| Criterion-referenced tests | Where you score in relation to a criterion |
| Cronbach's Alpha | (Internal Consistency) A formula that determines reliability on instruments that contain scales. |
| Score bands | The range of scores from the highest SEM to the lowest SEM. |
| Raw scores | The unadjusted scores on an instrument before they are transformed into standard scores. |
| A strong negative correlation | -1.00 The closer to -1 the coefficient is, the stronger the relationship is. |
| A strong positive correlation | +1.00 The closer to +1 the coefficient is, the stronger the relationship is. |
| Percentiles | The percent of people who receive a score at or below a given raw score. |
| Correlation coefficient | The mathematical term for calculating reliability. |
| Error score | The score that determines how much of the variance in the observed score is due to error. |
| Values | Often used in career counseling because counselors can identify relationships between values and career satisfaction. |
| True score | They hypothetical score a person would receive if they took a test an infinite number of times and no learning or forgetting occurs. |
| Observed score | A student's observed score is the score reported for the student when he/she was tested. |
| Kuder-Richardson | (Internal Consistency) A formula that determines reliability from one administration of the instrument. KR20=heterogeneous domains KR21=homogenous domains |
| Non-verbal | Ex. Performance tests, which require the manipulation of objects with minimal verbal influences. |
| Verbal | Refers to way test is administered. Instructions are given orally or must be read. |
| Objective | There are predetermined methods for scoring the assessment and the individual doing the scoring is not required to make any judgments. |
| Subjective | Require the individual to make professional judgment in scoring the assessment. |
| Measures of central tendency- Mode | The most frequent score. |
| Measures of central tendency- Range | The spread of scores. |
| Non-standardized test | May not provide systematic measure of behavior. |
| Aptitude | A test that provides a prediction about the individual's future performance or ability to learn based on his/her performance on the test. |
| Interests | Often used in career counseling because they can be helpful in describing an individual's general occupational interests. |
| Normal distribution | A distribution of scores with the same mean, median, and mode. |
| Test-retest | A reliability coefficient is calculated by correlating the performance on the first administration with the performance on the second administration |
| Alternate or parallel forms | Two forms of the same instruments are developed and administered to the same people. |
| Split half | (Internal Consistency) One instrument with questions that can be equally divided in half. |
| Speed | Simply examines the number of items completed in a specified time period. |
| Measures of central tendency- Mean | The average score. |
| Norm-referenced tests | Where you score in relation to other people. |
| Individual | Refers to way in which test if given. Individual allows for behavioral observation when test is given. |
| Power | The items in the examination vary in difficulty, with more credit given for more difficult items. |
| Measures of central tendency- Median | The middle score. Tells us if there is anything skewed. |
| Group | Refers to way in which test is given. Difficult to observe all examinees and to not all of their behaviors while they take the instrument. |
| Reliability | Concerns the degree to which a measure of a score is free of unsystematic error. Ratio of true variance to observed score. |
| Affective | Assess interests, attitudes, values, motives, temperaments, and the noncognitive aspects of personality. |
| Cognitive | Assesses perceiving, processing, concrete and abstract thinking and remembering. 3 types predominate: Intelligence or general ability tests Achievement tests Aptitude tests |
| Personality | Individuals respond to a set of established questions and select answers from the provided alternatives. |
| Skill/ability | Often conducted to identify occupational possibilities in which the client could be successful. |
| Item analysis-Item discrimination | The degree to which an item differentiates among examinees. (Helpful in establishing instruments that are multiculturally sensitive) |
| Item response theory | Conclusions are made based on the items the individuals answered correctly, rather than the overall score. A cutting-edge method of instrument development. Potentially more sensitive to multicultural populations. |
| Item analysis-Item difficulty | The proportion of individuals who got a question correct compared to the number of people who took the test. (Helpful in knowing when to throw out questions) |
| What numbers constitute a strong statistical relationship in content-related validity? | p<.05 |
| How is content-related validity established? | Can be measured by review from experts in the field. |
| Discriminate evidence | The instrument is not correlated or is negatively correlated to other instruments measuring different constructs. |
| Convergent evidence | The instrument is positively correlated with similar or same constructs. |
| Standard error of estimate | (Criterion validity) The amount of error you can expect when predicting a criterion using a given measure. High SEest = Low Predictive validity. |
| What numbers constitute a strong relationship in criterion-related validity? | Correlation: 0 to +1 or -1. Regression: p<.05 r^2 closer to either +1 or -1 indicates stronger relationship. |
| How is criterion-related validity established? | With correlation coefficients and regression equations. |
| Predictive validity | A form of criterion validity in which results from the instrument are compared to a criterion that is collected in the future. |
| Concurrent validity | A form of criterion validity in which results of the instrument are compared to the criterion in the current context. |
| Face validity | On the surface, the instrument looks appropriate. |
| Construct-related validity | Examines the relationship between your measure and other variables Two major subtypes: Convergent and Discriminant |
| Criterion-related validity | Examines the relationship between your measure and other variables Two major subtypes: Concurrent and Predictive |
| Content-related validity | Most theoretical. Not measuring anything. The content of the test represents the construct it claims to measure. |
| Validity | Does the instrument measure what it is supposed to measure? |
Created by:
cmuroda
Popular English Vocabulary sets