Psych Measure exam 1
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| What is measurement? How does measurement differ and relate to a tool? | show 🗑
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| show | 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
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| What is a psychological construct? | show 🗑
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| What do tools allow us to do? | show 🗑
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| What are the broad considerations that need to be made when critiquing a test? | show 🗑
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| What is the difference between a standardized test and a nonstandardized test? | show 🗑
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| What is the difference between an objective and projective test? | show 🗑
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| What is the difference between an achievement test, aptitude test, and an intelligence test? | show 🗑
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| Describe how assessment, and test relate in terms of broad to narrow | show 🗑
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| show | Asvap, ACT/SAT
clinical: anxiety and depression, mood, ptsd
organizational: achievment, rank, intelligence
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| show | 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
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| show | constructs of measured used, can test individual differences across domains and enivoronment or can test differences on a smaller level like personality:
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| What are ethics and how do ethics relate to ethical standards? | show 🗑
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| What is an example of an established set of standards related to measurement? | show 🗑
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| interindividual | show 🗑
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| intraindividual | show 🗑
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| show | 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
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| How can tests be administered | show 🗑
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| show | 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
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| show | 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
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| What ethics are missing from the table of contents in our ethics pratics | show 🗑
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| 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. | show 🗑
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| show | “ we use numbers, at the item level, the scale level, and the test result level. interval, nominal, ordinal, or ration
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| 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? | show 🗑
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| 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? | show 🗑
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| What will you calculate to assess whether or not there is a relationship between two variables? | show 🗑
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| show | the correlation coeficiant to access the relaitonship between each distribution
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| show | 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
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| show | 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
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| show | They provide a visual image of a distribution of scores, descriptives tht help us describe or sumarize the tests scores and numbers
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| Why will you want to assess your distribution? | show 🗑
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| What is a linear transformation? | show 🗑
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| show | 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
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| show | 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
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| show | “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 (
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| show | 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
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| show | “ preparing the survey is to define the survey objectives—the purpose of the survey and what the survey will measure.”
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| What are some examples of question types | show 🗑
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| What are cognitive aspects that need to be considered? Why are they important? | show 🗑
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| show | 1. random error 2. measuremnt error 3. gathering relability for survey 4 validity in interpretation 5. your target audiance
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| What are three examples of different response scales? | show 🗑
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| What information, besides your questions and scales, should be on the tests? | show 🗑
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| show | 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.”
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| When preparing to administer the survey, what do you need to consider about your sample? | show 🗑
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| show | cluster, convient, probability
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| 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? | show 🗑
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| Why is it important to know your target audience in advance? | show 🗑
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| show | So we can follow a guided organization to stay on track and make sure were only adding what is benefical to our reseach, Yes
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| Be able to identify a construct (different from your own), define it, and explicate it (what behaviors would need to be in a measure) | show 🗑
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| What are some different scoring methods and which one will you likely use? | show 🗑
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| Provide an example of a question stem? | show 🗑
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| show | “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 ,
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| show | Reverse the values of the likert scale so the 7 is the lowest and 1 is the highest instead of switch
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| show | -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
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| What is the purpose of the pilot test? | show 🗑
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| What are psychological test properties | show 🗑
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| What are the primary rights and responsibilites of test developers | show 🗑
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| What is scaling | show 🗑
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Created by:
annabreuer