LA Tech, Psych. 516, Test 1 Chapter 6
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| heart of personnel psychology | show 🗑
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| show | people are different. Not only in respects to physical characteristics, but in a lot of other ways as well (e.g., some people are outgoing, shy, creative, unimaginative, etc.)
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| goal of scientists and practitioners is to describe what? | show 🗑
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| show | the assignment of numerals to objects or events according to rules.
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| show | "how much?"
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| Psychological measurement is principally concerned with what? | show 🗑
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| Qualitative | show 🗑
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| Quantitative | show 🗑
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| Nominal Scales | show 🗑
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| Ordinal Scales | show 🗑
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| show | provides rankings that are in equal intervals. (e.g., 2 to 5 is the same distance as 12 to 15). The biggest difference is that there is no TRUE ZERO. (for example, temperature at 0 degrees doesn’t mean an absence of temperature).
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| Ratio Scales | show 🗑
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| Raw Scores | show 🗑
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| show | nomial or ordinal scales.
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| show | intelligence, aptitude, and personality scales are ________ measures. They indicate not the amounts of intelligence, aptitude, or personality traits of individuals, but rather their rank order with respect to the traits in question.
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| the most important purpose of psychological measures | show 🗑
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| how best are psychological measures evaluated? | show 🗑
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| show | Testing is systematic in these three areas (being systematic reduces effects of outside contaminants. Also important factors to consider when selecting and classifying a test.
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| show | Decide measure’s purpose, define attribute, develop measure plan, write items, pilot study&traditional item analysis, item analysis using item response theory (IRT), Select items, Determine reliability & gather evidence for validity, Revise&update items
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| show | (e.g., will it be used for research, predict future performance, evaluate performance adequacy, etc.)
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| Defining the attribute | show 🗑
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| show | ______is a road map of the content, format, items, and administrative conditions for the measure)
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| show | twice as many items should be written than needed because a lot of items won’t make the final version of the measurement
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| show | administer the measure to a sample that is representative of the target population
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| show | a. Distractor analysis
b. Item difficulty analysis
c. Item discrimination analysis
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| Distractor analysis | show 🗑
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| show | evaluate how difficult it is to answer each item correctly
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| show | evaluate whether the response to a particular item is related to responses on the other items included in the measure
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| Conducting an item analysis using item response theory (IRT) | show 🗑
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| show | Based on pilot study and item analysis, items are selected to be included in the measure.
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| show | Does the measure score the same over when given to someone twice and does the measure actually measure the construct.
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| show | Some items in the 1990’s might not be applicable when giving in the 2000’s.
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| Affective tests are designed to measure | show 🗑
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| show | efficiency (e.g., time limit, group vs individual administration, computer vs paper and pencil tests).
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| show | (e.g., number checking) consist of many easy items, but time limits are so stringent that no one can finish all the items.
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| Power Tests | show 🗑
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| Standardization or (normative sample) | show 🗑
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| Standardized Tests | show 🗑
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| show | More common than published, standardized tests. Typically these are classroom tests, usually constructed by a teacher or trainer in an informal manner for a single administration.
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| show | content, ease of administration, scoring, Cost, interpretation, and face validity
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| Face validity | show 🗑
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| show | a measurement procedure that refers to its freedom from unsystematic errors of measurement. (i.e., does it produce the same score over and over on the same individual?)
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| Reliability coefficient | show 🗑
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| Coefficient of determination | show 🗑
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| Coefficient of stability | show 🗑
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| parallel form | show 🗑
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| Coefficient of equivalence | show 🗑
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| goal of internal consistency measures | show 🗑
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| show | Coefficient alpha - cronbach's alpha
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| Split-Half Reliability Estimate | show 🗑
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| Coefficient of stability and equivalence | show 🗑
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| Rater or (scorer) variance | show 🗑
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| show | How much do two different raters agree on the same administration of a single test.
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| coefficient | show 🗑
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| two ways to classify the content of a test | show 🗑
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| show | efficiency (individual/group), time (speed/power), standardized, non-standardized
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| show | objective, subjective
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