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Flashcards

Assessment & Testing

Natalie Schneider English 68 cards

Cards in this deck (68)

  1. 1The 4 types of reliability1. Test- Retest Reliability
    2. Parallel Forms Reliability
    3. Inter-Rater Reliablity
    4. Internal Consistency
  2. 2involves administering the same test twice to a group of individuals, then correlating the scores to evaluate stabilityTest-Retest Reliability
  3. 3Also referred to as equivalence. Involves administering two different versions of an assessment that measure the same set of skills, knowledge, etc. and then correlating the results. A test can be written and spilt into 2 parentsParallel-Forms Reliability
  4. 4Checks to see that raters (those administering, grading, or judging a measure) do so in agreement. Eacher rater should value the same measures and at the same degree to ensure consistency. Prevents overly subject ratings, since each rater is measuring on the same terms. Also referred to as inter-observerInter-rater reliability
  5. 5referes to how well a test or assessment measure what it's intended to measure, while producing similar results each time. Questions on assessments should be similar in agreement, but not repetitive.Internal consistency
  6. 6indicates that a measure is reliableHigh internal consistency
  7. 7is used to determine if scores on one items relate to the score on all of the other items in that scale.Average Inter-Item Correlation
  8. 8the random division of questions into two sets. Results of both halves are compared to ensure correlationSplit-Half Reliability
  9. 9Refers to how well a test measure what it's supposed to measureValidity
  10. 10Ensures that the test questions align with the content or study area. This can be measures by 2 subtypes of validation: Face Validity & Curricular ValidityContent Validity
  11. 11refers to a common sense view that a test measure what it should and looks accurate from a non-professional standpointFace Validity
  12. 12is evaluated by experts and measures that a test aligns with the curriculum being testedCurricular Validity
  13. 13measures success and the relationship between a test score and an outcome, such as scores on the SAT and success in college. It's two subtypes are: Predictive Validity and Concurrent ValidityCriterion Validity
  14. 14refers to how useful test scores are at predicting future performancePredictive Validity
  15. 15used to determine if measures can be substituted, such as taking an exam in place of a class. Measures take place concurrently to accurately test for validityConcurrent Validity
  16. 16refers to a test that measure abstract traits or theories and isn't inadvertently testing another variable. Two subtypes of validation needed to asses are: Convergent Validity and Discriminant ValidityConstruct Validity
  17. 17uses two sets of tests to determine that the same attributes are being measured and correlated. For example, two separate tests can measure students similiarilyConvergent Validity
  18. 18refers to using tests that measure differently and results that don't correlateDiscriminant Validity
  19. 19refers to the social consequences of testing. Though not all researchers feel it's a true measure of validity, some believe a test must benefit society in order to be considered validConsequential Validity
  20. 20A more formalized means to quantify information a guide treatment options or to develop goalstests
  21. 21more informal. They can include surveys, interviews, and observationsAssessments
  22. 22measure knowledge of a specific subject and are primarily used in educationsAchievement Tests
  23. 23measure the capacity for learning and can be used as part of a job application. These tests can measure abstract/conceptual reasoning, verbal reasoning, and/or numerical reasoning. Examples: Wonderlic Cognitive Ability Test, Differential Aptitude Test (DAT), the Minnesota Clerical Test, and Career Ability Placement Survey (CAPS)Aptitude Tests
  24. 24measure mental capacity and potential. Examples: Weschler Adult Intelligence Scale (WAIS-IV), Weschler Intelligence Scale for Children (WISC-IV), Weschler Pre-school and Primary Scale of Intelligence (WPPSI-III), Standford Binet Intelligence Scale, Woodcock-Johnson Tests of Cognitive Abilities, and the Kaufman Assessment Battery for ChildrenIntelligence Tests
  25. 25can assess skills, values, or interests as they relate to vocational and occupational choices. Examples: Strong Interest Inventory, Self-Directed Search, O*Net Interest Profiler, Career Assessment Inventory, Kuder Career Interest AssessmentsOccupational Tests
  26. 26can be objective (rating scale based) or projective (self-reporting based) and help the counselor and client understand personality traits and underlying beliefs and behaviors. EX: Myers-Briggs Type Inventory, Minnesota Multi-phasic Personality Inventory (MMPI-2), Beck Depression Inventory, Tennessee Self Concept Scale. Roscarch and Thematic Appercation Test are both projectivePersonality Tests
  27. 27one of the first to study intelligence in late 1800s. Coined the term eugenics and believed intelligence was genetically deterred and could be promoted through selective parentingSir Francis Galton
  28. 28conducted psychometrics studies and human intelligence and creativity. Believed intelligence tests were limited and overly one dimensional and didnt factor in diversity of human abilities, thinking and creativityJ.P. Guilford
  29. 29Responsible for bringing statistical analysis to intelligence test. Proposed g Factor Theory for general intelligence, which laid foundation for analyzing intelligence testsCharles Spearmen
  30. 30developed first tests to determine which children would succeed in school. Developed Binet-Simon and Stanford Binet Intelligence ScaleAlfred Binet and Theodore Simon
  31. 31hypothesizes that over one hundred abilities work together to create forms of intelligenceCattel-Horn Theory
  32. 32defined as the ability to think and act quickly and to solve new problems, skills that are independent of education and enculturationFluid intelligence
  33. 33encompasses acquired skills and learned skills and is influence by personality, motivation, education, and cultureCrystallized Intelligence
  34. 34developed intelligence tests for adults and children. Began his career developing personality tests for US militraryDavid Wäscher
  35. 35professionally administered assessment tools and tests used to evaluate, measure, and understand clientsappraisal
  36. 36illustration of data distribution that resembles the shape of a bellbell curve
  37. 37denoted by R-squared, the proportion of the variance in the dependent variable that's predictable from the independent variable and the square of the coefficient or correlationcoefficient of determination
  38. 38statistic that describes the relationship between two variables and their impact on one another. In positive correlation, both variables react in same direction. In negative correlation, variables react in opposite directionscorrelation coefficient
  39. 39opposing choices on a test such as yes/no or true/falsedichotomous items
  40. 40measure of the proportion of examinees who answer test items correctlydifficulty index
  41. 41describes how well results from a study can be generalized to the larger pop.external validity
  42. 42the use of two or more specific responses options on a surveyforced choice items
  43. 43also known as liberal choice, questions that allow for a subjective/open ended responsefree choice test
  44. 44an overgeneralized positive view of a person from limited data. Example, favoring a politician for their looksHalo effect
  45. 45a test covering material across various subjectshorizontal test
  46. 46means of testing that measures how individuals prefer to respond to problems, people, and procedures and doesn't compare results to othersipsative format
  47. 47provides the average of all scores adding given test scores and dividing by number of testsmean
  48. 48refers to middle number in ordered list of datamedian
  49. 49score assigned to traits, behaviors, and actionameasure
  50. 50the most common or frequent score that occurred in a group of testsmode
  51. 51means of testing to compare individuals to othersnormative format
  52. 52standardized questions with clear correct or incorrect answers, not open to any interpretationobjective tests
  53. 53assessment tools (such as observation) conducted without knowledge of the indivudalobtrusive measurement
  54. 54responses to ambiguous images that are intended to uncover unconscious beliefs, desires, or thoughtsprojective test
  55. 55the process or study of psychological measurementpsychometrics
  56. 56self-assessment procedure requiring subjects to sort items relative to one another along a dimension, such as agree/disagreeQ-Sort
  57. 57subtraction of lowest score from highestrange
  58. 58statistical tendency of a data series to gravitate towards the center of a distributionregression to the mean
  59. 59the measure a score deviates from the normskew
  60. 60the measure of dispersion of numbers; calculated by the square root of varianceStandard deviation
  61. 61refers to test reliability and the difference between the true score vs. the observed scoreStandard Error of Measurement (SEM)
  62. 62a nine-point scale used to convert a test score to a single digits. Always positive whole numbers from 0-9Stanine (STAndard NINE)
  63. 63specific to psychometrics, used to standardize test scores and convert scores to positive numbers. Represent the number of standard deviations the score is from the mean (which is always 50)T-score
  64. 64a group or set of tests administered to the same group and scored against a standardTest Battery
  65. 65how widely individuals in a group varyvariance
  66. 66same-subject tests given to different levels or agesvertical tests
  67. 67also referred to as a standard score. measure the number of standard deviations a raw score is from the mean. Use 0 as the meanZ-score
  68. 68FrontBack

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Flashcards on Assessment & Testing, created by Natalie Schneider on 06/05/2022.
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