1431547
Description
Quiz by chanelle.narayan, updated more than 1 year ago
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Created by chanelle.narayan
over 9 years ago
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Question 1
Question
What are constructs?
Answer
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Unobservable, underlying already existing traits or characteristics that we can try and measure directly using tests
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Observable, underlying hypothetical traits or characteristics that we can try and measure indirectly using tests
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Observable, underlying already existing traits or characteristics that we can try and measure indirectly using tests
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Unobservable, underlying hypothetical traits or characteristics that we can try and measure indirectly using tests
Question 2
Question
Statement 1: construct under-representation is the variation in an underlying construct that that is not captured by the measure
Statement 2: construct irrelevant variance is the variance that is not related to to the construct that is captured by the measure
Answer
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Statement 1: false Statement 2: true
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Statement 1: true Statement 2: false
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Both are true
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Both are false
Question 3
Question
Statement 1: opinion-base validity measures include face and content validity
Statement 2: a measure with high validity has a small overlap between construct under-representation and construct irrelevant variance
Answer
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Statement 1: false Statement 2: true
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Both are true
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Statement 1: true Statement 2: false
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Both are false
Question 4
Question
Statement 1: tests may have good face validity without any actual validity
Statement 2: tests may have poor face validity while still having good actual validity
Answer
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Statement 1: false Statement 2: true
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Both are true
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Both are false
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Statement 1: true Statement 2: false
Question 5
Question
What type of validity is the following example demonstrating: a 3020 exam could have reasonable empirically-based validity without actually including any PSYC3020 content
Answer
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Content validity
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Face validity
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Criterion validity
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Convergent validity
Question 6
Question
How is content validity measured?
Answer
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By getting novices and experts to both take the tests and comparing the differences
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By getting the test-takers to rate how relevant the measure is to the construct
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By getting experts to rate each question
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By doing a factor analysis
Question 7
Question
Statement 1: measurements that are reliable are also valid
Statement 2: on the other hand, one can have a valid test if it is unreliable
Answer
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Both are true
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Statement 1: true Statement 2: false
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Statement 1: false Statement 2: true
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Both are false
Question 8
Question
What is the difference between non-random attrition and self-selection?
Answer
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Non-random attrition: certain types of people dropping out of a longitudinal study Self-selection: only certain types of people are in your sample in the first place
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Non-random attrition: different types of people dropping out of a longitudinal study Self-selection: random selection of people are in your sample
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Non-random attrition: only certain types of people are in your sample in the first place Self-selection: certain types of people dropping out of a longitudinal study
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Non-random attrition: random selection of people are in your sample Self-selection: certain types of people dropping out of a cross-sectional study
Question 9
Question
Statement 1: two factors that restrict the range of scores in a validity study is non-random attrition and self-selection
Statement 2: the validity coefficient always has to be above .70
Answer
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Statement 1: false Statement 2: true
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Statement 1: true Statement 2: false
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Both are true
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Both are false
Question 10
Question
Statement 1: in criterion validity a method of contrasted groups is defined as test scores of groups of people varying as expected
Statement 2: criterion validity involves a 'criterion' that is a standard against which a test is evaluated
Answer
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Statement 1: false Statement 2: true
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Statement 1: true Statement 2: false
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Both are true
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Both are false
Question 11
Question
What is criterion contamination?
Answer
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The criterion that is being used to assess validity undermines the logic of criterion validity because the test scores of groups of people did not vary as expected
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The criterion that is being used to assess validity undermines the logic of criterion validity because it failed to achieve high ratings from experts
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The criterion that is being used to assess validity is determined after the test has been taken which undermines the logic of criterion validity
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The criterion that is being used to assess validity is pre-determined by the test which undermines the logic of criterion validity
Question 12
Question
Statement 1: Concurrent validity is where a number of different predictors (tests) are used together
Statement 2: it is unimportant for both the test and its criterion to have decent reliability because the reliability is irrelevant to the size of the validity coefficient
Answer
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Statement 1: true Statement 2: false
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Both are true
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Statement 1: false Statement 2: true
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Both are false
Question 13
Question
Statement 1: incremental validity is how much each individual predictor adds to predicting the criterion in addition to the effect of other predictors
Statement 2: predictive validity is a subset of criterion validity where the test is trying to predict what the criterion will be at some future time
Answer
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Both are true
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Both are false
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Statement 1: true Statement 2: false
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Statement 1: false Statement 2: true
Question 14
Question
Statement 1: There is no difference between discriminant and divergent validity
Statement 2: for incremental validity if two predictors are highly correlated then you should include both as each one is adding predictive power beyond the other
Answer
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Both are true
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Statement 1: true Statement 2: false
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Statement 1: false Statement 2: true
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Both are false
Question 15
Question
Statement 1: convergent validity is when test scores correlated with other measures of the same thing
Statement 2: discriminant/divergent validity is when tests scores do not correlate highly with measures that are not supposed to measure the same construct
Answer
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Both are true
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Statement 1: false Statement 2: true
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Both are false
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Statement 1: true Statement 2: false
Question 16
Question
What is the Wechsler Intelligence Scale for Children (WISC-IV)?
Answer
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A test designed for children aged 10+ which contains 10 core subtests arranged into two groups (verbal comprehension, perceptual reasoning)
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A test designed for children aged 10+ which contains 10 core subtests arranged into four groups (verbal comprehension, perceptual reasoning, long-term memory, processing speed)
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A test designed for children aged 6-16 which contains 10 core subtests arranged into two groups (long-term memory, processing speed)
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A test designed for children aged 6-16 which contains 10 core subtests arranged into four groups (verbal comprehension, perceptual reasoning, working memory, processing speed)
Question 17
Question
What is factor analysis?
Answer
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Mathematical techniques are used to group items into clusters on the basis of how much they fail to correlate with each other
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Mathematical techniques are used to group items into clusters on the basis of how much they correlate with each other referred to as internal structure
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Mathematical techniques are used to group items into clusters on the basis of how much they correlate with each other and most of the time produce high correlations
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Mathematical techniques are used to group items into clusters on the basis of how much they correlate with each other and most of the time produce low correlations
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