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Validity Lecture 3
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Questions in this quiz (17)
1What are constructs?
- AUnobservable, underlying already existing traits or characteristics that we can try and measure directly using tests
- BObservable, underlying hypothetical traits or characteristics that we can try and measure indirectly using tests
- CObservable, underlying already existing traits or characteristics that we can try and measure indirectly using tests
- DUnobservable, underlying hypothetical traits or characteristics that we can try and measure indirectly using tests
2Statement 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- AStatement 1: false
Statement 2: true - BStatement 1: true
Statement 2: false - CBoth are true
- DBoth are false
- AStatement 1: false
3Statement 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- AStatement 1: false
Statement 2: true - BBoth are true
- CStatement 1: true
Statement 2: false - DBoth are false
- AStatement 1: false
4Statement 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- AStatement 1: false
Statement 2: true - BBoth are true
- CBoth are false
- DStatement 1: true
Statement 2: false
- AStatement 1: false
5What type of validity is the following example demonstrating: a 3020 exam could have reasonable empirically-based validity without actually including any PSYC3020 content
- AContent validity
- BFace validity
- CCriterion validity
- DConvergent validity
6How is content validity measured?
- ABy getting novices and experts to both take the tests and comparing the differences
- BBy getting the test-takers to rate how relevant the measure is to the construct
- CBy getting experts to rate each question
- DBy doing a factor analysis
7Statement 1: measurements that are reliable are also valid
Statement 2: on the other hand, one can have a valid test if it is unreliable- ABoth are true
- BStatement 1: true
Statement 2: false - CStatement 1: false
Statement 2: true - DBoth are false
8What is the difference between non-random attrition and self-selection?
- ANon-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 - BNon-random attrition: different types of people dropping out of a longitudinal study
Self-selection: random selection of people are in your sample - CNon-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 - DNon-random attrition: random selection of people are in your sample
Self-selection: certain types of people dropping out of a cross-sectional study
- ANon-random attrition: certain types of people dropping out of a longitudinal study
9Statement 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- AStatement 1: false
Statement 2: true - BStatement 1: true
Statement 2: false - CBoth are true
- DBoth are false
- AStatement 1: false
10Statement 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- AStatement 1: false
Statement 2: true - BStatement 1: true
Statement 2: false - CBoth are true
- DBoth are false
- AStatement 1: false
11What is criterion contamination?
- AThe 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
- BThe criterion that is being used to assess validity undermines the logic of criterion validity because it failed to achieve high ratings from experts
- CThe criterion that is being used to assess validity is determined after the test has been taken which undermines the logic of criterion validity
- DThe criterion that is being used to assess validity is pre-determined by the test which undermines the logic of criterion validity
12Statement 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- AStatement 1: true
Statement 2: false - BBoth are true
- CStatement 1: false
Statement 2: true - DBoth are false
- AStatement 1: true
13Statement 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- ABoth are true
- BBoth are false
- CStatement 1: true
Statement 2: false - DStatement 1: false
Statement 2: true
14Statement 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- ABoth are true
- BStatement 1: true
Statement 2: false - CStatement 1: false
Statement 2: true - DBoth are false
15Statement 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- ABoth are true
- BStatement 1: false
Statement 2: true - CBoth are false
- DStatement 1: true
Statement 2: false
16What is the Wechsler Intelligence Scale for Children (WISC-IV)?
- AA test designed for children aged 10+ which contains 10 core subtests arranged into two groups (verbal comprehension, perceptual reasoning)
- BA test designed for children aged 10+ which contains 10 core subtests arranged into four groups (verbal comprehension, perceptual reasoning, long-term memory, processing speed)
- CA test designed for children aged 6-16 which contains 10 core subtests arranged into two groups (long-term memory, processing speed)
- DA test designed for children aged 6-16 which contains 10 core subtests arranged into four groups (verbal comprehension, perceptual reasoning, working memory, processing speed)
17What is factor analysis?
- AMathematical techniques are used to group items into clusters on the basis of how much they fail to correlate with each other
- BMathematical techniques are used to group items into clusters on the basis of how much they correlate with each other referred to as internal structure
- CMathematical 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
- DMathematical 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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- PSYC3020 (Lecture 4: Validity) Quiz on Validity Lecture 3, created by chanelle.narayan on 08/10/2014.
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