1. DeVellis guidelines
1. Define clearly what you want to measure. (Items as specific as
2. Generate an item pool. (Avoid redundant items)
3. Avoid exceptionally long items (Long items are often confusing or
4. Keep the level of
1. The basic issues
2. Observed scores and
5. How we deal with
sources of error
5. Reliability in
6. Using reliability
7. What to do about low
The basic issues
2. Validity: Two
Types of Validity
agreement between a
test score and the
characteristic that score
is believed to measure
The basic qu
1. When talking about errors in terms of psychological testing, we are referring to the fact that:
a. someone got an answer incorrect.
b. there is always some inaccuracy in the measurement.
c. the test was inappropriat
Chapter 10The Wechsler Intelligence Scales: WAIS-IV, WISC-IV, and WPPSI-III
1. Among his motivations for the development of the Wechsler scales of intelligence, was David
Wechsler's belief that
a. one underlying mental ability was solely r
Chapter 6Writing and Evaluating Test Items
1. The tendency for test takers to agree on most of the items is called a(n)
a. guessing threshold.
b. acquiescence response set.
c. item difficulty.
d. the miss rate.
REF: Item Writ
1. How does the current edition of Standards for
Educational and Psychological Testing
Validity is a nonstatistical measure for
Validity should only
be assessed when
Chapter 3Correlation and Regression
1. A scatter diagram is
a. a bivariate plot of individual data points.
b. a univariate plot of individual data points.
c. a form of the stem and leaf display.
d. a method for calculating variance.
Chapter 9Theories of Intelligence and the Binet Scales
1. What method of studying intelligence examines the properties of a test by evaluating its correlates and
a. factor analysis
1. According to a study (Espenshade & Chung, 2010; Jaschik,
2006), growing numbers of four-year colleges are not relying
on the SAT test partly because of
a. budget constraints.
b. diversity concerns.
c. reliability i
Chapter 7Test Administration
1. In general, studies have indicated that the race of the examiner
a. should be the same as that of the subject.
b. should be different than that of the subject.
c. is unrelated to test performance.
d. is not
Chapter 2Norms and Basic Statistics for
1. When you assert
that it is improbable that the mean intelligence test
score of a particular group is 100, you are using _.
Department of Psychology
Psychology 2080A Section 001
Introduction to Test and Measurement
1.0 CALENDAR DESCRIPTION
This course examines principles of psychological assessment in an applied context
1. TEST is a measurement device or technique used to quantify behavior or
aid in the understanding and prediction of behavior.
2. ITEM is a specific stimulus to which a person responds overtly. (Scored or
3. PSYCHOLOGICAL TEST is a set of
1. TESTS are devices used to translate observations into numbers
2. STATISTICS are used for purposes of description.
3. Use statistics to make inferences, which are logical deductions about
events that cannot be observed directly
4. DESPRIPTIVE STAT
1. Types of tests items
A. Selected response
- Multiple choice (takers choose between set answers)
Advantages: ease of scoring. Disadvantages: test memory rather than
Distracters should not be obvious or ambiguous
1. THE WECHSLER INTELLIGENCE SCALES
The role of nonintellectual factors is apparent in the Wechsler
Wechslers test did not directly measure nonintellectual factors, it took
these factors into careful account in its underlying
1. Discrepancies between true ability and measurement of ability constitute
errors of measurement
2. Tests that are relatively free of measurement error are deemed to be
3. Concepts of measurement
- 1733, Abraham De Moivre: the basic notion
What is intelligence?
Can intelligence be
Differences in measured
Are there multiple
Intelligence in daily life
Two important distin
The interview as test
Types of question
Types of interview
Principles of effective
Problems the interviewer
An interview is a
conversation with a
Two important people
David Wechsler some
Two important people
Binet (Paris 1905)
asked to identify
1. Types of test items
A. Selected response
2. Writing test items
3. Item Analysis
A. Distracter measures
B. Item difficulty
C. Item discrimination
4. Item Response Theory
5. Item Characteristic
1. What is a test?
2. Why use a test?
3. History of Measurement
4. What tests measure
5. How tests are
6. How results are
7. Current status of
Chapter 1 Key terms
You should un
1. Why do we need
2. Descriptive statistics
3. Inferential statistics
4. Measurement scales
5. Frequency distributions
6. Z scores
7. The standard normal
Chapter 2 Key terms
1. THE INTERVIEW AS A TEST
Similarity btw tests and interviews: gathering data, make predictions,
evaluated in terms of reliability and validity, group or individual,
structured or unstructured.
Thematic Apperception Test cannot be properly used wi
Chapter 8Interviewing Techniques
1. The personnel manager of ABC Company asked all of the applicants she interviewed the same
questions in the same systematic fashion. She was conducting a(n) _ interview.