PSYASS 2 - 4 Of Tests and Testing

Assumption 1

Psychological Traits and States Exist

Trait

Any distinguishable, relatively enduring way in which one individual varies from another.

States

Distinguish one person from another but are relatively less enduring.

Constructs

An informed, scientific concept developed to describe or explain behavior.

Overt behavior

Refers to an observable action or the product of an observable action, including test- or assessment-related responses.

Assumption 2

Traits and states can be quantified and measured

Assumption 2

*Psychological traits and states, like emotions and behaviors, can be clearly defined, measured, and given numerical values.

Assumption 3

Test-related behavior predicts non-test-related behavior

Assumption 3

*Behavior during a test can provide insights and predict behaviors in real-life situations outside of the test.

Assumption 4

Tests and Other Measurement Techniques Have Strengths and Weaknesses

Assumption 4

*Tests have both strengths and limitations, and competent users understand how to use them properly and know their limitations.

Assumption 5

Various Sources of Error Are Part of the Assessment Process

Error

Refers to a long-standing assumption that factors other than what a test attempts to measure will influence performance on the test.

Error variance

The component of a test score attributable to sources other than the trait or ability measured.

Classical test theory

The assumption is made that each testtaker has a true score on a test that would be obtained but for the action of measurement error.

Assumption 6

Testing and Assessment Can Be Conducted in a Fair and Unbiased Manner

Assumption 6

*Tests aim to be fair and unbiased but ensuring this can be challenging due to different backgrounds and political issues.

Assumption 7

Testing and Assessment Benefit Society

Reliable

Involves the consistency of the measuring tool: the precision with which the test measures and the extent to which error is present in measurements.

Validity

The test measures what it purports to measure.

Norm-referenced testing and assessment

A method of evaluation and a way of deriving meaning from test scores by evaluating an individual test taker’ s score and comparing it to scores of a group of test takers.

Norms

In a psychometric context, are the test performance data of a particular group of testtakers that are designed for use as a reference when evaluating or interpreting individual test scores.

Normative sample

A group of people whose performance on a particular test is analyzed for reference in evaluating the performance of individual testtakers.

Norming

Refer to the process of deriving norms.

User norms

Consist of descriptive statistics based on a group of testtakers in a given period of time rather than norms obtained by formal sampling methods

Standardization

The process of administering a test to a representative sample of test takers for the purpose of establishing norms.

Sample

A portion of the universe of people deemed to be representative of the whole population.

Sampling

Test developers select a population, for which the test is intended. Test takers should have at least one common, observable characteristic.

Stratified sampling

Sampling that includes different subgroups, or strata, from the population.

Stratified random sampling

Every member of the population has an equal opportunity of being included in a sample.

Purposive sampling

Arbitrarily selecting a sample that is believed to be representative of the population

Incidental or Convenience sampling

A sample that is convenient or available for use; it may not be representative of the population.

Percentile

An expression of the percentage of people whose score on a test or measure falls below a particular raw score.

Percentile

*Help you understand how well you did compared to others by ranking your score among all the scores.

Percentage correct

Refers to the distribution of raw scores—more specifically, to the number of items that were answered correctly multiplied by 100 and divided by the total number of items.

Age norms

Indicate the average performance of different samples of testtakers who were at various ages at the time the test was administered.

Grade norms

Designed to indicate the average test performance of testtakers in a given school grade.

Developmental norms

A term applied broadly to norms developed on the basis of any trait, ability, skill, or other characteristic that is presumed to develop, deteriorate, or otherwise be affected by chronological age, school grade, or stage of life.

National norms

Derived from a normative sample that was nationally representative of the population at the time the norming study was conducted.

National anchor norms

*Help us compare results from different tests to ensure they measure the same thing in a similar way.

Subgroup norms

A normative sample can be segmented by any of the criteria initially used in selecting subjects for the sample.

Local norms

Provide normative information with respect to the local population’s performance on some test.

Fixed reference group scoring system

Distribution of scores obtained on the test from one group of testtakers is used as the basis for the calculation of test scores for future administrations of the test.

Norm-referenced tests

Involve comparing individuals to the normative group.

Criterion

A standard on which a judgment or decision may be based.

Criterion-referenced testing and assessment

May be defined as a method of evaluation and a way of deriving meaning from test scores by evaluating an individual’s score with reference to a set standard.

Culture and Inference

In selecting a test for use, responsible test users should research the test’s available norms to check how appropriate they are for use with the targeted norms to check how appropriate they are for use with the targeted taesttaker population.