Studied by 2 people
Standardized
Test items have been piloted on a similar population of people as those who are meant to take the test and that achievement norms have been established.
Standardization Sample
Used to establish reliable norms for the population that it represents.
Psychometricians
People who make tests
Use the performance of the standardization sample on the experimental sections to choose items for future tests
Reliability
Refers to the repeatability or consistency of the test as a means of measurement
Split-Half Reliability
Randomly dividing a test into two different sections and then correlating people’s performances on the two halves
The closer the correlation coefficient is to +1, the greater the split-half reliability of the test
Equivalent-Form Reliability
The correlation between performance on the different forms of the test
Test-Retest Reliability
Correlation between a person’s score on one administration of the test with the same person’s score on a subsequent administration of the test
Validity
Measures what it is supposed to measure (accuracy)
Content Validity
How well a measure reflects the entire range of material it is supposed to be testing
Example: If you’re testing to find a good chef, a test that required someone to create a variety of dish types would have greater content validity
Face Validity
Superficial measure of accuracy → extent to which the items or content of the test appear to be appropriate for measuring something, regardless of whether they actually are (type of content validity)
Example: A test of cake-baking ability has high face validity if you’re looking for a chef but low face validity if you’re looking for a doctor.
Criterion-Related Validity
Concurrent and Predictive Validity
Concurrent Validity
Measures how much of a characteristic a person has now
Predictive Validity
Meausre of future performance
Construct Validity
The degree to which a test or instrument is capable of measuring a concept, trait, or other theoretical entity.
Aptitude Tests
Measure ability or potential
Achievement Tests
Measure what one has learned or accomplished
Speed Tests
Generally consist of a large number of questions asked in a short amount of time
Goal is to see how quickly a person can solve problems
Amount of time allotted should be insufficient to complete the problems
Power Tests
Gauge the difficulty level of problems an individual can solve
Consists of items of increasing difficulty levels
Sufficient time to work through as many problems as they can
Group Tests
Large number of people at a time and interaction between the examiner and the people taking the test is minimal
Individual Tests
1-on-1 and involve a greater interaction between the examiner and examinee
Intelligence
Typically defined as the ability to gather and use information in productive ways
Fluid Intelligence
Refers to our ability to solve abstract problems and pick up new information and skills
Crystallized Intelligence
Involves using knowledge accumulated over time
Charles Spearman
Argued that intelligence could be expressed by a single factor
Used factor analysis, a statistical technique that measures the correlations between different items
Concluded that underlying the many different specific abilities s that people regard as types of intelligence is a single factor g (general)
Howard Gardner
Subscribes to the idea of multiple intelligences
Daniel Goleman
One of the main proponents of EQ (Emotional Intelligence)
Robert Sternberg
3 types of intelligence → componential or analytic intelligence, experiential or creative intelligence, contextual or practical intelligence
Intelligent behaviour depends on the context or situation in which it occurs. Other theories of intelligence view intelligence as ability-based
Alfred Binet
Came up with the idea of mental age, an idea that presupposes that intelligence increases as one gets older
Used mental age to identify how “intelligent” children were compared to their peers
Louis Terman
Created the Stanford-Binet IQ test
A person’s IQ score on this test is computed by dividing the person’s mental age by his or her chronological age and multiplying by 100
David Wechsler
3 different types: Wechsler Adult Intelligence Scale (WAIS) is used in testing adults, Wechsler Intelligence Scale for Children (WISC) is given to children between the ages of 6 and 16, Wechsler Preschool and Primary Scale of Intelligence (WPPSI) can be administered to children as young as 4.
Used deviation IQ to yield IQ scores → The absolute measure of how far an individual differs from the mean on an individually administered IQ test (standard deviation is usually 15)
Heritability
A measure of how much of a trait’s variation is explained by genetic factors
Flynn Effect
The gradual cross-cultural rise in raw scores obtained on measures of general intelligence
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