PSYASS - CHAP 3

Assumption 1: Psychological Traits and States Exist

Samples of behavior may be obtained in a number of ways, ranging from direct observation to the analysis of self-report statements or pencil-and-paper test answers.

Trait

Defined as any distinguishable, relatively enduring way in which one individual varies from another.

States

Distinguish one person from another but are relatively less enduring.

Construct

An informed, scientific concept developed or constructed to describe or explain behavior. We can’t see, hear, or touch it, but we can infer their existence from overt behavior.

Assumption 2: Psychological Traits and States Can Be Quantified and Measured

Measuring traits and states by means of a test entail developing not only appropriate test items but also appropriate ways to score the test and interpret the results.

Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior

The objective of such tests typically has little to do with predicting future grid-blackening or key-pressing behavior. The tasks in some tests mimic the actual behaviors that the test user is attempting to understand.

Assumption 3: Test-Related Behavior Predicts Non-Test-Related Behavior

The obtained sample of behavior is typically used to make predictions about future behavior, such as work performance of a job applicant.

Assumption 4: Tests and Other Measurement Techniques Have Strengths and Weaknesses

Competent test users understand a great deal about the tests they use. They also understand and appreciate the limitations of the tests they use as well as how those limitations might be compensated for by data from other sources.

Assumption 5: Various Sources of Error Are Part of the Assessment Process

Error traditionally refers to something that is more than expected; it is actually a component of the measurement 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 test taker 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

Today all major test publishers strive to develop instruments that are fair when used in strict accordance with guidelines in the test manual.

Assumption 7: Testing and Assessment Benefit Society

A world without tests would most likely be more a nightmare than a dream. In such a world, people could present themselves as surgeons, bridge builders, or airline pilots regardless of their background, ability, or professional credentials.

Good test

The criteria for a _______________ would include clear instructions for administration, scoring, and interpretation. It would also seem to be a plus if a test offered economy in the time and money it took to administer, score, and interpret it.

Reliability

Consistency of the measuring tool

Reliable

In theory, the perfectly __________ measuring tool consistently measures in the same way.

Validity

Measure 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, these are the test performance data of a particular group of test takers 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 test takers.

Norming

Refer to the process of deriving norms. _______________ may be modified to describe a particular type of norm derivation.

User norms/Program norms

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

Test standardization

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

Sampling

The process of selecting the portion of the universe deemed to be representative of the whole population.

Sample

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

Stratified sampling

Help prevent sampling bias and ultimately aid in the interpretation of the findings.

Stratified-random sampling

Sampling was random or every member of the population had the same chance of being included in the sample.

Incidental sample/Convenience sample

The researcher employing this type of sample is doing so not as a result of poor judgment but because of budgetary limitations or other constraints.

Purposive sample

Arbitrarily select some sample because we believe it to be representative of the population.

Percentiles

A ranking that conveys information about the relative position of a score within a distribution of scores.

Percentiles

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

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 test takers who were at various ages at the time the test was administered.

National norms

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

Grade norms

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

National anchor norms

Using the equipercentile method, the equivalency of scores on different tests is calculated with reference to corresponding percentile scores.

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

Used as the basis for the calculation of test scores for future administrations of the test.

Criterion-Referenced Evaluation

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. Referred to as mastery tests.

Norm-Referenced Interpretations

A usual area of focus is how an individual performed relative to other people who took the test.