Deck 4: Criteria for Test Selection

Question 1

A test is reliable if it measures what it is supposed to measure.

Answer 1

False

Question 2

Interrater objectivity is also referred to as interjudge objectivity.

Answer 2

True

Question 3

Interrater objectivity is the inconsistency of scoring between two or more testers scoring the same performance.

Answer 3

False

Question 4

Interrater and intrarater objectivity is synonymous.

Question 5

Intrarater objectivity is when a single tester administers and scores a test two or more times.

Question 6

The validity of tests can be established by using:

A) the odd-even comparison technique.
B) criterion-related comparisons.
C) the split-half approach.
D) precision check procedures.
E) the subjectivity approach.

Question 7

Content validity is sometimes also referred to as:

A) concurrent validity.
B) construct validity.
C) predictive validity.
D) logical validity.
E) subjective validity.

Question 8

Administering the same test to two groups of individuals who are known to differ significantly on a particular variable is a procedure utilized to determine:

A) concurrent validity.
B) construct validity.
C) predictive validity.
D) logical validity.
E) subjective validity.

Question 9

A high correlation coefficient derived while attempting to establish validity suggests:

A) correlation coefficient is not the result of testing for concurrent validity.
B) evidence of subjective validity.
C) a stronger rationale for validity.
D) a weaker rationale for validity.
E) does not mean anything.

Question 10

Which of the following would not be associated with criterion-related validity?

A) concurrent validity.
B) predictive validity.
C) logical validity.
D) expert panel of judges.
E) actual participation in a particular activity.

Question 11

Which of the following is not one of the types of validity presented in your textbook?

A) content validity.
B) criterion-related validity.
C) construct validity.
D) quantitative validity.
E) all were presented in the textbook.

Question 12

To determine the reliability of a test, at least:

A) one set of scores must be obtained.
B) two sets of scores must be obtained.
C) three sets of scores must be obtained.
D) four sets of scores must be obtained.
E) five sets of scores must be obtained.

Question 13

A test that gives consistent results is said to possess:

A) validity.
B) standardization.
C) objectivity.
D) subjectivity.
E) reliability.

Question 14

Utilizing the alternate form method to determine reliability requires that:

A) intervals between test administrations should be long.
B) intervals between test administrations should be short.
C) intervals between test administrations should be nonexistent.
D) only one test administration is needed.
E) it really doesn't make any difference.

Question 15

The procedure to determine reliability that requires only one test administration is referred to as:

A) test-retest reliability.
B) alternate form reliability.
C) subjective comparison reliability.
D) precision comparison reliability.
E) split-half reliability.

Question 16

Which of the following influences would be least likely to affect the reliability of the test?

A) practice trials.
B) instrument precision.
C) reliance on another's performance.
D) intellectual ability of the student.
E) environmental conditions in the area where students are tested.

Question 17

The more subjective the test is:

A) the higher the objectivity coefficients.
B) the lower the objectivity coefficients.
C) objectivity coefficients are not affected by degree of subjectivity.
D) reliability is high.
E) validity is low.

Question 18

Criterion-related validity can be obtained by correlating scores on a golf skills test with actual scores from playing golf.

Question 19

Construct validity can be established using an expert panel of judges.

Question 20

In the absence of objectivity, a testing instrument lacks reliability.

Question 21

Qualitative or quantitative approaches can be used to determine the validity of tests.

Question 22

Validity of the test is quantitatively determined by using percentile scores.

Question 23

Validity should be considered a discrete rather than a continuous measurement.

Question 24

An example of content validity occurs when an instructor assumes that the number of putts made out of 10 is an accurate reflection of the student's ability to putt.

Question 25

Content validity depends on professional judgment using logic and comparison.

Question 26

Construct validity can be determined by administering the same test to different groups to determine if there is a significant statistical difference in the scores between the groups.

Question 27

The resulting correlation coefficient between two different tests is used to determine concurrent validity.

Question 28

The higher the correlation coefficient in a test for concurrent validity, the stronger the rationale is for the validity of the new test.

Question 29

Many tests are perfectly valid.

Question 30

A test that gives consistent results is said to be valid.

Question 31

The ""learning effect"" may mislead individuals regarding reliability of a particular test.

Question 32

The alternate form reliability procedure requires the administration of two forms of the test.

Question 33

The split-half or odd-even reliability procedure requires more than one administration of the test.

Question 34

Tests that measure height, weight, length, or body composition, or use counting, are usually highly objective.

Question 35

Objectivity coefficients are typically high when judging diving performance, gymnastics, routines, or the form of a golf swing.

Question 36

A test may be reliable even though it is not valid.

Question 37

A test can be valid even though it is not reliable.

Question 38

The first characteristic of a test to be measured would be:

A) reliability.
B) validity.
C) objectivity.
D) subjectivity.
E) difficulty.

Question 39

A test that accurately measures the attribute that it is designed to measure is said to possess ___.

Question 40

Content validity is sometimes called logical or__ validity.

Question 41

___ validity can be determined by utilizing a panel of judges.

Question 42

Completing the correlational analysis between a youngster's performance or a group of students' performance on a timed mile run and their maximum oxygen consumption on a treadmill test would result in determining ___ validity.

Question 43

A test that yields data that are stable, repeatable, and precise is said to possess ___.

Question 44

The formula used to predict the reliability of the entire instrument based on correlational coefficients of the two halves of the instrument is referred to as the ___.

Question 45

___ validity is a category of criterion-related validity in which scores will correlate highly with some type of measure in the future.

Question 46

___ validity is a category of criterion-related validity in which scores from a new test correlate highly with scores from an established test that measure the same variable of interest.

Question 47

As test administrator, the instructor should have a thorough ___ of the test and a precise understanding of the administrative procedures.

Question 48

The most popular and, in all likelihood, the best way to record students' test scores is to use an individual ___.

Question 49

Reliability can be thought of as measurement with consistent ___.

Question 50

___ objectivity is the consistency of scoring between two or more testers scoring the same performance.

Question 51

__ objectivity is when a single tester administers and scores a test two or more times.