Question 1

The classical test theory is a set of psychometric approaches that aim to define the true score of an assessment by isolating the error of measurement from the achieved score.

Accepted Answer

False&#10;

Question 2

One of the most important and effective ways to reduce the measurement error of an assessment is to standardize it.

Accepted Answer

Standardization of an assessment involves creating uniform procedures for administering and scoring the test, which helps in minimizing variations and biases, thereby reducing measurement error.

Question 3

Operationalizing a construct refers to assigning a concrete means of defining an abstract idea, such as a measurement.

Accepted Answer

Operationalizing a construct involves specifying the exact operations or methods used to measure or identify an abstract concept, making it measurable and testable in research.

Question 4

The extent of rater bias is assessed through investigation of inter-rater reliability.

Accepted Answer

Inter-rater reliability measures the extent to which different raters/observers give consistent estimates or ratings, thus assessing the level of rater bias in their evaluations.

Question 5

A systematic error is best defined as:&#10;A) An error that is due to data miscalculation, and thus repeats systematically throughout the findings&#10;B) A consistent or predictable error, occurring when an assessment misestimates the true score by a consistent amount and in the same direction&#10;C) An error due to the irregular circumstances when administering an assessment&#10;D) An error that occurs by chance and is thus unpredictable

Accepted Answer

A systematic error is characterized by its consistency and predictability, meaning it consistently skews the data in one direction due to some bias in the measurement process, not by chance or irregular circumstances.

Question 6

The types of validity to consider when evaluating or developing an assessment are:&#10;A) The biasing effects of observer presence or observer characteristics, and rater bias&#10;B) Error of measurement, systemic error, and random error&#10;C) Face, content, criteria, and construct&#10;D) Convergent and divergent measures, sensitivity, and specificity

Accepted Answer

Validity types include face validity (the test appears to measure what it's supposed to), content validity (the test covers the domain it's supposed to), criterion validity (the test correlates with a relevant outcome), and construct validity (the test measures the theoretical construct it's supposed to).

Question 7

With respect to social forces, an individual evaluating an assessment should consider all the following questions except:&#10;A) What purpose was the assessment designed for?&#10;B) Will this assessment be effective at conveying my (investigator's) voice and values?&#10;C) What values are reflected in this measure?&#10;D) How has this purpose affected the content and design of the assessment?

Accepted Answer

The question B focuses on the investigator's voice and values, which is not typically a primary concern when evaluating an assessment in the context of social forces. Assessments are generally designed to measure specific constructs or outcomes, and the primary considerations should be the purpose of the assessment, the values reflected in it, and how these aspects have influenced its content and design.

Question 8

According to classic test theory, the reliability of an assessment is empirically assessed using all of the following methods except for:&#10;A) Test-retest reliability&#10;B) Split-half reliability&#10;C) Inter-rater reliability&#10;D) Internal consistency

Accepted Answer

Inter-rater reliability is not assessed using classic test theory as it pertains to the consistency of ratings given by different observers, rather than the reliability of the test itself. Classic test theory focuses on the consistency of test scores over time (test-retest reliability), the consistency of test scores when a test is divided into two parts (split-half reliability), and the consistency of items within a test (internal consistency).

Question 9

According to the basic rules of measurement, numbers may be used to do all of the following except:&#10;A) Define a characteristic&#10;B) Differentiate one characteristic from another&#10;C) Indicate order from less to more of a characteristic&#10;D) Indicate an absolute amount of a characteristic

Accepted Answer

Numbers are typically used to quantify, differentiate, and order characteristics, but they do not define a characteristic itself.

Deck 21: Developing and Evaluating Quantitative Data Collection Instruments