Question 1

A test has______ validity if it looks valid to test users, examiners, and especially the examinees.
A) content
B) face
C) criterion-related
D) construct

Accepted Answer

Face validity refers to the extent to which a test appears effective in terms of its stated aims to those taking it, as well as to those administering it. It's about the superficial appearance of the test measuring what it's supposed to measure, rather than any statistical measure of accuracy or reliability.

Question 2

Most likely, the regression equation Y = .07X + .2 describes
A) a smooth curve
B) a best-fitting straight line
C) estimated IQ
D) the band of error

Accepted Answer

The equation Y = .07X + .2 is in the form Y = mX + b, which describes a straight line with a slope of .07 and a y-intercept of .2. This form is typically used to represent a best-fitting straight line in linear regression analysis.

Question 3

Correlations between a new test and existing tests are often cited as evidence of______ validity.
A) content
B) concurrent
C) predictive
D) construct

Accepted Answer

Concurrent validity refers to the degree to which the results of a new test correlate with the results of existing, well-established tests measuring the same or similar constructs at the same time. This type of validity is often cited when a new test is developed to ensure that it measures what it is supposed to measure in comparison with other tests that are already accepted as valid.

Question 4

The quantification or "common sense" approach to content validity advocated by the text
A) can identify non-existent items that should be added to a test to increase validity
B) helps cull out existing items that are deemed inappropriate by expert raters
C) provides an acceptable substitute for a careful selection of items
D) all the above

Accepted Answer

The common sense approach to content validity involves expert raters evaluating items, which can help identify and remove items that are inappropriate or irrelevant, thus improving the test's validity.

Question 5

Traditionally, the different ways of accumulating validity evidence have been grouped into three categories:
A) content, criterion-related, and construct validity
B) face, criterion-related, and construct validity
C) face, content, and construct validity
D) content, concurrent, and predictive validity

Accepted Answer

The traditional categorization of validity evidence includes content validity (the extent to which a measure represents all facets of a given construct), criterion-related validity (which can be further divided into concurrent and predictive validity, but is considered as one category here), and construct validity (the degree to which a test measures what it claims to be measuring).

Question 6

______validity is particularly relevant for entrance examinations and employment tests.
A) Content
B) Concurrent
C) Predictive
D) Construct

Accepted Answer

Predictive validity is particularly relevant for entrance examinations and employment tests because it measures how well a test predicts future performance or behaviors.

Question 7

What is the relationship between the reliability and the validity of a psychological test?
A) none; these concepts are separate and independent
B) reliability is necessary but not sufficient for validity
C) reliability is necessary and sufficient for validity
D) validity is a necessary precursor to reliability

Accepted Answer

Reliability refers to the consistency of a test's results, while validity refers to whether the test measures what it claims to measure. A test must be reliable to be valid, but just because a test is reliable does not guarantee it is valid. Hence, reliability is necessary but not sufficient for validity.

Question 8

When tests are used for purposes of_______ , it is necessary to develop a regression equation.
A) predicting outcomes
B) validating a theory
C) content validation
D) estimating reliability

Accepted Answer

When tests are used for predicting outcomes, it is necessary to develop a regression equation to forecast future performance based on current test scores or data.

Question 9

A test is valid when the inferences made from it are
A) appropriate
B) meaningful
C) useful
D) all of the above

Accepted Answer

A test is considered valid when the inferences or conclusions drawn from its results are appropriate, meaningful, and useful, encompassing all the options provided.

Question 10

The degree to which items on a test are representative of the universe of behavior the test was designed to sample is an index of______ validity.
A) content
B) concurrent
C) predictive
D) construct

Accepted Answer

Content validity refers to how well a test measures the entirety of the subject matter or behavior it is supposed to measure, ensuring that all aspects are covered.

Question 11

The only reason for building in______ validity involves public relations.
A) content
B) face
C) criterion-related
D) construct

Accepted Answer

Face validity is concerned with how a measure appears to stakeholders, and is often used for public relations purposes to ensure that a test seems appropriate and credible.

Question 12

An) _______is any outcome measure against which a test is validated.
A) response
B) behavior
C) criterion
D) index variable

Accepted Answer

A criterion is the standard or benchmark against which a test is validated, making it the correct term for an outcome measure used in this context.

Question 13

In test validation studies, criterion measures should incorporate items that are ________to the test items.
A) highly similar
B) identical
C) completely unrelated
D) none of the above

Accepted Answer

Criterion measures should be relevant but not identical or highly similar to the test items to ensure they assess the intended construct without redundancy.

Question 14

The validity of a test is typically summed up by
A) a single, tidy statistic
B) multiple neat statistical summaries
C) a continuum ranging from weak to strong
D) none of the above

Accepted Answer

The validity of a test is not represented by a single statistic or multiple summaries, but rather it is conceptualized on a continuum that ranges from weak to strong, indicating the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests.

Question 15

The theoretical upper limit of the validity coefficient is constrained by the reliability of
A) the test
B) the criterion
C) both the test and the criterion
D) neither the test nor the criterion

Accepted Answer

The theoretical upper limit of the validity coefficient is constrained by the reliability of both the test and the criterion. This is because validity, which measures how well a test measures what it claims to measure, is influenced by the reliability (consistency) of the test itself and the criterion (the standard against which the test is evaluated). If either the test or the criterion is unreliable, it can limit the validity coefficient, as it becomes harder to accurately assess the test's effectiveness in measuring the intended construct.

Question 16

The higher the ________, the more accurate the test is in predicting the criterion.
A) validity coefficient
B) reliability coefficient
C) validity curve
D) reliability curve

Accepted Answer

The validity coefficient measures how well a test predicts a criterion, such as performance in a job or academic program. A higher validity coefficient indicates a more accurate prediction.

Question 17

In________ validity, test scores are used to estimate outcome measures obtained at a later date.
A) content
B) concurrent
C) predictive
D) construct

Accepted Answer

Predictive validity refers to the extent to which a test score can predict future outcomes or behaviors.

Question 18

When are expert judges needed to determine the content validity of a test?
A) always
B) when the trait being measured is ill-defined
C) when the trait being measured is highly technical
D) all of the above

Accepted Answer

Expert judges are needed to determine content validity when the trait being measured is ill-defined, as they can provide insights and ensure that the test covers all relevant aspects of the construct.

Question 19

When similar or identical questions are found on both a test measure and a criterion outcome) measure related to the test, what source of error is likely?
A) criterion contamination
B) criterion default
C) criterion dissolution
D) criterion replication

Accepted Answer

Criterion contamination occurs when the criterion (outcome measure) includes elements that overlap with the content of the test itself, potentially inflating the observed correlation between the test scores and the criterion. This can happen if the test and the criterion share similar or identical questions, leading to an overestimation of the test's validity in predicting the criterion.

Question 20

Content validity can be quantified if
A) the test developer has access to thousands of subjects
B) two or more judges assess the relevance of all test items
C) the test developer performs a factor analysis on the response matrix
D) all of the above

Accepted Answer

Content validity is quantified through the agreement among experts or judges on how well test items represent the construct being measured, rather than through statistical methods or the number of subjects.

Quiz 4: Validity and Test Development

A test has______ validity if it looks valid to test users, examiners, and especially the examinees.

Most likely, the regression equation Y = .07X + .2 describes

Correlations between a new test and existing tests are often cited as evidence of______ validity.

The quantification or "common sense" approach to content validity advocated by the text

Traditionally, the different ways of accumulating validity evidence have been grouped into three categories:

______validity is particularly relevant for entrance examinations and employment tests.

What is the relationship between the reliability and the validity of a psychological test?

When tests are used for purposes of_______ , it is necessary to develop a regression equation.

A test is valid when the inferences made from it are

The degree to which items on a test are representative of the universe of behavior the test was designed to sample is an index of______ validity.

The only reason for building in______ validity involves public relations.

An) _______is any outcome measure against which a test is validated.

In test validation studies, criterion measures should incorporate items that are ________to the test items.

The validity of a test is typically summed up by

The theoretical upper limit of the validity coefficient is constrained by the reliability of

The higher the ________, the more accurate the test is in predicting the criterion.

In________ validity, test scores are used to estimate outcome measures obtained at a later date.

When are expert judges needed to determine the content validity of a test?

When similar or identical questions are found on both a test measure and a criterion outcome) measure related to the test, what source of error is likely?

Content validity can be quantified if