Question 1

The objectivity of a standardized test refers to its
A) degree of relationship to a criterion variable.
B) freedom from tester bias.
C) accuracy of prediction.
D) provision of normative data.

Accepted Answer

The objectivity of a standardized test refers to its freedom from tester bias, meaning the test's results are not influenced by the opinions or prejudices of the person administering the test. This ensures that the test measures what it is supposed to measure in a consistent manner across different administrations.

Question 2

In contrast to the use of performance tests in research, the use of self-report measures generally
A) is directed at measurement of personality characteristics.
B) is meant to demonstrate each respondent's level of a characteristic that is typical for her.
C) is subject to distortion due to response sets.
D) all of the above.

Accepted Answer

Self-report measures are often used to assess personality characteristics, aim to demonstrate a respondent's typical level of a characteristic, and are subject to distortion due to response sets such as social desirability or acquiescence bias.

Question 3

The tendency to present oneself in a favorable light when responding to a self-report measure is known as a(n) _________response set.
A) social desirability
B) acquiescence
C) deviance
D) carelessness

Accepted Answer

Social desirability response set refers to the tendency of respondents to answer questions in a manner that will be viewed favorably by others, often leading to over-reporting of "good" behavior or under-reporting of "bad" behavior.

Question 4

To standardize a test, the developer must establish
A) agreement between researchers and practitioners about test content.
B) the test's reliability.
C) procedures that ensure consistency in how the test is administered and scored.
D) all of the above.

Accepted Answer

Standardizing a test primarily involves establishing procedures that ensure consistency in administration and scoring, which is option C.

Question 5

In test development, differential item functioning refers to the tendency for
A) some test items to relate more closely with the total test score than other items.
B) individual scorer bias to affect how test items are scored.
C) individuals of equal ability but from different subgroups not to have the same probability of earning a given score.
D) individuals to score differently on each administration of the test.

Accepted Answer

Differential item functioning occurs when individuals of equal ability but from different subgroups (e.g., gender, ethnicity) do not have the same probability of answering a test item correctly, indicating a potential bias in the item.

Question 6

Match each example of evidence about a test below with the type of evidence of test validity that it represents.
-The test was found to include 32 of the 47 topics covered in a textbook.
A) Evidence from relationship to other variables
B) Evidence from consequences of testing
C) Evidence from response processes
D) Evidence from test content

Accepted Answer

This example demonstrates evidence from test content, as it directly relates to the topics covered in the textbook, indicating an attempt to align the test's content with the curriculum or material that is supposed to be assessed.

Question 7

Match each example of evidence about a test below with the type of evidence of test validity that it represents.
-The test was found to lead to a higher rate of referral for boys than for girls to a treatment program for attention deficit disorder.
A) Evidence from relationship to other variables
B) Evidence from consequences of testing
C) Evidence from response processes
D) Evidence from test content

Accepted Answer

This example illustrates evidence from consequences of testing because it focuses on the outcomes or implications of using the test, such as differential referral rates based on gender.

Question 8

Match each example of evidence about a test below with the type of evidence of test validity that it represents.
-Students' rank order of performance on the test was found to correspond well to the students' rank order of performance on an established longer test of the same ability.
A) Evidence from relationship to other variables
B) Evidence from consequences of testing
C) Evidence from response processes
D) Evidence from test content

Accepted Answer

This example demonstrates evidence from relationship to other variables because it compares the test results to another established measure of the same ability, showing a correlation between the two sets of scores.

Question 9

Match each example of evidence about a test below with the type of evidence of test validity that it represents.
-The test was found to be a good measure of students' ability to learn independently.
A) Evidence from relationship to other variables
B) Evidence from consequences of testing
C) Evidence from response processes
D) Evidence from test content

Accepted Answer

The answer of Match each example of evidence about a...

Question 10

Test validity is
A) not a unitary concept.
B) an intrinsic property of the test.
C) an intrinsic property of the test scores.
D) associated with inferences that are made from test scores.

Accepted Answer

The answer of Test validity is
A) not a unitary concept.
B)...

Question 11

Recent research on the effects of standards-based instruction has shown that test data collected in school settings generally show
A) high evidence of content-related validity.
B) low evidence of content-related validity.
C) high alignment between curriculum content, teachers' instruction, and assessment by standardized tests.
D) teachers' ability to judge evidence of a test's content-related validity by brief inspection of the items.

Accepted Answer

The answer of Recent research on the effects of standards-based...

Question 12

If a test is used to make decisions that are found to be harmful to certain groups, this represents evidence of the test's
A) lack of validity.
B) misuse.
C) low objectivity.
D) lack of reliability.

Accepted Answer

Misuse of a test occurs when the test's application or the decisions derived from its results lead to adverse or harmful outcomes for certain groups, indicating that the test is not being used appropriately or ethically.

Question 13

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it.
-After the test is administered, it is split into two halves and the scores on one half are correlated with those on the other half.
A) Coefficient of equivalence
B) Coefficient alpha
C) Coefficient of internal consistency
D) Coefficient of stability

Accepted Answer

The described method is a measure of internal consistency, where a test is split into two halves and the scores on one half are correlated with those on the other half to assess the consistency of results across different sets of items within the same test. This is typically referred to as split-half reliability, which is a form of assessing a test's internal consistency.

Question 14

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it.
-Two parallel forms of the test are administered, and scores on one form are correlated with those on the other form.
A) Coefficient of equivalence
B) Coefficient alpha
C) Coefficient of internal consistency
D) Coefficient of stability

Accepted Answer

The coefficient of equivalence is used when two parallel forms of a test are administered, and the scores from one form are correlated with those from the other form. This measures how similar the two forms are, indicating the reliability of the test across different versions.

Question 15

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it.
-The test is administered and then readministered after a time delay, and scores from the first administration are correlated with those from the second administration.
A) Coefficient of equivalence
B) Coefficient alpha
C) Coefficient of internal consistency
D) Coefficient of stability

Accepted Answer

The described scenario is an example of test-retest reliability, which measures the stability of test scores over time. The coefficient of stability is used to calculate this type of reliability, correlating scores from the first and second administrations of the test.

Question 16

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it.
-Individual test items are analyzed with the use of standard formulas.
A) Coefficient of equivalence
B) Coefficient alpha
C) Coefficient of internal consistency
D) Coefficient of stability

Accepted Answer

Coefficient alpha is used to calculate the internal consistency of individual test items, which is a measure of how well the items on a test measure the same construct or concept.

Question 17

A test is reliable to the extent that it
A) yields scores that are interpreted the same way by different raters.
B) measures a known construct.
C) contains nonrandom measurement error.
D) minimizes measurement error.

Accepted Answer

Reliability in testing refers to the consistency of the measurement, which is achieved by minimizing measurement error. This means that a test is considered reliable if it produces consistent results under consistent conditions, regardless of who administers the test or when it is administered.

Question 18

The various sources of measurement error in a test can be estimated by
A) classical test theory.
B) generalizability theory.
C) the standard error of measurement.
D) coefficient alpha

Accepted Answer

Generalizability theory is designed to estimate the various sources of measurement error in a test by examining how different factors contribute to the overall error variance.

Question 19

Calculation of the standard error of measurement allows researchers to determine
A) the combined measurement error due to all sources of error that were investigated.
B) the probable range within which individuals' true scores fall.
C) the likelihood that that test was too easy or too difficult for most testees.
D) the reliability of each test item.

Accepted Answer

The standard error of measurement (SEM) provides an estimate of the amount of error inherent in an individual's observed score, allowing researchers to determine the range within which the individual's true score is likely to fall.

Question 20

Item response theory allows researchers to develop tests having all the following advantages over traditional tests except that
A) the test can be customized to students at different ability levels.
B) it is possible to construct many parallel tests of equivalent difficulty.
C) measurement error can be reduced by administering items geared to each individual's ability level.
D) each individual can take a test containing just a few items at an appropriate difficulty level.

Accepted Answer

Item response theory (IRT) indeed allows for tests to be customized to different ability levels, the construction of parallel tests, and the reduction of measurement error by tailoring items to an individual's ability. However, the claim that each individual can take a test containing just a few items at an appropriate difficulty level is not accurate. IRT does not necessarily reduce the number of items needed to achieve a reliable measure; the focus is on the quality and appropriateness of items rather than merely reducing the number of items.

Quiz 7: Collecting Research Data With Tests and Self-Report Measures

The objectivity of a standardized test refers to its

In contrast to the use of performance tests in research, the use of self-report measures generally

The tendency to present oneself in a favorable light when responding to a self-report measure is known as a(n) _________response set.

To standardize a test, the developer must establish

In test development, differential item functioning refers to the tendency for

Match each example of evidence about a test below with the type of evidence of test validity that it represents. -The test was found to include 32 of the 47 topics covered in a textbook.

Match each example of evidence about a test below with the type of evidence of test validity that it represents. -The test was found to lead to a higher rate of referral for boys than for girls to a treatment program for attention deficit disorder.

Match each example of evidence about a test below with the type of evidence of test validity that it represents. -Students' rank order of performance on the test was found to correspond well to the students' rank order of performance on an established longer test of the same ability.

Match each example of evidence about a test below with the type of evidence of test validity that it represents. -The test was found to be a good measure of students' ability to learn independently.

Test validity is

Recent research on the effects of standards-based instruction has shown that test data collected in school settings generally show

If a test is used to make decisions that are found to be harmful to certain groups, this represents evidence of the test's

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -After the test is administered, it is split into two halves and the scores on one half are correlated with those on the other half.

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -Two parallel forms of the test are administered, and scores on one form are correlated with those on the other form.

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -The test is administered and then readministered after a time delay, and scores from the first administration are correlated with those from the second administration.

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -Individual test items are analyzed with the use of standard formulas.

A test is reliable to the extent that it

The various sources of measurement error in a test can be estimated by

Calculation of the standard error of measurement allows researchers to determine

Item response theory allows researchers to develop tests having all the following advantages over traditional tests except that