Psychometrics

Question 1

Can only do psychometrics on what types of tests?

Answer 1

standardized norm-referenced

Question 2

Standardized (norm-referenced ) tests must be:

Answer 2

1. given standard administration
2. valid
3. reliable
4. diagnostic accuracy

Question 3

Standardized

Answer 3

talking about the method; tells you what you’re supposed to say-standardizes responses

Question 4

Norm referenced

Answer 4

normed against or given to a large group of children in our case to find out the range of scores for what normal looks like-that allows for a meaningful comparison among children.

Question 5

A good standardized norm referenced tests should have what 3 things

Answer 5

1. validity
2. reliability
3. diagnostic accuracy

Question 6

4 types of validity

Answer 6

1. construct
2. content
3. face
4. criterion-related

Question 7

What is validity?

Answer 7

the extent to which the test accurately measures what it says it’s measuring

Question 8

Construct Validity

Answer 8

the idea that what items we are choosing to use actually go with that theoretical construct. So all the steps you’re taking to get happiness

ex: if testing receptive, ask a series of questions-people would have to agree-doesn’t have to be a questionnaire-With construct you cannot directly measure it, you have to get at it in different ways.
* a lot of what we do is construct because of behavior*

Question 9

Content Validity

Answer 9

the extent to which this measures the entire body. experts in the field or statistics are who drive this
-2 questions within content are: what degree does the test include a respresentative sample of all important parts of that behavioral domain and to what extent is the test free from the influence of irregular variables

Question 10

2 questions within content validity

Answer 10

1. to what degree does the test include a representative sample of all the important parts of that behavioral domain
   - ex: if testing math in 3rd graders and just had multiplication problems that does not have good validity
2. to what extent is the test free from influence of irregular variables
   - ex: on the math test, do everything but word problems- threatens validity because you could actually be measuring reading and math

Question 11

Face validity

Answer 11

not necessarily done by experts in the field: do you look at it and think “yeah that’s what it measures”
-very close to the construct validity but face validity is much broader and lighter

Question 12

Criterion-related validity

Answer 12

when you see if the test is related to some other gold standard. so one way is to look at concurrent validity (do they score similarly on this other test)
-are 2 tests supposed to measure the same thing giving you the same answer is the question for criterion related validity

Question 13

construct

Answer 13

happiness, anger, motivation & we can try to get at these constructs by asking certain questions-assume these things drive our human behavior

Question 14

predictive validity

Answer 14

how well test predicts future performance on related tests

Question 15

Reliability-3 types

Answer 15

1. inter-rater
2. test-retest
3. internal consistency

Question 16

Reliability

Answer 16

is it doing a good job of measuring language?

Question 17

inter-rater reliability

Answer 17

2 judges are deciding if the types of responses you’re getting are the same-want 2 judges to get identical/close to the same results. This is where you use statistics and look at how correlated they are
want inter-rater reliability to be 90% or greater

Question 18

Test-retest reliability

Answer 18

to see if test is stable over time

• gre
• tend not to fluctuate hugely..there’s a problem if they do

Question 19

Internal consistency reliability

Answer 19

looks at individual items in a test

• the higher the % the most confident you can be it’s testing that item
• teach individual item will get a score. not pulling away from what your construct is

Question 20

Normative sample & derived scores

Answer 20

1. normative sample
2. raw scores
3. convert to standard scores
4. percentile rank
5. age/grade equivalent scores

Question 21

Normative sample

Answer 21

who you are assessing, SES/range

Question 22

Raw scores

Answer 22

uninterpretable!!! because of age..why they get converted to standard scores

Question 23

Standard scores (z-scores, t-scores, scaled scores)

Answer 23

developed through assesing your sample; model the test and find out what the mean and standard deviation are-on average how far from teh mean is the group. if standard deviation is big/far away from mean you have a flat curve

Question 24

Percentile rank

Answer 24

score you performed at or better than. It is not a percentage of how many you got correct on a test. if average then your percentile rank is 50

Question 25

Age/grade equivalent score

Answer 25

takes raw score and converts it | -worst method because language disorders vary so much

Question 26

Downfall to age/grade equivalent scores

Answer 26

1. suggests to parents that their child has the language of whatever that age is. 2. tiny differences make big differences the older you get