Chapter 6: Measuring and Interpreting Individual Differences

Test Bank

Multiple Choice

1. A measure that simply seeks to categorize people is considered a ______ scale.

A. nominal

B. ordinal

C. interval

D. ratio

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Knowledge

Answer Location: Nominal Scales
Difficulty Level: Easy

AACSB: Application of knowledge

2. An IQ test is an example of which type of scale?

A. nominal

B. ordinal

C. interval

D. ratio

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Application

Answer Location: Interval Scales
Difficulty Level: Easy

AACSB: Application of knowledge

3. The distinguishing feature of a ratio scale is that it contains ______.

A. equivalent distances between points

B. a ranking of those being measured

C. an absolute zero point

D. distinct categories

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Comprehension

Answer Location: Ratio Scales
Difficulty Level: Easy

AACSB: Application of knowledge

4. ______ represent the percentage of individuals scoring below a given individual or score point.

A. Rank-order correlation

B. Rank-order analysis of variance

C. Median

D. Percentile ranks

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Knowledge

Answer Location: Ordinal Scales
Difficulty Level: Easy

AACSB: Application of knowledge

5. The first step of developing a measure is ______.

A. defining the attribute

B. developing a measure plan

C. determining its purpose

D. conducting a pilot study

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Knowledge

Answer Location: Steps for Selecting and Creating Measures

Difficulty Level: Easy

AACSB: Application of knowledge

6. In creating your measure, you are interested in how much the response to a particular item in your measure is related to the items in it. This means you are interested in ______.

A. item difficulty

B. item scaling

C. item response

D. item discrimination

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Application

Answer Location: Conducting a Pilot Study and Traditional Item Analysis

Difficulty Level: Medium

AACSB: Application of knowledge

7. When writing items for a measure, it is advised to write ______ as many items as you intend your final measure to have.

A. half

B. exactly

C. twice

D. three times

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Knowledge

Answer Location: Writing Items

Difficulty Level: Medium

AACSB: Application of knowledge

8. Which type of test is meant to see if in fact something has been learned that was supposed to be, such as at the end of training?

A. Aptitude test

B. Power test

C. Nonobjective test

D. Achievement test

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Knowledge

Answer Location: Content

Difficulty Level: Easy

AACSB: Application of knowledge

9. You take an intelligence test where the assumption is that you will not likely finish all of the items on the exam. This BEST represents which type of test?

A. speed test

B. power test

C. nonobjective test

D. performance test

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Application

Answer Location: Administration

Difficulty Level: Easy

AACSB: Application of knowledge

10. In order to have a frame of reference to compare test scores across different sample, measures must be given with fixed administration directions and scoring. These tests are called ______.

A. standardized

B. nonstandardized

C. adaptive

D. nonadaptive

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Comprehension

Answer Location: Standardized and Nonstandardized Tests

Difficulty Level: Easy

AACSB: Application of knowledge

11. When a measure is free from unsystematic measurement error, it is said to be ______.

A. reliable

B. nominal

C. sensitive

D. valid

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Knowledge

Answer Location: Reliability as Consistency

Difficulty Level: Easy

AACSB: Application of knowledge

12. The idea that the observed score is equal to the hypothetical true score plus error is the essence of ______.

A. common method variance

B. item response theory

C. classical test theory

D. generalizability theory

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Comprehension

Answer Location: Estimation of Reliability

Difficulty Level: Medium

AACSB: Application of knowledge

13. You would calculate a coefficient of stability for what type of reliability?

A. test–retest

B. parallel forms

C. internal consistency

D. interrater

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Knowledge

Answer Location: Test–Retest

Difficulty Level: Medium

AACSB: Application of knowledge

14. The fact that students can take SAT exams that have completely different questions but are basically equivalent to each other is due to those exams having which type of validity?

A. test–retest

B. parallel forms

C. internal consistency

D. interrater

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Comprehension

Answer Location: Parallel (or Alternate) Forms

Difficulty Level: Medium

AACSB: Application of knowledge

15. You are concerned with how much the items in your test relate to one another. You are likely going to calculate which of these?

A. coefficient of stability

B. coefficient of determination

C. coefficient of equivalence

D. coefficient alpha

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Analysis

Answer Location: Internal Consistency

Difficulty Level: Medium

AACSB: Application of knowledge

16. The main advantage of using the stability-and-equivalence estimate of reliability is that it takes into account three different types of errors, including which one that is produced by variations in test taker mood or emotions over time?

A. random response errors

B. transient errors

C. specific factor errors

D. halo errors

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Knowledge

Answer Location: Stability and Equivalence

Difficulty Level: Medium

AACSB: Application of knowledge

17. Which type of reliability is most relevant in a 360-degree feedback system?

A. split half

B. parallel forms

C. internal consistency

D. interrater

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Analysis

Answer Location: Interrater Reliability

Difficulty Level: Medium

AACSB: Application of knowledge

18. Which statistic provides an estimate of the standard deviation of the normal distribution of scores that an individual would obtain if he or she took the test a large number (infinite) number of times?

A. coefficient of determination

B. analysis of variance

C. standard error of measurement

D. item response theory

Learning Objective: 6-5: Interpret and use reliability information.

Cognitive Domain: Knowledge

Answer Location: Standard Error of Measurement
Difficulty Level: Easy

AACSB: Application of knowledge

19. Which of these is NOT a use for the standard error of measurement?

A. Determine whether the various items are intercorrelated.

B. Determine whether a test discriminates differently in different groups.

C. Determine whether the measures describing individuals differ significantly.

D. Determine whether an individual measure is significantly different from some hypothetical true score.

Learning Objective: 6-5: Interpret and use reliability information.

Cognitive Domain: Comprehension

Answer Location: Standard Error of Measurement
Difficulty Level: Medium

AACSB: Application of knowledge

20. If you are looking at a person’s test scores from a universe of admissible observations, then you are likely dealing with ______.

A. common method variance

B. item response theory

C. classical test theory

D. generalizability theory

Learning Objective: 6-6: Understand the use of generalizability theory to learn about the relative contribution of different sources of error.

Cognitive Domain: Comprehension

Answer Location: Generalizability Theory
Difficulty Level: Medium

AACSB: Application of knowledge

21. Which type of study is used for reaching conclusions, like whether to hire individuals to a company, in generalizability theory?

A. G study

B. D study

C. C study

D. T study

Learning Objective: 6-6: Understand the use of generalizability theory to learn about the relative contribution of different sources of error.

Cognitive Domain: Knowledge

Answer Location: Generalizability Theory
Difficulty Level: Easy

AACSB: Application of knowledge

22. Initially, companies often use norms published in a test manual. However, it is advised that after ______ or more cases are available, local norms should be developed and used.

A. 5

B. 50

C. 100

D. 500

Learning Objective: 6-6: Understand the use of generalizability theory to learn about the relative contribution of different sources of error.

Cognitive Domain: Knowledge

Answer Location: Interpreting the Results of Measurement Procedures
Difficulty Level: Medium

AACSB: Application of knowledge

23. Which innovation in psychological measurement involves adjusting individual responses by means of standard fragments that are generated within the context of the study?

A. developing items with anchoring vignettes

B. selecting items using iterative structural equation modeling

C. improving items by using cognitive pretests

D. reducing faking by focusing on response styles

Learning Objective: 6-8: Anticipate future trends in applied psychological measurement given technological and other contextual changes.

Cognitive Domain: Knowledge

Answer Location: Looking to the Future: Anticipated Innovations in Applied Psychological Measurement
Difficulty Level: Medium

AACSB: Application of knowledge

24. In generalizability theory, which represents the expected value of a person’s observed score over all admissible observations?

A. true score

B. coefficient alpha

C. standard error of measurement

D. universe score

Learning Objective: 6-6: Understand the use of generalizability theory to learn about the relative contribution of different sources of error.

Cognitive Domain: Knowledge

Answer Location: Generalizability Theory
Difficulty Level: Medium

AACSB: Application of knowledge

25. A test–retest measure of reliability is most likely going to be used to gather information on what type of error?

A. time sampling

B. content sampling

C. rater sampling

D. test sampling

Learning Objective: 6-5: Interpret and use reliability information.

Cognitive Domain: Comprehension

Answer Location: Summary
Difficulty Level: Easy

AACSB: Application of knowledge

26. Which estimation of interrater reliability is used to determine how much of the differences among raters is due to differences in individuals on the attribute measured and how much is due to the errors of measurement?

A. interrater agreement

B. intraclass correlation

C. interclass correlation

D. coefficient of determination

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Knowledge

Answer Location: Interrater Reliability

Difficulty Level: Medium

AACSB: Application of knowledge

27. ______ can be used to assess bias at the item level because it allows a researcher to determine if a given item is more difficult for examinees from one group than for those from another when they all have the same ability.

A. Common method variance

B. Item response theory

C. Classical test theory

D. Generalizability theory

Learning Objective: 6-3: Understand the use of item response theory to conduct comprehensive item analyses.

Cognitive Domain: Knowledge

Answer Location: Conducting an Item Analysis Using Item Response Theory
Difficulty Level: Easy

AACSB: Application of knowledge

28. When a construct that is continuous in nature is measured using items such that different true scores are collapsed into the same category, it is said to be ______.

A. thin

B. skewed

C. robust

D. coarse

Learning Objective: 6-7: Create measures that minimize the detrimental effects of scale coarseness and interpret results of measurement procedures, taking into account norms and other contextual issues.

Cognitive Domain: Analysis

Answer Location: Scale Coarseness
Difficulty Level: Medium

AACSB: Application of knowledge

Short Answer

1. Define measurement and give both a physical and a psychological example of a measure.

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Comprehension

Answer Location: What Is Measurement?
Difficulty Level: Medium

AACSB: Application of knowledge

2. Briefly discuss the argument for whether most psychological measures are on an ordinal or interval scale.

Learning Objective: 6-1: Distinguish among nominal, ordinal, interval, and ratio scales of measurement and learn which types of data analysis can be conducted with each.

Cognitive Domain: Analysis

Answer Location: Scales Used in Applied Psychological Measurement
Difficulty Level: Hard

AACSB: Application of knowledge

3. Describe how computer adaptive testing works and how it is used in psychological measurement.

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Comprehension

Answer Location: Administration

Difficulty Level: Medium

AACSB: Application of knowledge

4. How is split-half reliability calculated and what are some best practices for doing so?

Learning Objective: 6-4: Estimate reliability using procedures such as test–retest, parallel forms, internal consistency, and interrater reliability to assess different sources of error (e.g., time, items, raters).

Cognitive Domain: Comprehension

Answer Location: Split-half Reliability Estimates

Difficulty Level: Medium

AACSB: Application of knowledge

5. Discuss how the range of individual differences might affect the size of a reliability estimate.

Learning Objective: 6-5: Interpret and use reliability information.

Cognitive Domain: Comprehension

Answer Location: Range of Individual Differences
Difficulty Level: Medium

AACSB: Application of knowledge

6. Briefly discuss how norms are used to compare raw scores of individuals.

Learning Objective: 6-6: Understand the use of generalizability theory to learn about the relative contribution of different sources of error.

Cognitive Domain: Knowledge

Answer Location: Interpreting the Results of Measurement Procedures
Difficulty Level: Medium

AACSB: Application of knowledge

Essay

1. Define and describe IRT. What does it do and how is it used in personnel psychology for developing measures.

Learning Objective: 6-3: Understand the use of item response theory to conduct comprehensive item analyses.

Cognitive Domain: Comprehension

Answer Location: Conducting an Item Analysis Using Item Response Theory
Difficulty Level: Hard

AACSB: Application of knowledge

2. Define cost, interpretation, and face validity as they relate to selecting a test and describe some things to consider for each of them.

Learning Objective: 6-2: Implement procedures and criteria for choosing to use an existing test or develop a new one.

Cognitive Domain: Analysis

Answer Location: Further Considerations in Selecting a Test

Difficulty Level: Hard

AACSB: Application of knowledge

3. What is scale coarseness? What are the consequences of scale coarseness and what can be done about it?

Learning Objective: 6-7: Create measures that minimize the detrimental effects of scale coarseness and interpret results of measurement procedures, taking into account norms and other contextual issues.

Cognitive Domain: Analysis

Answer Location: Scale Coarseness
Difficulty Level: Medium

AACSB: Application of knowledge