Chapter 7: Standardized Measurement and Assessment

Test Bank

Multiple Choice

1. ______ is the process of assigning symbols or numbers to objects, events, people, or characteristics according to a specific set of rules.

A. Assessment

B. Evaluation

C. Measurement

D. Observation

Learning Objective: 7-1: Explain the meaning of measurement.

Cognitive Domain: Knowledge

Answer Location: Defining Measurement

Difficulty Level: Easy

2. Which is the correct order of the scales of measurement (from lowest level of quantification to highest level)?

A. nominal, ordinal, interval, ratio

B. ordinal, interval, ratio, nominal

C. interval, ordinal, ratio, nominal

D. ratio, nominal, ordinal, interval

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Comprehension

Answer Location: Scales of Measurement

Difficulty Level: Medium

3. Which one of the following is measured on a nominal scale?

A. scores on an IQ test.

B. class rank in high school

C. students’ gender

D. number of items correct on a spelling test

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Application

Answer Location: Nominal Scale

Difficulty Level: Hard

4. Which one of the following variables is measured on an ordinal scale?

A. class rank in high school

B. racial or ethnic group

C. state of residence

D. personality test score

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Application

Answer Location: Ordinal Scale

Difficulty Level: Hard

5. Which one of the following variables is measured on an interval scale?

A. Paul’s place in line

B. gender of participants

C. foreign language studied in high school

D. score on an IQ test

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Application

Answer Location: Interval Scale

Difficulty Level: Hard

6. Which of the following variables is measured on a ratio scale?

A. Mia’s score on a personality test

B. class valedictorian and salutatorian

C. Bill’s score on an achievement test

D. the time it took Betsy to finish an assignment, measured in seconds

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Application

Answer Location: Ratio Scale

Difficulty Level: Hard

7. An advantage of ratio and interval scales of measurement is that ______.

A. more powerful mathematics can be done on them

B. most variables used in educational research have ratio properties

C. they are used to make qualitative distinctions only

D. there are no mathematical advantages to ratio scales

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Application

Answer Location: Interval Scale | Ratio Scale

Difficulty Level: Hard

8. Which of the following is true about testing and assessment?

A. Testing and assessment are usually error-free.

B. Single assessments can be used to make important decisions.

C. It takes little work to create a quality assessment.

D. Psychological traits and states exist.

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Comprehension

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

9. When making a major decision about an individual, how should tests and assessments be used?

A. Tests and assessments should never be used.

B. A single reliable and valid test can be used.

C. Multiple valid assessments should be used.

D. A single valid test is enough if administered properly by a professional.

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Comprehension

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

10. The reliability of a test refers to ______.

A. the consistency or stability of the test scores

B. whether a test measures what it is supposed to measure

C. whether a test is valid

D. its content sampling

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Knowledge

Answer Location: Reliability

Difficulty Level: Easy

11. The consistency of a set of test scores over time is known as ______.

A. equivalent-forms reliability

B. split-half reliability

C. test–retest reliability

D. interscorer reliability

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Test–Retest Reliability

Difficulty Level: Easy

12. The accuracy of inferences or interpretations made from test scores is known as ______.

A. reliability

B. validity

C. stability

D. consistency

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Knowledge

Answer Location: Validity

Difficulty Level: Easy

13. When choosing a test or assessment procedure, you should choose one that is ______.

A. reliable only

B. valid only

C. neither reliable nor valid

D. both reliable and valid

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

14. Error that is present every time an instrument is administered that biases the results is known as ______.

A. assessment error

B. testing error

C. systematic error

D. unregulated error

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Knowledge

Answer Location: Overview of Reliability and Validity

Difficulty Level: Easy

15. ______ refers to the consistency or stability of test scores.

A. Reliability

B. Validity

C. Convergent evidence

D. Interpolation

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Knowledge

Answer Location: Reliability

Difficulty Level: Easy

16. Which of the following statements about how contemporary scholars view validity is true?

A. There are many different types of validity.

B. There are different facets of validity, but validity is a unity concept.

C. Content validity is the only kind of evidence needed to establish validity.

D. Once validity is established, there is no need to collect additional evidence.

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

17. Which of the following best captures what we mean when we say a test has validity?

A. The assessment gives consistent results.

B. The preponderance of evidence supports the inferences made from and about the test.

C. An expert states that the test measures what it is supposed to measure.

D. The test shows evidence is homogeneity.

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

18. A test that is internally consistent is also said to be ______.

A. homogeneous

B. heterogeneous

C. multidimensional

D. valid

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Comprehension

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

19. Coefficient α is an index of which of the following?

A. test–retest reliability

B. interscorer reliability

C. equivalent-forms reliability

D. internal consistency reliability

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

20. Test–retest reliability refers to ______.

A. whether test items are answered consistently within a test

B. whether scores on the first half of a test correlate with scores on the second half

C. whether scores on a test given at one point in time correlate with scores on the same test at a second testing

D. whether experts agree that a test measures what it is supposed to measure

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Test–Retest Reliability

Difficulty Level: Easy

21. Equivalent-forms reliability refers to ______.

A. the consistency of a group of individuals’ scores on two different forms of a test measuring the same thing

B. whether scores on the first half of a test correlate with scores on the second half

C. whether experts agree that a test measures what it is supposed to measure

D. whether a test is predictive of behavior

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Equivalent-Forms Reliability

Difficulty Level: Easy

22. The Spearman–Brown formula is used to ______.

A. correct validity coefficients

B. correct test–retest reliability coefficients

C. correct equivalent-forms reliability coefficients

D. correct the split-half reliability coefficient

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

23. A general rule of thumb states that coefficient α should be ______.

A. greater than or equal to .05

B. greater than or equal to .70

C. less than .70

D. less than .05

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

24. A researcher develops an assessment and after calculating coefficient α, he find the value is .23. Based on the α coefficient, what can you conclude about the assessment?

A. It is reliable.

B. It is valid.

C. It is reliable enough for research.

D. The assessment is unreliable.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Internal Consistency Reliability

Difficulty Level: Hard

25. As the number of items on a test increases, coefficient α tends to ______.

A. increase

B. decrease

C. stay the same

D. no longer be important

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Comprehension

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

26. Jane needs to calculate interscorer reliability for her study. She will do this by ______.

A. correlating the judgments of two raters

B. calculating coefficient α

C. calculating a test–retest correlation

D. calculating KR-20

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Interscorer Reliability

Difficulty Level: Hard

27. Which of the following is a type of criterion-related validity evidence?

A. concurrent evidence

B. content evidence

C. expert judgments

D. factor analysis

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

28. Content-related validity evidence refers to ______.

A. judgment that the test is reliable

B. judgment that the test is internally consistent

C. correlation between scores on the test and a criterion behavior

D. judgment that the test adequately samples and represents the construct domain it purports to measure

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Content

Difficulty Level: Easy

29. Criterion-related validity evidence refers to whether a test ______.

A. adequately samples the content it purports to measure

B. is predictive of a future or concurrent behavior

C. is internally consistent

D. meets the criterion for reliability

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

30. What is a criterion?

A. an index of content validity

B. the number of participants needed to do a validity study

C. the level of reliability needed for a test to reach an acceptable level

D. the staB

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

31. Concurrent validity evidence refers to ______.

A. the relationship between test scores and criterion scores obtained at the same time

B. whether scores on a test correlated with scores on the same test given a week later

C. whether a test predicts scores on some criterion measure (e.g., success in training)

D. whether a test has an adequate coefficient α

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

32. A researcher has developed a test and is working on collecting psychometric data so it can be published. Currently, she is collecting data about psychological and social consequences of using this test. She is doing this to ______.

A. establish discriminant validity

B. collect what is known as known groups evidence

C. establish consequential validity

D. establish convergent validity

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Analysis

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

33. Dr. Spock has developed a test to identify students who are gifted. He administered the test to a group of students who were enrolled in a residential school for students gifted in math and science and a group of students who attended regular high schools. He found that students at the residential school scored higher than the students from regular high schools. These results show ______.

A. concurrent evidence

B. known groups evidence

C. content-related evidence

D. factor analytic evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Analysis

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

34. If a test measures a single construct, then ______.

A. the scores on items should correlate with the total score

B. the scores on items should not correlate with the total score

C. the test should not correlate with other measures of the same construct

D. there must be a reliable alternative form

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Analysis

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

35. A test is homogeneous if ______.

A. the test measures a single construct

B. the test has high test–retest reliability

C. the items do not correlate with the total score

D. there is a reliable alternative form

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Comprehension

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

36. Which of the following is an example of convergent validity evidence?

A. The test has a high coefficient α.

B. The test has a high test–retest correlation.

C. The test correlates highly with other tests of the same construct.

D. The test has a high KR-20 coefficient.

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Application

Answer Location: Evidence Based on Content

Difficulty Level: Medium

37. Professor X develops a test of emotional intelligence. Which of the following represent convergent and discriminant evidence?

A. The test correlates highly with another test of emotional intelligence and is not correlated with self-efficacy.

B. The test correlates highly with another test of emotional intelligence and is highly correlated with self-efficacy.

C. The test does not correlate with another test of emotional intelligence but does correlate with self-efficacy.

D. The test correlates with neither other tests of emotional intelligence nor tests of self-efficacy.

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Analysis

Answer Location: Evidence Based on Content

Difficulty Level: Medium

38. A test has a coefficient α of .75. This is evidence of ______.

A. interscorer reliability

B. alternate forms reliability

C. internal consistency reliability

D. test–retest reliability

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Comprehension

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

39. A group of supervisors agrees that the 16 items from a work performance instrument do measure issues important to a particular kind of work. This is evidence of ______.

A. criterion-related validity evidence

B. content-related validity evidence

C. convergent validity evidence

D. discriminant validity evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Application

Answer Location: Evidence Based on Content

Difficulty Level: Hard

40. A validity coefficient is a correlation between ______.

A. scores and a relevant criterion

B. scores on the same test given 2 weeks apart to the same person

C. the scores on even and odd items on a test

D. scores on two separate forms of the same test

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Content

Difficulty Level: Medium

41. A test correlates .90 with a test of the same construct, but .10 with a test of a different construct. This is evidence of ______.

A. criterion-related validity evidence

B. content-related validity evidence

C. internal consistency reliability

D. convergent and discriminant validity

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Analysis

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Medium

42. Factor analysis is used to determine ______.

A. the number of underlying dimensions measured by a test

B. test–retest reliability

C. interrater reliability

D. alternate forms reliability

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Internal Structure

Difficulty Level: Easy

43. An employment test correlates .90 with work performance after 1 year. This is a type of ______.

A. criterion-related validity evidence

B. content-related validity evidence

C. internal consistency reliability

D. convergent/discriminant validity

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Application

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Hard

44. Intelligence tests typically measure ______.

A. the ability to think abstractly and learn from experience

B. state variables

C. learning styles

D. school achievement ability

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Intelligence Tests

Difficulty Level: Easy

45. The difference between achievement and aptitude tests is that ______.

A. achievement tests measure more the results of formal learning in a specific domain

B. aptitude test scores are unrelated to school performance

C. achievement test scores are influenced mostly by informal learning

D. achievement test scores do not predict school performance

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Achievement Tests | Aptitude Tests

Difficulty Level: Easy

46. A trait refers to ______.

A. how one acts when alone

B. an individual’s state in one particular situation

C. how someone feels during times of stress

D. enduring characteristics of people.

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Knowledge

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Easy

47. A scale of measurement that uses symbols, such as words or numbers to label, classify, or identify people or objects is which of the following?

A. nominal scale

B. ordinal scale

C. interval scale

D. ratio scale

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Knowledge

Answer Location: Nominal Scale

Difficulty Level: Easy

48. What is the name of the scale of measurement that has a true zero point as well as the characteristics of the rank ordering and equal distances between scale points?

A. nominal scale

B. ordinal scale

C. interval scale

D. ratio scale

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Knowledge

Answer Location: Ratio Scale

Difficulty Level: Easy

49. A scale of measurement that has equal distances between adjacent scale points but does not have a true zero point is known as ______.

A. nominal scale

B. ordinal scale

C. interval scale

D. ratio scale

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Knowledge

Answer Location: Interval Scale

Difficulty Level: Easy

50. A rank-order scale of measurement is ______.

A. nominal scale

B. ordinal scale

C. interval scale

D. ratio scale

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Knowledge

Answer Location: Ordinal Scale

Difficulty Level: Easy

51. The gathering and integrating of data to make educational evaluations is specifically called ______.

A. measurement

B. testing

C. assessment

D. survey

Learning Objective: 7-1: Explain the meaning of measurement.

Cognitive Domain: Knowledge

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Easy

52. Distinguishable, relatively enduring ways in which one individual differs from another are which of the following?

A. reliability

B. traits

C. states

D. systematic error

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Knowledge

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Easy

53. Ms. Green and Mr. Potter conduct behavioral observations for their school. When comparing results on the same children, Ms. Green’s ratings are always more negative than Mr. Potter’s. This is an example of ______.

A. random error

B. traits

C. states

D. systematic error

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Analysis

Answer Location: Overview of Reliability and Validity

Difficulty Level: Hard

54. The specific group for which the test publisher or researcher provides evidence for test validity and reliability is known as the ______.

A. test group

B. benchmark group

C. norming group

D. comparison group

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Comprehension

Answer Location: Using Reliability and Validity Information in Your Research

Difficulty Level: Medium

55. The consistency with which the items on a test measure a single construct is called ______.

A. reliability coefficient

B. test–retest reliability

C. equivalent-forms reliability

D. internal consistency

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

56. Consistency of scores on a test over time is known as ______.

A. reliability coefficient

B. test–retest reliability

C. equivalent-forms reliability

D. internal consistency

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Test–Retest Reliability

Difficulty Level: Easy

57. Validity evidence based on the extent to which scores from a test can be used to predict or infer performance on some criterion such as a test or future performance is which of the following?

A. test–retest evidence.

B. concurrent evidence

C. criterion-related evidence

D. alternative forms evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Easy

58. Validity evidence based on the relationship between test scores collected at one point in time and criterion scores obtained at a later time is known as ______.

A. norm-related evidence

B. concurrent evidence

C. predictive evidence

D. discriminant evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Easy

59. Evidence that the scores on your focal test are unrelated to the scores from other tests that are designed to measure theoretically different constructs is known as ______.

A. criterion-related evidence

B. concurrent evidence

C. convergent evidence

D. discriminant evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Easy

60. Validity evidence based on the relationship between the focal test scores and independent measures of the same construct is known as ______.

A. criterion-related evidence

B. predictive evidence

C. convergent evidence

D. discriminant evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Easy

61. Validity evidence based on the relationship between test scores and criterion scores obtained at the same time is known as ______.

A. content-related evidence

B. concurrent evidence

C. predictive evidence

D. alternate forms evidence

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Knowledge

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Easy

62. The relatively permanent patterns that characterize and can be used to classify individuals is called ______.

A. intelligence

B. personality

C. homogeneity

D. IQ

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Personality Tests

Difficulty Level: Easy

63. In order to improve counseling services, a researcher wants to understand what affects high school students’ beliefs and feelings immediately after they have received low- or high-test scores. This researcher is planning to examine what?

A. traits

B. reliability

C. states

D. validity

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Analysis

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

64. A researcher wants to understand what helps some students from disadvantaged backgrounds to excel throughout their school years while others do not. This researcher is planning to examine what?

A. traits

B. reliability

C. states

D. validity

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Analysis

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

65. When constructing an instrument to measure attitudes toward exercise, a researcher had a panel of experts examine the items generated to make sure the items adequately represented the domain of interest. This would be an example of ______.

A. reliability analysis

B. factory analysis

C. content-related evidence validity

D. validity coefficient

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Application

Answer Location: Evidence Based on Content

Difficulty Level: Hard

66. A researcher designs a study in which newly married couples are given an instrument that the researcher thinks determines compatibility. She designs the study so that she can examine whether the results of compatibility questionnaire can determine the likelihood that the couples will divorce within 5 years of marriage. The results of this study would provide what kind of evidence concerning the validity of the compatibility instrument?

A. concurrent

B. content

C. discriminant

D. predictive

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Application

Answer Location: Evidence Based on Relations to Other Variables

Difficulty Level: Hard

67. If a researcher collects data using an instrument from a group of participants who vary greatly from the instrument’s norming group, what does this mean?

A. The study is only moderately valid.

B. Evidence from the instrument presented in the study is suspected.

C. You can assume that the instrument still worked well.

D. The study had a high interscorer reliability correlation.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Application

Answer Location: Using Reliability and Validity Information in Your Research

Difficulty Level: Hard

68. A research team is developing a test of school readiness. They believe that there are four dimensions of school readiness. They completed a factor analysis on their data. If the test was developed well, how many factors should have been evident in the factor analysis?

A. one

B. three

C. four

D. There is not enough information to tell.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Analysis

Answer Location: Evidence Based on Internal Structure

Difficulty Level: Medium

69. A test developer was looking at the reliability and validity of the test she developed. She found that the coefficient α was .49 and that the convergent validity coefficient was .06. What can she say about the reliability and validity of her test?

A. The test is reliable and valid.

B. The test is reliable but not valid.

C. The test is not reliable but valid.

D. The test is neither reliable nor valid.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Analysis

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

70. The difference between true scores and observed scores on tests is called ______.

A. error

B. homogeneity

C. heterogeneity

D. reliability

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Comprehension

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

71. Which of the following is a form of internal consistency reliability?

A. test–retest

B. interscorer

C. split-half

D. equivalent forms

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

72. It is not a good idea to assess test–retest reliability a few days apart because ______.

A. the coefficient might be inflated because respondents remember how they responded on the first testing

B. the correlation will be smaller because individuals change over time

C. Cronbach’s α will be decreased

D. test–retest reliability must be carried out on the same day

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Test–Retest Reliability

Difficulty Level: Hard

73. Clyde’s personality is being assessed in a laboratory setting. He is asked to interact with new people and his behavior is rated. This is an example of a(n) ______.

A. self-report measure

B. projective measure

C. performance measure

D. achievement measure

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Analysis

Answer Location: Personality Tests

Difficulty Level: Medium

74. Anna is participating in research project. She is asked to look at ambiguous drawings and tell the researcher what she sees in the drawings. This is an example of a(n) ______.

A. self-report measure

B. projective measure

C. performance measure

D. achievement measure

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Test–Retest Reliability

Difficulty Level: Hard

75. A weekly spelling test is a(n) ______.

A. intelligence test

B. projective test

C. aptitude test

D. achievement test

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Application

Answer Location: Achievement Tests

Difficulty Level: Hard

76. An achievement test that assesses reading, writing, mathematics, spelling, and science would be called a(n) ______.

A. intelligence test

B. achievement battery

C. aptitude test

D. achievement test

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Achievement Tests

Difficulty Level: Easy

77. Aptitude tests measure ______.

A. information that is acquired through the cumulative effects of experience

B. specific information learned in formal and structured environments

C. distinctive patterns of emotions, feelings, and actions

D. ability to think abstractly and to easily learn from experience

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Comprehension

Answer Location: Intelligence Tests | Personality Tests | Achievement Tests | Aptitude Tests

Difficulty Level: Medium

78. Maria is looking to measure mathematics anxiety in elementary school students in her study. What would be the best strategy for coming up with a measure?

A. create her own instrument

B. use her friend’s scale of math anxiety normed on college students

C. consult the Mental Measurements Yearbook or Tests in Print to find appropriate measures for fifth graders.

D. use a measure that was found on an Internet site because it is easy to use even though there is no knowledge of its reliability and validity

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Application

Answer Location: Sources of Information About Tests

Difficulty Level: Hard

True/False

1. Another name for coefficient α is Cronbach’s α.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

2. The same test can be valid with one group of people but invalid with a different group of people.

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Comprehension

Answer Location: Validity

Difficulty Level: Medium

3. Evidence based on content is often used in the process of validation.

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Evidence Based on Content

Difficulty Level: Medium

4. Reliability is a necessary but not sufficient condition for validity.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

5. Validity is a necessary but not sufficient condition for reliability.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

6. Coefficient α tells you the degree to which the items on a test are interrelated.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Knowledge

Answer Location: Internal Consistency Reliability

Difficulty Level: Easy

7. A reliability coefficient of .4 is sufficient for research purposes.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Application

Answer Location: Reliability

Difficulty Level: Hard

8. Three researchers view the same interview and develop the same basic set of findings about the data. This would be an example of interscorer reliability.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Interscorer Reliability

Difficulty Level: Hard

9. A researcher wishing to determine the consistency of scores on a test decided to use split-half reliability. To do so the researcher put items 1–50 in one group and items 51–100 in the second group. This is the recommended way to divide the items for this type of reliability measure.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Application

Answer Location: Internal Consistency Reliability

Difficulty Level: Medium

10. An aptitude test focuses on information that is acquired through the informal learning that goes on in life.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Comprehension

Answer Location: Aptitude Tests

Difficulty Level: Medium

11. All valid tests are reliable.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

12. All reliable tests are valid.

Learning Objective: 7-4: Explain the meaning of reliability.

Cognitive Domain: Comprehension

Answer Location: Overview of Reliability and Validity

Difficulty Level: Medium

13. Even with the best psychological and educational tests, scores are influenced by error.

Learning Objective: 7-3: Articulate the seven assumptions underlying testing and assessment.

Cognitive Domain: Comprehension

Answer Location: Assumptions Underlying Testing and Assessment

Difficulty Level: Medium

14. Intelligence is typically measured using self-report, projective, and performance measures.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Comprehension

Answer Location: Intelligence Tests

Difficulty Level: Medium

15. Coefficient α can provide reliability and validity evidence.

Learning Objective: 7-5: Explain the characteristics of each of the methods for computing reliability.

Cognitive Domain: Comprehension

Answer Location: Internal Consistency Reliability

Difficulty Level: Hard

16. The predictive ability of preschool tests is as good as tests used for adults.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Preschool Assessment Tests

Difficulty Level: Easy

17. Achievement tests are used to predict success in graduate and professional schools

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Achievement Tests | Aptitude Tests

Difficulty Level: Easy

18. Aptitude tests measure how well people have learned what they have been taught.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Achievement Tests | Aptitude Tests

Difficulty Level: Easy

19. Validation of a test ends after a test is published.

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Comprehension

Answer Location: Validity

Difficulty Level: Medium

20. Contemporary views of validity consider it a unitary concept.

Learning Objective: 7-6: Explain the meaning of validity and validity evidence.

Cognitive Domain: Comprehension

Answer Location: Validity

Difficulty Level: Medium

21. Validity depends on the strength of the inferences that can be drawn from data surrounding an assessment.

Learning Objective: Explain the meaning of validity and validity evidence

Cognitive Domain: Comprehension

Answer Location: Validity

Difficulty Level: Medium

22. A useful source for information about published tests and assessments is the Mental Measurements Yearbook

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Knowledge

Answer Location: Sources of Information About Tests

Essay

1. Describe the characteristics of the four scales of measurement and give an example of each.

Learning Objective: 7-2: Explain the different scales of measurement, including the type of information communicated by each one.

Cognitive Domain: Knowledge

Answer Location: Scales of Measurement

Difficulty Level: Easy

2. Compare and contrast reliability and validity. Be sure to address the relationship between the two.

Learning Objective: Multiple--all objectives related to reliability and validity

Cognitive Domain: Analysis

Answer Location: Overview of Reliability and Validity | Reliability | Validity

Difficulty Level: Hard

3. How should you use information on reliability and validity in your research?

Learning Objective: Multiple—all objectives related to reliability and validity

Cognitive Domain: Comprehension

Answer Location: Using Reliability and Validity Information in Your Research

Difficulty Level: Medium

4. Choose one type of reliability and one type of validity. For each one define it and give an example about how you would establish that type of reliability or validity.

Learning Objective: Multiple—all objectives related to reliability and validity

Cognitive Domain: Application

Answer Location: Overview of Reliability and Validity, Reliability, Validity

Difficulty Level: Medium

5. Compare and contrast achievement and aptitude tests.

Learning Objective: 7-8: Identify the different types of standardized tests and the sources of information on these tests.

Cognitive Domain: Comprehension

Answer Location: Aptitude Tests | Achievement Tests

Difficulty Level: Medium

6. In carrying out research studies, researchers often have to decide between using already existing measures and creating their own measures. Based on knowledge of the reliability and validity of assessments, what are the pros and cons of creating your own measures versus using one that has already been developed?

Learning Objective: Multiple—all objectives related to reliability and validity

Cognitive Domain: Application

Answer Location: Overview of Reliability and Validity | Reliability | Validity

Difficulty Level: Hard

7. Describe the concept of consequential validity and discuss the types of evidence that would be informative about the consequential validity of an assessment.

Learning Objective: 7-7: Explain the different methods of collecting validity evidence.

Cognitive Domain: Comprehension

Answer Location: Validity

Difficulty Level: Medium