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48 Cards in this Set
- Front
- Back
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Standardized Test
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A test is "standardized" when the testee's words and acts, the apparatus, and the scoring have been fixed so the scores collected at different times and places are fully comparable.
Term also used when the test has been administered under standard conditions to a representative sample for the purpose of establishing norms. |
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Speed Test
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Contains items within the ability level of all intended examinees but administered with a strict time limit so that score differences reflect differences in speed of responding.
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Power Test
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Has generous time limits but contains items that cover a range of difficulty with some items being so difficult that they can be answered correctly by only a few (or no) examinees.
Score differences reflect differences in the level of ability or knowledge. |
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Dynamic Assessment
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Involves deliberate deviation from standardized testing procedures to determine if the examinee has the ability to profit from assistance or instruction.
Assumes that cognitive abilities and processes are modifiable. |
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Test of Limits
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A type of dynamic assessment, typically done after standardized procedures, that involves providing cues or other assistance.
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Domain-referenced Testing
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aka "criterion-referenced" or "content-referenced"
Involves interpreting an examinee's performance in terms of what the person can do with respect to a particular content domain. (e.g., reading or math might be described in terms of the level that a student has obtained, like 3rd grade level reading) When applied to "mastery" testing you probably report a percentage of correct responses (like 80% correct) which is compared to a pre-determined cut-off to decide whether additional testing is needed (like EPPP). Based on preset cut-off criteria |
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Norm-referenced Testing
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Interpreting an examinee's performance in relation to the performance of other people (the norm group)
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Test vs. Procedure
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Test = a systematic method for measuring a sample of behavior; individual units used to gather info from the client, can be object or projective.
Procedure = anything else (e.g., interview, deviations from standards, etc.) |
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Item Analysis
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1. Relevance = content appropriate (does it actually assess what it's mean to), taxonomic level (reflect the intended cognitive or ability level); extraneous variables (accidentally tapping into more than intended)
2. Difficulty level = formula for calculating an item difficulty index (p) is the total # of examinees passing the item / the total # of examinees. Ranges from 0 to 1, .5 is the goal (.75 for true/false) 3. Item discrimination = Index (D). First identify the % of examinees with the highest and lowest scores. Then D = upper 27% correct rate - bottom 27% correct rate. Ranges from -1 ot +1. D = .35 or higher is acceptable. |
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Classical Test Theory vs. Item Response Theory
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Classical Test Theory = test scores reflect a combo of "Truth" and "error", shortcomings are that (1) it is sample dependent since item difficulty index, reliability, etc vary from sample to sample and (2) difficult to equate scores on different tests. MOST TESTS BASED ON THIS.
Item Response Theory = mathematically more complex way of examining each test item that overcomes problems of classical test theory. Each item generates an "item characteristic curve" by plotting the proportion of examinees that answer an item correctly against either the total test score, performance on external criterion, or a mathematically-derived estimate of a trait or latent ability. |
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Reliability
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Consistency; Ranges from 0 to 1. R = .9 (excellent), .7 (acceptable), .6 (ok for research)
Interpreted as the proportion of variability that is "true score variability." A coefficient of .84 means that 84% of the variance is due to true score differences with remaining 16% due to error. 1. Test-retest = two administrations of same test to sample people. Primary source of measurement error is related to passage of time. 2. Alternate Forms = two or more versions of the same test are administered. Primary source of error is content; an examinee's knowledge base being tapped slightly differently on different tests. If with delay then time also contributes error. 3. Internal Consistency: useful for tests measuring single characteristics NOT speed tests (if speed tests use alternate forms); (1) Split-half = equal halves of one test are correlated to each other, tends to underestimate a test's true reliability because r decreases with decrease in items (2) cronbach's alpha = formula used to determine the average degree of inter-item consistency. Average reliability that would be obtained from all possible splits of the tests. Tend to be conservative. 4. Inter-rater = the % agreement between raters. Sources of error include rater motivation and characteristics of measuring device. Factors Affecting: 1. Test length = larger is more reliable 2. Range of test scores = if range of scores is unrestricted it helps reliability, having moderate item difficulty helps create greater variability 3. Guessing = all else equal, T/F will have lower reliability than multiple choice which has less than free recall |
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Validity
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Accuracy, measures what it is intended to measure; must be reliable in order to be valid
0. Face = not a real measure, but does the measure appear to measure what it is supposed to? Increases trust/motivation. May lead to social desirability. 1. Content = extent to which it samples the content/behavior that it is designed to measure. Most often associated with achievement tests (e.g., stats test asks stats questions). Is it comprehensive and representative? Relies on experts. 2. Criterion = bring in external criteria that are proven to measure the same constructs and compare. (1) concurrent criterion - is the comparison test data used at the same time (GPA and SAT) or (2) predictive validity - external criteria is examined in the future (GRE and Grad School); assessed using correlation coefficients, SEE provides a confidence interval for a more accurate range for predictive validity 3. Construct = theory based, can be abstract or empirically supported (1) convergent - correlate one test with another assessing same concept (2) divergent - want to demonstrate that a new test will not be related to another construct (3) discriminant - 2 different constructs measured by 2 different tests 4. Incremental = degree to which assessment contributes to decision making, what added variance is explained by this test? |
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Psychological Assessment
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Goal-oriented, comprehensive approach using scientific tools to systematically gather info about a client to make an informed decision about a referral question.
An evaluation of performance and responses, and a wider, broader, more inclusive examination of multiple tests integrated and evaluated in the context of a client. |
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Measurement
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Attempt to quantify/qualify psychological constructs based on some agreed upon rule
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Diagnosis
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Identifying a condition through analysis of symptoms and use of various tests/procedures
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Objective vs. Projective
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Objective = tests measure a person's characteristics independently of their belief/bias. The term refers to the format of the test: Everyone who takes the test is provided with the same questions and answer choices so more objective for test scorer. Overall, given explicit, standardized instructions and choices.
Projective = designed to reveal hidden emotions and internal conflicts via response to ambiguous stimuli. Low face validity, so less of a chance of biased answers from the client. Prone to subjective bias in interpretation and problems with inter-rater reliability. Use short implicit and open-ended questions; answers vary. |
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Computer-assisted vs. computer-adaptive
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Assisted = any test using a computer at any stage
Adaptive = tests that change based on subjects response; depending on how you answer the computer will choose the next question |
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Normal Curve Percentages
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68.26; 95.44; 99.72
34.13; 13.59; 2.14 |
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Qualitative Classification for WAIS
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130 and above = very superior
120 - 129 = superior 110 - 119 = high average 90 - 109 = average 80 - 89 = low average 70 - 79 = borderline 69 and below = extremely low |
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MMSE
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Given to decide if people are oriented to time/place so they can take exams
< 24 Abnormal 24 - 30 = No cognitive impairment 18 - 23 = Mild cognitive impairment 0 -17 = Severe cognitive impairment |
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MTMM
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Multitrait-multimethod matrix used to systematically organize data when assessing convergent/divergent validity
Table of correlation coefficients; the correlations between two methods measuring the same construct must be larger than the correlations between those same methods measuring different traits. Monotrait-monomethod = reliability Monotrait-heteromethod = convergent Heterotrait-monomethod = divergent Heterotrait-heteromethod = discriminant |
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SEM and SEE
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SEM = SD x sqrt (1-r) :: CI = obtained score +/- (Zcrit) (SEM) [estimate of error to use in interpreting test score since test score is combo of true score and error]
SEE = SDcrit x sqrt (1-Rsquared) [used to make prediction with correlations] |
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Decision Theory
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ABCD Matrix
Hit rate = how many correct? A+D/Total True Positive rate = A/A+B False Negative Rate = C/C+D Incremental Validity = [(A/A+B)-(A+C)]/Total |
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Mental Status Exam
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Structured way of observing and describing client's state of mind and fitness for assessment
Usually determined by clinical interview and involves all the major areas of psychiatric functioning |
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Wundt
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1st psych lab in Germany
Measured mental processes with a thought meter that reflect swiftness of thought of the observer (introspection) Proposed that individuals have a difference in speed of thought |
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Galton
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Sensory-motor function and intelligence; developed first comprehensive intelligence test but not a true intelligence test - he measured reaction time and sight ability (believed that if you could sense more, you could learn more)
Proposed the idea of individual differences; 1st to use stats |
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Cattell
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1st psych testing lab in US
Developed "mental tests" which were tests of motor skills and sensory abilities |
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Binet/Simon
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1st intelligence test developed in France; was used to determine which Paris school children would benefit from education (screened for developmental disabilities)
Focused on mental processes of judgment and reasoning, began the shift to cognitive abilities Developmental Perspective - normed by age (mental age/chronological age) |
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Stanford-Binet
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Terman at Stanford adapted Binet-Simon to US
Still thought to be useful for detecting mental deficiencies or superiorities in children and adults 1st test to tuse IQ and alternate items |
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Army Alpha and Beta
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Assessments used in WWII to determine who was a good candidate for jobs
Alpha = group administered Stanford-Binet (verbal intelligence) Beta = novel group test of nonverbal tasks |
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Wechsler-Bellevue Intelligence Scale
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Most widely used assessments alongside MMPI and WMS
Wechsler worked with kids who had LDs, identified areas of issue and developed tasks to detect impairments Believed the S-B relies too much on verbal IQ, sought to correct for that in own test |
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Frank Parson
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vocational guidance movement
Established first career counseling bureau; result of Industrial Revolution lots more to city from farm land; open up in metro area and new jobs created. ID people's ability and match them with job |
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Scales of measurement
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1. Nominal = assign number based on name/category; labels for group membership; demographics; gender; exclusively categorical scales
2. Ordinal = based on order, ranking; numerical order represents a particular degree/characteristic; no equal interval so doesn't tell how much difference is between the two ranks 3. Interval = contains equal intervals; tells you rank order but also the difference assumed to be the same; no true zero; prevents us from comparing scores 4. Ratio = equal interval and true zero; hard sciences use, does not exist for psychological constructs |
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Intelligence
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The ability to plan, predict, adapt, and choose a strategy (differing definitions)
Fluid = reasoning, comes from genetics Crystallized = learn from the environment Cognitive, emotional, and social skills help to make it up |
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Spearman
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2 factory theory (general g and specific s factor)
g is constructed representing intelligence that could be multifaceted (s factors) but believed to overlap Essential of g - education of relations and correlates - inductive/deductive reasoning |
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Thurstone
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7 primary mental abilities
Verbal comprehension, word fluency, number space, associative memory, perceptual speed, and reasoning Developed the Primary Mental Abilities Test |
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Guilford
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3D curve model of intelligence yielding 120 elements
Content (4) - figural, symbolic, semantic, behavioral Operation (5) - cognition, memory, convergent production, divergent production, evaluation Product (6) - unit, classes, relations, systems, transformations, implications |
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Gardner
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Frames of Mind
7+1 intelligences Linguistic, logical-mathematical, spatial, bodily-kinesthetic (athletic), interpersonal, and interpersonal, and naturalistic (+1 since debated) |
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Multiple Factor vs. Hierarchical
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Multiple = believe there are different elements of g
Hierarchical = most widely accepted theories, combine the ideas of general g under several indices and smaller abilities into a couple of abilities for each index; higher-order factors are extracted from many group factors |
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CHC Theory
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Combined Cattells gFluid and Carrolls 3 stratum Theory
10 broad abilities - fluid, crystallized, quantitative, auditory processing, visual processing, reading-writing, long-term memory retrieval, short-term memory, reaction time, processing speed |
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IQ Scores
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Just an individual's intellectual performance at a given time and can vary.
Correlates predict: Highest correlation with school performance (.5), selection of occupation (not job satisfaction); no correlation with general functioning Peak in early 20s then relatively stable but steady decline Influenced by stimulating home environment, not necessarily money, more time, but SES does help; critical period before age 6; genetics accounts for 40% of scores Girls higher VCI under age 10 then boys catch up and do better on spatial reasoning Asians average > Whites > Hispanic > Blacks |
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Flynn Effect
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3 point increase/decade
IQ generally increases over time |
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Ability vs. Aptitude vs. Achievement
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Ability = looking at an ability or particular capacity/skill at any time, present orientated, related to construct validity because you need to operationally define what abilities you are looking for
Aptitude = designed to predict an individual's ability to learn certain skills; predictive validity; future orientation Achievement = measures what you already know; past time oriented; related to content validity because you are representing your construct by asking/proposing particular questions aimed at tapping into construct |
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Wechsler
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Most widely used measured of intelligence for children and adults in US
Compare scores to a normative sample of a similar age Mean = 100, SD = 15 1. Wechsler-Bellevue 2. WAIS revision 3. WAIS-R 4. WAIS III 5. WAIS IV |
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WAIS
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(+) Uses peer norming group, standardized content across ages, increased nonverbal measures
FSIQ or GAI = main overall intelligence indicators Index scores - mean = 10, SD = 3 Norm = 2200, age range of 16-90, intended population was US but minorities are not represented well |
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WAIS subtest
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VCI = ability to comprehend and reason with verbal and semantic materials, and communicate thoughts/ideas with words
i. VC - highest correlation with g ii. SI - abstract verbal reasoning iii. IN - crystallized intelligence iv. CO - knowledge of world and rules PRI = ability to analyze and identify patterns of abstract stimuli and synthesize solutions; fluid reasoning i. BD - visual spatial processing ii. MR - visual spatial and organization iii. VP - perceptual reasoning, visual spatial analysis and synthesis iv. FW - abstract math concepts, fluid reasoning v. PC - fluid reasoning and concept formation WMI = ability to hold data and manipulate it to produce updated output i. AR - mathematical reasoning ii. DS - rote recall iii. LNS - sequencing ability PSI = speed of mental processing i. SS - discrimination and concentration ii. CD - graphomotor, attention, visuo-motor iii. CN - discrimination, visuomotor GAI - sometimes used when clinician wants 1 overall score; used when indices differ by 23+ |
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WRAT
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1. Spelling
2. Word Reading 3. Mathematics 4. Sentence Comprehension Norm = more than 3000, age range 5-94, stratified by age/region/race/education |
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Mood vs. Affect
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Mood = the dominant emotion expressed during the interview
Affect = client's range of emotions |
