Ch 4 Vocab Sed 554

Front 1

Alternate forms reliability

Back 1

reliability obtained by administering two equivalent tests to the same group of examinees

Front 2

Concurrent validity

Back 2

Refers to how precisely a person's present performance (e.g. a test score) estimates that person's performance on the criterion measure at approximately the same time **correlates with current performance

Front 3

Construct validity

Back 3

the extent to which a test measures a theoretical construct or attribute ** i.e. intelligence tests- do they measure intelligence? intellect? achievement? what about cultural differences? judgement calls? intelligence is the theoretical construct for these tests.

Front 4

Constructs

Back 4

theoretical concepts, such as self-esteem and intelligence that can be obsered by some type of instrument

Front 5

Content validity

Back 5

refers to whether the individual items of a test represent what you actually want to assess **i.e. does a test question relate directly to a standard

Front 6

Convergent validity

Back 6

a test that has good convergent validity has high positive correlations with other tests measuring the same construct **i.e. an academic achievement test should correlate highly with established academic tests rather than with social and cognitive measures

Front 7

Criterion-related validity

Back 7

a method for assessing the validity of an instrument by comparing its scores with another criterion known already to be a measure of the same trait or skill **the extent to which a test measures or can predict some type of criteria (can be concurrent or predictive)

Front 8

Discriminant validity

Back 8

a test that has good discriminant validity has low correlations with tests that maeasure different constructs **i.e. an academic achievement test should correlate highly with established academic tests rather than with social and cognitive measures (academic test has discriminant validity with social and cognitive measures)

Front 9

Interrater reliability

Back 9

Involves having two raters independently observe and record specified behaviors (i.e. two teachers rating written portions of NYS tests)

Front 10

Obtained score

Back 10

the score actually calculated in the assessment process

Front 11

Predictive validity

Back 11

the extent to which a procedure allows accurate predictions about a subject's future behavior. It is a measure of a specific instrument's ability to predict future performance on some other measure or criterion at a later date **i.e. SAT or GRE exams to predict success in college or graduate school

Front 12

Reliability

Back 12

refers to the consistency of measurements

Front 13

Reliability coefficient

Back 13

expresses the degree of consistency in the measurement of test scores. ranges in value from 0 to 1. acceptable reliability coefficient should never be below 0.9

Front 14

Reliable test scores

Back 14

a test score that produces similar scores a cross various conditions and situations, including different evaluators and testing environments

Front 15

Split-half reliability

Back 15

indicates that subjects' scores on some trials consistently match their scores on other trials **also could be similar scores on 2 halves of the same test

Front 16

Target behavior

Back 16

a specific behavior an observer is looking to record

Front 17

test-retest reliability

Back 17

suggests that subjects tend to obtain the same score when tested at different times **f test is given multiple times, scores will be roughly the same

Front 18

validity

Back 18

the extent to which a test measures what it is supposed to measure

Front 19

validity coefficient

Back 19

criterion-related validity is usually expressed as a correlation between the test in question and the criterion measure. this correlation coefficient is referred to as a validity coefficient

Front 20

Factors affecting validity

Back 20

1. test related- anxiety, motivation, speed, understanding of test instructions, rapport, physical handicaps, language barriers, deficiencies in educational opportunities, and unfamiliarity with testing materials
2. establishment of criterion- if your comparison instrument is not valid, then the results may not be valid
3. intervening events- life experiences i.e. death of parent, divorce, breakup, move to new school, etc
4. reliability- if a test has low reliability then it will have low validity as well

Front 21

Factors affecting reliability

Back 21

1. test length- the more homogeneous items there are, the greater the reliability
2. test-retest interval- smaller time interval between giving the test, the smaller the chance of change, and therefore the higher the reliability
3. variability of scores- the greater the variance of scores on a test, the higher the reliability is likely to be. small changes in performance have a greater impact on the reliability when the range of scores is narrow
4. guessing- the less guessing that occurs, the higher the reliability
5. variation within the test situation- the fewer variations in the way the test is administered, the higher the reliability (includes misleading or misunderstanding of directions, scoring errors, illness and daydreaming)