Clep Intro To Educational Psychology (Testing)

Front 1

Validity

Back 1

The degree of accuracy with which the findings correspond with reality

Front 2

Reliability

Back 2

The consistency of the results across multiple administrations of the same test or experiment

Front 3

Content Validity

Back 3

The degree to which the contents represents what the test claims to measure

(Most relevant for achievement tests, or tests that measure skill mastery and development. Contents should reflect facts, application of principles, and interpretation of facts)

Front 4

Face Validity

Back 4

The physical appearance of a test to the person taking it

(Test items that are silly, irrelevant, inappropriate to person's age, or appear to be illogical can destroy the usefulness of the test.)

Front 5

Criterion-related Validity

Back 5

How well a test correlates with a direct and independent measure of what the test is designed to evaluate

Front 6

Predictive Validity

Back 6

How accurately a test can predict a person's future behavior

(Especially important in aptitude tests)

Front 7

Construct Validity

Back 7

How well a test measures the trait or construct it is designed to measure

Front 8

Concurrent Validity

Back 8

Involves administering two tests to the same group of people and correlating how well performance on one test predicts performance on the second test

(Often used to support the appropriateness of new intelligence tests)

Front 9

Test-Retest Reliability

Back 9

The same test is given to the same group of people on on two occasions separated by several weeks or months

(In general a correlation coefficient of around .08 is considered very good)

Front 10

Alternate, or Parallel, Forms Reliability

Back 10

Two different tests (which were designed to measure the same thing) are administered to the same group of people and the scores are correlated with each other

Front 11

Split-Half Reliability

Back 11

Test is divided into two subtests, total scores from each subtest are correlated with each other to measure the internal consistency of the test.

(AKA Spearman-Brown reliability)

Front 12

Portfolios

Back 12

Contain several pieces of student work reflecting their progress and competency at various stages in a project

Front 13

Exhibitions

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Require students to work over a long period to produce a finished product.

Front 14

Demonstrations

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Show how well knowledge learned in one setting can be applied to a new setting or problem.

Front 15

Letter Grading Approaches

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Uses letters to designate the student's level of performance and competency (A, B, C, D, F)

Front 16

Absolute grading standards

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Use either a 10-point or 7-point grading scale

(May be reported as an overall summative arithmetic average, or may be translated into letter grades)

Front 17

Relative Grading Scales

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Compare individual student performance with the performance of other students in that same class or grade

(Sometimes referred to as curving)

Front 18

Descriptive Grading Scales

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Assignments from earlier in the year are compared with assignments from later in the year.

Front 19

Mastery Grading Scales

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Establish a predetermined standard for children to meet. Students who fail to meet this criterion receive additional instruction and then retake the test

Front 20

Achievement Tests

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Measure how much knowledge students have acquired in a specific subject area.

Front 21

Aptitude Tests

Back 21

Evaluate students ability and potential to develop advanced skills and knowledge

Front 22

Competency Tests

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Used to determine if students have the required skills necessary to certify that they have completed a minimal educational program of study

Front 23

Diagnostic Achievement Tests

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Used to diagnose specific content strengths and weaknesses

Front 24

Z-scores

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Have a mean of 0 and a standard deviation of 1

Front 25

T-scores

Back 25

Have a mean of 50 and a standard deviation of 10

Front 26

Percentile scores

Back 26

Describe the percentage of students with score falling at or below the student's score.

Front 27

Grade-Level Equivalent Scores

Back 27

Describe students' performance in terms of the grade level at which they are functioning. The score is reported using grade and month in the grade.

(Example: 5.3, Grade five, third month)