Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
R
|
Realistic
concrete things masculine traits engineers, accountants, ag & tech |
Holland
|
|
|
I
|
Investigative
thinkers solve problems with intelligence avoid close personal contact scientist, mathematicial |
Holland
|
|
|
S
|
Social
seeks attention and close personal relationships teaching or counseling |
Holland
|
|
|
E
|
Enterprising
like to use persuasion to manipulate or dominate others politicians, attorney, salesperson, entrepeneur |
Holland
|
|
|
C
|
Conventional
great concern for rules and regulations like structured and practical jobs clerical |
Holland
|
|
|
Super
|
develomental stages of career
growth exploration establishment maintenance decline |
develomental stages of career
|
|
|
Chi-squared
|
significance of differences between two or more groups of subjects, objects, or events that fall into defined categories by comparing observed frequencies with expected frequencies
|
|
|
|
Crystallized Intelligence
|
experience & education
increased over time |
|
|
|
Normal distribution
|
based on bell shaped curve
-1.00 - 1.00 SD = 68.2% -2.00 - 2.00 SD = 95.4% -3.00 - 3.00 SD - 99.7% |
|
|
|
Validity
|
does the test measure what it's supposed to measure and how well
|
|
|
|
Conclusion validity
|
asks the question - is there a relationship between two variables?
|
|
|
|
Internal validity
|
refers to the question -
assuming there is a relationship between variables, is it a causal one? |
|
|
|
Construct Validity
|
looks at the question - did I measure what I thought I measured?
Assuming a relationship, and it is causal, did your progrm reflect our idea of the contrcut of the program and did our measure reflect the idea of our construct? |
|
|
|
External validity
|
generalizability
|
|
|
|
Aptitude test
|
the abililty to learn a task or skill
frequently the pontential for achievement often used to predict success in an occupation and meausre of homogenous segment of ability |
|
|
|
Achievement
|
the degree to which one has achieved on a standardized test.
used primarily in education, designed to evaluate a person's current state of knowledge of skill - NCE |
|
|
|
Halo Effect
|
tendency to allow an overall impression of a person or one perticular character or trait to influence the total rating of that person
emerges as a bias on personal-rating scales. |
|
|
|
Item analysis
|
process for evaluating single test items for easiness and or difficulty levels, and whether the inem descrimiates the learners from the non-learners
|
|
|
|
Autocratic leadership
|
the leader uses directive forms of group therapy and maintains control of the group.
demands conformity and obediance gives advice sees self as expert |
|
