Psyc Testing Test 1

Front 1

Charles Darwin & Sir Francis Galton

Back 1

looked at heredity as a source of intelligene.

Front 2

James McKeen Cattell

Back 2

found no relationship between Galton's work and school intelligence.

Front 3

Charles Spearman

Back 3

Came up with another theory about intelligence testing. Generak intelligence and specifis intelligence, G&S.

Front 4

Alfred Binet, Theodore Simon, and Lewis Terman

Back 4

Binet charged with finding a test that weeds out mentally reatarded children, the first G test the actually works, Simon assists.
Terman-trandlates Binet's test at stanford. Starts the trend to find better tests.

Front 5

E.L. Thorndike

Back 5

wrote a book on educational measurement. Comes up with an achievment test for writing, launguage, arithmatic, and spelling

Front 6

Arthur Otis and Robert Yerkes

Back 6

popularize group testing-testing multiple people at a time
Otis-associated with founding the multiple choice test
Yerkes-Army intelligence tests Alpha and Beta WWI

Front 7

Robert Woodworth, Herman Rorschach, and Henry Murray

Back 7

personality tests
Woodworth-
Rorschach-inkblot test
Murray-TAT thematic apperception test

Front 8

E.K. Strong JR.

Back 8

intrest inventory

Front 9

Describe sources of information about psychological tests.

Back 9

test publisher,PRo. ed., books on specific tests.PsycLit/PsycInfo,online searches,APA websie, MEntal MEasurements yearbook

Front 10

Describe ways tests can be classified

Back 10

Administration-group vs. individulal, speed vs, power
Construction-stadardized vs. non-standardized
Content-afective vs. cognitive-achievment vs. apptitude, verbal vs. non-verbal
Focus-topics,content
Scoring- objective vs. non-objective

Front 11

Describe the possible uses of tests.

Back 11

1.screen applicants
2. education and employment classifications
3.counseling
4.Personnel decisions keep, switch pos., fire
5.Diagnosis
6.Problem Evaluation
7. Research

Front 12

Explain and Describe Qualifications of test users

Back 12

A,B, & C A being least and C being most restrictive
A-user has completed at least one course in measurement,guidance. or an appropriate related discipline or has equivalent supervised experience in test administration and interpretation.
B- User has completed graduate training in measurement, guidance, individual psychological assessment, or special appraisal methods approriate for a perticular test.
C- User had completed a recognzed graduate training program in psychology with appropriate coursework and supervised practical experience in the administration and interpretation of clinical assessment instruments.

Front 13

Describe the ethical guidelines for using test.

Back 13

1. Security, before during and aft the test
2. Care w/labels
3.Copyright law
4.Administration &Results
5. Scoring

Front 14

Describe Issues to consider when planning a test.

Back 14

1. Content-know where youre going before you start.
2.Types of questions
3. Item and test formats and layouts
4.Administration
5.Scoring and evaluation

Front 15

Describe types of Educational objectives relevant for organizing test items (taxonomy of cognitive objectives)

Back 15

Knowledge-Recall of previously learned facts

Comprehension-Understanding the meaning or purpose of something

Application-Using info, and ideas in specific situations

Analysis-Breaking down of something to reveal structure and interrelations

Syntheis-combining various elements or partsinto a structural whole

Evaluation-Making a judgement based on reasoning

Front 16

Describe Behavioral and content considerations for preparing test items (table of specifications)

Back 16

uses the educational objective to write and score questions for the test

Front 17

Know the advantages and disadvantages of selected vs.constructed response items AND be familiar with the following test items: multiple choice, true-false, mathcing, likert, short answer, essay, and storytelling

Back 17

Selected response
advantages-easier to score, assess more, cover more nfo.
ex.- true/false, mult. choice, matching, likert

constructed response
ex- short answer,portfolios, essay test items, story telling

Front 18

Know what to consider when assembling and reproducing a test

Back 18

1.test length- 1 min per mult. choiceitem 1 min per 2 true/false items
2.Arrangement of items-quality, essay at end
3.Answer sheets
4.Test directions-general direction at beginning with specific instructions at each new level

Front 19

Describe advantages and disadvantages of oral testing

Back 19

Advantages- social interaction, cheating/bluffing is more easily detected, encourage better studying
Disadvantages-lack eficency, too time consuming,poorly planned

Front 20

Understand the Strategies of performance testing.

Back 20

focus on the product or end result of performing a skill the process by which its done is also important

Front 21

Describe the examiners duties Before and After testing

Back 21

Before- Scheduling, informed consent, becoming familiar with the test, ensuring satisfactory testing conditions, minimizing cheating, minimizing faking good or faking bad

After-collect and secure test materials, reassure examinees concerning test performance (reward small children if deemed necessary), ask if examinees have questions, give info on what will be done with results, when its a standardized test test materials must be accounted for and collated properly before examinees can leave or be allowed to go on to the next part

Front 22

Understand strategies for improving test scores, what is meant by “testwiseness,” and how to counter it

Back 22

testwiseness-a nongeneral, cue-specific ability that develops as students mature and share information on test-taking skills.
TO Minimize- constructing items carefully and avoiding cues such as item length, specific determiners, grammatical errors, stylistic giveaways, and heterogeneous (nonparallel) options.

Front 23

Understand the rationale and strategies for adaptive testing

Back 23

rationale- it saves time, and is more efficient by giving examinees questions based on their level of understanding rather than a mix including questions which are too easy or too hard

Strategies-Applying an appropriate statistical model and ite-response methodology, a pool of test items varying in difficulty and perhaps other characteristics is assembled for administration by computer. examinees ability dictates which questions comes next.selections are based on examinees previous ansers. testing continues until the estimate of error or level of accuracy of the responses reaches a specified level.

Front 24

Understand strategies for minimizing error in essay tests

Back 24

Decide whether to score answer as a whole or divide in to seperate weights
1. score all answers to one quetion before moving on to the next
2.scaore all answers to a specific question during the same period.
3.If both style and content are to be scored, evaluate them seperately
4.Have a second person rescore each paper and make the final score the averagee of the number of points assigned by the two scores
5. Write comments next to the examinees responses, and mark corrections on the papers.

Front 25

Understand strategies for scoring objective tests

Back 25

machine scoring

is this all?

Front 26

Understand scoring weights for multiple-choice tests

Back 26

fix me!

Front 27

Understand correction for guessing

Back 27

S= R- (W)/2(k-1)
S=R-(W)/(k-1)
explain me!

Front 28

Understand strategies for scoring oral tests

Back 28

Have a rubric made prior to the examination. Have examiners trained how to not show favoritism etc.

Front 29

Understand weighting final scores

Back 29

fix me!

Front 30

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Back 30

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