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1
Q

10 Steps of Test Development (first 5 in chapter 10)

A

1) defining the testing universe, audience, and purpose
2) Developing a test plan
3) composing the test items
4) writing the administration instructions
5) conducting the pilot test

2
Q

issues related to “defining the test purpose”

A

normative approach vs criterion approach ??

how do we pick which decision to use

3
Q

normative approach

A

the scores be used to compare test takers with other test takers

4
Q

the scores be used to compare test takers with other test takers

A

normative approach

5
Q

criterion approach

A

compare two groups, test used to indicate achievement

6
Q

compare two groups, test used to indicate achievement

A

criterion approach

7
Q

pilot testing

A

a scientific evaluation of the test’s performance, little experiment before the main one

8
Q

a scientific evaluation of the test’s performance, little experiment before the main one

A

pilot testing

9
Q

What are the step involved in developing a test plan?

A

defining the testing universe

defining the target audience

defining the test purpose

10
Q

What characteristics of a test does the test plan specify?

A

defining the construct to be measured

defining the content to be measured

11
Q

defining the construct to be measured

A

???

12
Q

???

A

defining the construct to be measured

13
Q

defining the content to be measured

A

???

14
Q

???

A

defining the content to be measured

15
Q

objective items: strength/weaknesses

A

multiple choice: scoring is easy/can guess right (this is offset by having a lot of questions)

true/false: scoring is easy/can guess right

forced-choice: good for personality and attitude tests, good for when the test-taker answers dishonestly/little face validity (no apparent connection with the state purpose of the test)

16
Q

subjective items: strength/weaknesses

A

essay questions: have an in-depth response/harder to score

interview questions: wide range of responses/hard to score

17
Q

response bias

A

patterns of responding that result in false or misleading information

limit the accuracy and usefulness

social desirability, acquiescence, random responding, faking

18
Q

patterns of responding that result in false or misleading information

limit the accuracy and usefulness

social desirability, acquiescence, random responding, faking

A

response bias

19
Q

social desirability

A

present in a favorable light

20
Q

present in a favorable light

A

social desirability

21
Q

acquiescence

A

tendency to agree with ideas presented

22
Q

tendency to agree with ideas presented

A

acquiescence

23
Q

random responding

A

marking answers randomly

24
Q

marking answers randomly

A

random responding

25
Q

faking

A

answering in a way to cause a desired outcome or diagnosis

26
Q

answering in a way to cause a desired outcome or diagnosis

A

faking

27
Q

Writing Effective Items

A

Write twice as many items as needed

Identify item topics by consulting test plan

Base each item on an important learning objective or topic

Write items that assess information or skills drawn only from the testing universe

Write each item in a clear and direct manner

Use vocabulary and language appropriate for target audience

Avoid using slang or colloquial language

Make all items independent

Ask someone else to review items to reduce unintended ambiguity andinaccuracies

28
Q

writing effective items: multiple choice/true false

A

Avoid using negative stems and responses

Make all responses similar in detail and length

Make sure the items has only one correct / best answer

Avoid using words like “always” and “never”

Avoid overlapping responses

Avoid using inclusive distractors such as “all of the above”

Use random assignment to position correct response

29
Q

Writing effective items: essay/interview

A

Use essay items appropriately

Consider the time necessary for response

Prepare an answer key

Score essays anonymously

Use multiple independent scorers

30
Q

What should be included in the instructions?

A

Whether the test should be administered in a group and/or individually

Specific requirements for the test administration location, such as privacy; quiet; and comfortable chairs, tables, or desks

Required equipment such as No. 2 pencils, a computer with a removable storage device such as an SD card or flash drive and/or Internet access

Time limitations or the approximate time for completing the test when there are no time limits

A script for the administrator to read to test takers, including answers to questions that test takers are likely to ask

Credentials or training required for the test administrator