Question 1

Which of the following is true of the parallel forms method?

Accepted Answer

A) It is the most often used method for estimating reliability. 
B) It provides one of the most rigorous methods for estimating reliability. 
C) It is largely ineffective with psychological tests. 
D) Sophisticated computer programs have made it unnecessary. 
A) It is the most often used method for estimating reliability. 
B) It provides one of the most rigorous methods for estimating reliability. 
C) It is largely ineffective with psychological tests. 
D) Sophisticated computer programs have made it unnecessary.

Question 2

Because classic test theory assumes a person's true score is the same over time, repeating the same test over and over gives a distribution of scores that reflect what?

Accepted Answer

A) systematic error 
B) random error 
C) reliability 
D) internal consistency 
A) systematic error 
B) random error 
C) reliability 
D) internal consistency

Question 3

Classical test theory assumes that

Accepted Answer

A) there are no errors in measurement. 
B) each person has a true score. 
C) observed scores almost always reflect true ability. 
D) errors of measurement are systematic. 
A) there are no errors in measurement. 
B) each person has a true score. 
C) observed scores almost always reflect true ability. 
D) errors of measurement are systematic.

Question 4

If you have three clocks in your house, and every clock is 10 minutes fast, this is an example of

Accepted Answer

A) systematic error. 
B) random error. 
C) measurement error. 
D) a rubber yardstick. 
A) systematic error. 
B) random error. 
C) measurement error. 
D) a rubber yardstick.

Question 5

Interrater reliability is of concern in

Accepted Answer

A) personality testing. 
B) behavioral observation studies. 
C) factor analysis. 
D) parallel forms assessment. 
A) personality testing. 
B) behavioral observation studies. 
C) factor analysis. 
D) parallel forms assessment.

Question 6

The formula used to estimate how long a test must be to achieve a desired level of reliability is

Accepted Answer

A) kappa 
B) prophecy 
C) Spearman 
D) Thorndike 
A) kappa 
B) prophecy 
C) Spearman 
D) Thorndike

Question 7

The problems created by using a limited number of items to represent a larger and more complicated construct are explicitly considered in the ____ model.

Accepted Answer

A) multivariate 
B) random sampling 
C) domain sampling 
D) standard error of measurement 
A) multivariate 
B) random sampling 
C) domain sampling 
D) standard error of measurement

Question 8

Test constructors can improve test reliability by

Accepted Answer

A) increasing the number of items. 
B) decreasing the number of items. 
C) retaining items that have the most face validity. 
D) reducing the item to total correlation. 
A) increasing the number of items. 
B) decreasing the number of items. 
C) retaining items that have the most face validity. 
D) reducing the item to total correlation.

Question 9

Federal government guidelines require that a test be

Accepted Answer

A) standardized for use among all U.S. sub-populations. 
B) factor analyzed before it can be used to make employment decisions. 
C) reliable before it can be used to make employment decisions. 
D) reliable above the .90 level. 
A) standardized for use among all U.S. sub-populations. 
B) factor analyzed before it can be used to make employment decisions. 
C) reliable before it can be used to make employment decisions. 
D) reliable above the .90 level.

Question 10

Standard errors of measurement are used to

Accepted Answer

A) determine whether an observed score is the "true" score. 
B) determine the standard deviation of the scores. 
C) calculate the exact true score. 
D) create confidence intervals around specific observed test scores. 
A) determine whether an observed score is the "true" score. 
B) determine the standard deviation of the scores. 
C) calculate the exact true score. 
D) create confidence intervals around specific observed test scores.

Question 11

Classical Test Theory assumes that

Accepted Answer

A) errors are systematic. 
B) errors are random. 
C) true scores cannot be estimated. 
D) the length of a test has no bearing on its reliability. 
A) errors are systematic. 
B) errors are random. 
C) true scores cannot be estimated. 
D) the length of a test has no bearing on its reliability.

Question 12

Which of the following is an important distinction between systematic errors and random errors?

Accepted Answer

A) Random errors are more likely than systematic errors to cause errors in conclusions. 
B) Systematic errors occur only in objective measures and random errors occur only in subjective measures. 
C) Random errors can be eliminated by careful wording of test items. 
D) Systematic errors are extremely rare among psychological tests. 
A) Random errors are more likely than systematic errors to cause errors in conclusions. 
B) Systematic errors occur only in objective measures and random errors occur only in subjective measures. 
C) Random errors can be eliminated by careful wording of test items. 
D) Systematic errors are extremely rare among psychological tests.

Question 13

Briefly discuss each of the APA's standards for reliability.

Accepted Answer

The American Psychological Association (

Question 14

The difference between KR 20 and coefficient alpha is

Accepted Answer

A) KR 20 can be used to evaluate time sampling problems while alpha cannot. 
B) Alpha can be used to evaluate time sampling problems while KR 20 cannot. 
C) KR 20 can only be used for items scored right or wrong but Alpha can be used for items in any format. 
D) Alpha can only be used for items scored right or wrong but KR 20 can be used for items in any format. 
A) KR 20 can be used to evaluate time sampling problems while alpha cannot. 
B) Alpha can be used to evaluate time sampling problems while KR 20 cannot. 
C) KR 20 can only be used for items scored right or wrong but Alpha can be used for items in any format. 
D) Alpha can only be used for items scored right or wrong but KR 20 can be used for items in any format.

Question 15

What is the impact of carryover effects on test-retest reliability?

Accepted Answer

A) Test-retest reliability is not influenced by carryover effects. 
B) Carryover effects result in an overestimation of reliability. 
C) Carryover effects result in an underestimation of reliability. 
D) Test-retest reliability increases carryover effects. 
A) Test-retest reliability is not influenced by carryover effects. 
B) Carryover effects result in an overestimation of reliability. 
C) Carryover effects result in an underestimation of reliability. 
D) Test-retest reliability increases carryover effects.

Question 16

Repeated use of the same test typically results in different scores. How does classical test theory account for this?

Accepted Answer

A) poor test validity 
B) systematic variability 
C) random error 
D) inattention 
A) poor test validity 
B) systematic variability 
C) random error 
D) inattention

Question 17

In order to determine the unidimensionality of a test, you can use

Accepted Answer

A) factor analysis. 
B) split half reliability. 
C) parallel forms assessment. 
D) the Spearman-Brown prophecy formula. 
A) factor analysis. 
B) split half reliability. 
C) parallel forms assessment. 
D) the Spearman-Brown prophecy formula.

Question 18

For which of these constructs is it most appropriate to measure test-retest reliability?

Accepted Answer

A) IQ 
B) Depression 
C) Literacy 
D) Blood pressure 
A) IQ 
B) Depression 
C) Literacy 
D) Blood pressure

Question 19

What is Spearman known for?

Accepted Answer

A) Working out the basics of reliability theory 
B) Developing the notion of sampling error 
C) Creating methods for measuring error 
D) Developing multivariate analysis 
A) Working out the basics of reliability theory 
B) Developing the notion of sampling error 
C) Creating methods for measuring error 
D) Developing multivariate analysis

Question 20

The preferred method for assessing the level of agreement between observers is the

Accepted Answer

A) kappa statistic 
B) Spearman coefficient 
C) coefficient alpha 
D) rank-order statistic 
A) kappa statistic 
B) Spearman coefficient 
C) coefficient alpha 
D) rank-order statistic

Exam 4: Reliability

Which of the following is true of the parallel forms method?

Because classic test theory assumes a person's true score is the same over time, repeating the same test over and over gives a distribution of scores that reflect what?

Classical test theory assumes that

If you have three clocks in your house, and every clock is 10 minutes fast, this is an example of

Interrater reliability is of concern in

The formula used to estimate how long a test must be to achieve a desired level of reliability is

The problems created by using a limited number of items to represent a larger and more complicated construct are explicitly considered in the ____ model.

Test constructors can improve test reliability by

Federal government guidelines require that a test be

Standard errors of measurement are used to

Classical Test Theory assumes that

Which of the following is an important distinction between systematic errors and random errors?

Briefly discuss each of the APA's standards for reliability.

The difference between KR 20 and coefficient alpha is

What is the impact of carryover effects on test-retest reliability?

Repeated use of the same test typically results in different scores. How does classical test theory account for this?

In order to determine the unidimensionality of a test, you can use

For which of these constructs is it most appropriate to measure test-retest reliability?

What is Spearman known for?

The preferred method for assessing the level of agreement between observers is the

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Validity

Writing and Evaluating Test Items

Test Administration

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, Wisc-Iv, and Wppsi-III

Testing in Education: Tests of Ability in Education and Special Education

Standardized Tests in Education, Civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Test Bias

Testing and the Law

The Future of Psychological Testing

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