Question 1

The score validity of a test is related highly to the

Accepted Answer

A)  test format. 
B)  purpose of the test. 
C)  number of items. 
D)  availability of equivalent forms. 
A)  test format. 
B)  purpose of the test. 
C)  number of items. 
D)  availability of equivalent forms.

Question 2

A researcher is constructing a test for use in a study.In order to insure the highest reliability, the researcher should

Accepted Answer

A)  increase the number of items on the test. 
B)  plan to increase item homogeneity. 
C)  try out the test on a heterogeneous group. 
D)  All of these are true. 
A)  increase the number of items on the test. 
B)  plan to increase item homogeneity. 
C)  try out the test on a heterogeneous group. 
D)  All of these are true.

Question 3

Exhibit 9-8: The following data were obtained when two forms of a criterion-referenced test were given to a group of 10 students.There were 40 items on each form and a student had to receive75 percent correct on each form.
 $ \begin{array}{lll}\text { Examinee } & \text { Form 1 } & \text { Form 2 } \ 1 & 30 & 30 \ 2 & 28 & 29 \ 3 & 34 & 37 \ 4 & 38 & 39 \ 5 & 32 & 40 \ 6 & 26 & 28 \ 7 & 28 & 35 \ 8 & 35 & 36 \ 9 & 38 & 29 \ 10 & 36 & 36\end{array} $
-Refer to Exhibit 9-8.What would the score reliability of the test be if we take chance agreement into consideration (Kappa)?

Accepted Answer

A)  .50 
B)  .52 
C)  .58 
D)  .60 
E)  .72 
A)  .50 
B)  .52 
C)  .58 
D)  .60 
E)  .72

Question 4

Exhibit 9-12: Indicate whether the following statements are true or false.
-Refer to Exhibit 9-12.It is more difficult to determine the score reliability than the score validity of a measuring instrument.

Accepted Answer

A) True 
 B)False

Question 5

Explain two procedures that one could use to determine the score reliability of an achievement test.

Accepted Answer

If there are two forms of the test, then

Question 6

Ordinary correlational estimates of the score reliability of criterion-referenced tests may be quite low because

Accepted Answer

A)  it is difficult to find suitable criteria. 
B)  the scores have little variability. 
C)  the tests are typically speeded. 
D)  the content is too heterogeneous. 
A)  it is difficult to find suitable criteria. 
B)  the scores have little variability. 
C)  the tests are typically speeded. 
D)  the content is too heterogeneous.

Question 7

Conventional reliability coefficients computed for criterion-referenced tests are typically quite low because criterion-referenced tests

Accepted Answer

A)  provide wide variation in scores. 
B)  cover a broad sample of content. 
C)  cover a limited sample of behavior. 
D)  yield criterion scores which tend to be variable. 
E)  provide little variation in scores. 
A)  provide wide variation in scores. 
B)  cover a broad sample of content. 
C)  cover a limited sample of behavior. 
D)  yield criterion scores which tend to be variable. 
E)  provide little variation in scores.

Question 8

Which of the following would be most helpful to estimate the amount of error in an individual's test score?

Accepted Answer

A)  Coefficient alpha 
B)  KR 20 
C)  Coefficient of stability 
D)  Standard error of measurement 
A)  Coefficient alpha 
B)  KR 20 
C)  Coefficient of stability 
D)  Standard error of measurement

Question 9

Distinguish between score validity and reliability.

Accepted Answer

Validity refers to the extent to which s

Question 10

A test was given to a group of sixth grade children.The score reliability of the test was found to be .70.Later the test was given to the seventh and eighth grades in the same school system and the results for the three grades were combined.What would you expect the reliability coefficient of the test to be?

Accepted Answer

A)  Above .70 
B)  Below .70 
C)  Very close to .70 
D)  Impossible to determine from the information given. 
A)  Above .70 
B)  Below .70 
C)  Very close to .70 
D)  Impossible to determine from the information given.

Question 11

A student has a score of 80 on a class test with a score reliability of .84 and a standard deviation of 10.What is the band within which the student's true score is likely to fall? (Use the .95 confidence level).

Accepted Answer

A)  70 and 90 
B)  72 and 88 
C)  75 and 85 
D)  76 and 84 
A)  70 and 90 
B)  72 and 88 
C)  75 and 85 
D)  76 and 84

Question 12

The split-half coefficient for a test was found to be .70.What is the score reliability of the full-length test?

Accepted Answer

The answer of The split-half coefficient for a test was...

Question 13

Split-half reliability will be higher than Kuder-Richardson reliability in

Accepted Answer

A)  a long test. 
B)  a very difficult test. 
C)  a heterogeneous test. 
D)  a test with a large error variance. 
E)  an internally consistent test. 
A)  a long test. 
B)  a very difficult test. 
C)  a heterogeneous test. 
D)  a test with a large error variance. 
E)  an internally consistent test.

Question 14

Distinguish between concurrent and predictive evidence of validity.

Accepted Answer

Concurrent evidence is the relationship

Question 15

Exhibit 9-11: Choose the type of validity evidence that a researcher would need to determine the score validity of the following kinds of instruments.
-Refer to Exhibit 9-11.A personality test designed to assess an individual's self-concept.

Accepted Answer

A)  evidence based on content. 
B)  evidence based on relationship to other variables 
C)  evidence based on measures of construct 
A)  evidence based on content. 
B)  evidence based on relationship to other variables 
C)  evidence based on measures of construct

Question 16

The score validity of a measuring instrument is threatened when the instrument fails to measure all the important dimensions of the theoretical domain of a construct.This problem is called construct

Accepted Answer

A)  irrelevance. 
B)  underrepresentation. 
C)  divergence. 
D)  specificity. 
A)  irrelevance. 
B)  underrepresentation. 
C)  divergence. 
D)  specificity.

Question 17

Exhibit 9-12: Indicate whether the following statements are true or false.
-Refer to Exhibit 9-12.Validity is a unitary concept, but with different types of evidence of score validity.

Accepted Answer

A) True 
 B)False

Question 18

An employment test required a high level of reading proficiency, although the job itself did not require high level reading skills.Persons who did not do well on the test had no chance of getting the job.The score validity of this test was negatively impacted by

Accepted Answer

A)  construct underrepresentation. 
B)  construct-irrelevant variance. 
C)  construct convergence. 
D)  construct divergence. 
A)  construct underrepresentation. 
B)  construct-irrelevant variance. 
C)  construct convergence. 
D)  construct divergence.

Question 19

Exhibit 9-3: Choose the type of evidence (a-c) that would be of primary importance for the validity of the following tests.
-Refer to Exhibit 9-3.An inventory designed to measure depression in adolescents.

Accepted Answer

A)  evidence based on content 
B)  evidence supporting construct 
C)  evidence based on relationship to other variables 
A)  evidence based on content 
B)  evidence supporting construct 
C)  evidence based on relationship to other variables

Question 20

A test-retest reliability coefficient does not identify effects due to

Accepted Answer

A)  practice effects from taking the test on more than one occasion. 
B)  day-to-day fluctuations in the person's behavior. 
C)  long-term change in the person's behavior. 
D)  the particular sample of items used on the test. 
A)  practice effects from taking the test on more than one occasion. 
B)  day-to-day fluctuations in the person's behavior. 
C)  long-term change in the person's behavior. 
D)  the particular sample of items used on the test.

The score validity of a test is related highly to the

A researcher is constructing a test for use in a study.In order to insure the highest reliability, the researcher should

Exhibit 9-12: Indicate whether the following statements are true or false. -Refer to Exhibit 9-12.It is more difficult to determine the score reliability than the score validity of a measuring instrument.

Explain two procedures that one could use to determine the score reliability of an achievement test.

Ordinary correlational estimates of the score reliability of criterion-referenced tests may be quite low because

Conventional reliability coefficients computed for criterion-referenced tests are typically quite low because criterion-referenced tests

Which of the following would be most helpful to estimate the amount of error in an individual's test score?

Distinguish between score validity and reliability.

A student has a score of 80 on a class test with a score reliability of .84 and a standard deviation of 10.What is the band within which the student's true score is likely to fall? (Use the .95 confidence level).

The split-half coefficient for a test was found to be .70.What is the score reliability of the full-length test?

Split-half reliability will be higher than Kuder-Richardson reliability in

Distinguish between concurrent and predictive evidence of validity.

Exhibit 9-11: Choose the type of validity evidence that a researcher would need to determine the score validity of the following kinds of instruments. -Refer to Exhibit 9-11.A personality test designed to assess an individual's self-concept.

The score validity of a measuring instrument is threatened when the instrument fails to measure all the important dimensions of the theoretical domain of a construct.This problem is called construct

Exhibit 9-12: Indicate whether the following statements are true or false. -Refer to Exhibit 9-12.Validity is a unitary concept, but with different types of evidence of score validity.

An employment test required a high level of reading proficiency, although the job itself did not require high level reading skills.Persons who did not do well on the test had no chance of getting the job.The score validity of this test was negatively impacted by

Exhibit 9-3: Choose the type of evidence (a-c) that would be of primary importance for the validity of the following tests. -Refer to Exhibit 9-3.An inventory designed to measure depression in adolescents.

A test-retest reliability coefficient does not identify effects due to

The Nature of Scientific Inquiry

The Scientific Approach in Education

he Research Problem

Reviewing the Literature

The Hypothesis

Descriptive Statistics

Sampling and Inferential Statistics

Tools of Research

Experimental Research

Experimental Research Design

Ex Post Facto Research

Correlation Research

Survey Research

Defining and Designing Qualitative Research

Types of Qualitative Research

Analyzing and Reporting Qualitative Research

Action Research

Mixed Methods Research

Guidelines for Writing Research Proposals

Interpreting and Reporting Results of Quantitative Research

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Exam 9: Validity and Reliability

The score validity of a test is related highly to the

A researcher is constructing a test for use in a study.In order to insure the highest reliability, the researcher should

Exhibit 9-12: Indicate whether the following statements are true or false. -Refer to Exhibit 9-12.It is more difficult to determine the score reliability than the score validity of a measuring instrument.

Explain two procedures that one could use to determine the score reliability of an achievement test.

Ordinary correlational estimates of the score reliability of criterion-referenced tests may be quite low because

Conventional reliability coefficients computed for criterion-referenced tests are typically quite low because criterion-referenced tests

Which of the following would be most helpful to estimate the amount of error in an individual's test score?

Distinguish between score validity and reliability.

A student has a score of 80 on a class test with a score reliability of .84 and a standard deviation of 10.What is the band within which the student's true score is likely to fall? (Use the .95 confidence level).

The split-half coefficient for a test was found to be .70.What is the score reliability of the full-length test?

Split-half reliability will be higher than Kuder-Richardson reliability in

Distinguish between concurrent and predictive evidence of validity.

Exhibit 9-11: Choose the type of validity evidence that a researcher would need to determine the score validity of the following kinds of instruments. -Refer to Exhibit 9-11.A personality test designed to assess an individual's self-concept.

The score validity of a measuring instrument is threatened when the instrument fails to measure all the important dimensions of the theoretical domain of a construct.This problem is called construct

Exhibit 9-12: Indicate whether the following statements are true or false. -Refer to Exhibit 9-12.Validity is a unitary concept, but with different types of evidence of score validity.

An employment test required a high level of reading proficiency, although the job itself did not require high level reading skills.Persons who did not do well on the test had no chance of getting the job.The score validity of this test was negatively impacted by

Exhibit 9-3: Choose the type of evidence (a-c) that would be of primary importance for the validity of the following tests. -Refer to Exhibit 9-3.An inventory designed to measure depression in adolescents.

A test-retest reliability coefficient does not identify effects due to

The Nature of Scientific Inquiry

The Scientific Approach in Education

he Research Problem

Reviewing the Literature

The Hypothesis

Descriptive Statistics

Sampling and Inferential Statistics

Tools of Research

Experimental Research

Experimental Research Design

Ex Post Facto Research

Correlation Research

Survey Research

Defining and Designing Qualitative Research

Types of Qualitative Research

Analyzing and Reporting Qualitative Research

Action Research

Mixed Methods Research

Guidelines for Writing Research Proposals

Interpreting and Reporting Results of Quantitative Research

Filters