Study Guide for Psychology Testing and Measurement Exam

EXAM I STUDY GUIDE The test will have 75 total questions. All items will be worth 2 points for a total of 150 points possible. The questions are equally distributed throughout the chapters, with the exception of Chapter 1, which has slightly fewer questions (but I would definitely still study the material from Chapter 1). 8. 9. 10. 11. 12. 13. 14. 15. CHAPTER 01 Define test and item Be able to define, recognize, and differentiate between states and traits Define achievement, aptitude, and intelligence testing. If a test is reliable its results are what? What are test batteries? Define standardization? Why is it important to obtain a standardization sample? Define representative sample and stratified sample. Know when and why representative and stratified samples are collected. Define hypothetical construct Define operational definition, measurable phenomenon, and hypothetical construct What is the difference between structured and projective personality tests? Define psychological testing and psychological assessment. How are they different? What is psychometry? What are the two major properties of psychometry? What are norm- and criterion referenced tests? How is each unique? What types of questions are answered by psychologists through assessment? In what settings do psychologists assess and what is their primary responsibility in each? 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. CHAPTER 02 What are the three properties of scales that make scales different from one another? Describe each Know the four scales of measurement and be able to differentiate between these scales Think of concrete examples of each of the different scales of measurement. Define frequency distribution and histogram? What kind of data are shown in each? Understand the concept of percentiles. Define central tendency. Know the three types of central tendency and how to calculate each. Know the advantages and disadvantages of the different measures of central tendency and when to use them. Define variance and standard deviation. Understand Normal Distribution conceptually. Define skewness and be able to identify positive and negative skew. Define kurtosis and be able to identify its different types, including leptokurtic, playtikurtic, and mesokurtic. What is a z score? How is it calculated? How are T scores different from Z scores? What are quartiles? What is Interquartile range? Define norm, norming, and standardization. For what is each used? Define and differentiate between norm-referenced and criterion-referenced tests To avoid bias, how should error be distributed in a psychological test? 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. CHAPTER 03 What are the five characteristics of a good theory? What is a scatterplot (scatter diagram)? How does it work? What is the Correlation Coefficient? With what concept should correlation not be confused? Understand and be able to differentiate and plot positive, negative, and 0 correlation What is the principle of least squares? How does it relate to the regression line? Define covariance What is the Pearson product moment correlation? What meaning do the values -1.0 to 1.0 have? Define residual? What is the standard error of estimate? What is its relationship to the residuals? What is shrinkage? 1. 2. 3. 4. 5. 6. 7. 43. 44. 45. 46. 47. 48. What is restricted range? To what does it lead? What is factor analysis? What is the coefficient of determination? What is the purpose of the coefficient of determination? Know the different types of correlations and when they are used. What is the regression formula? Understand the different components of the formula and how they are applied. What is the difference between simple linear regression and multiple regression? 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. CHAPTER 04 What is reliability? What contributes to measurement error? What components make up Classical Test Score Theory? Know what an observed score is. In what ways can error impact the observed score? Test reliability is usually estimated in one of what three ways? Know the major concepts in each way. What is a carryover effect? Define parallel/alternate forms reliability. What are its advantages and disadvantages? Define split half reliability. How is this measured? How do the different aspects of internal consistency differ? Understand the major components of inter-rater reliability. What is the Kappa statistic and how does it relate to reliability? Know the Summary of Reliability Table from lecture What does the standard error of measurement do? What factors should be considered when choosing a reliability coefficient? Why types of irregularities might make reliability coefficients biased or invalid? How can one address/improve low reliability? What is the purpose of factor and item analysis? What example was given in class regarding reliability 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. CHAPTER 06 What are the stages of test development? Define and know examples of incremental validity and ecological validity. Define dichotomous and polytomous format. Common examples? Advantages? Disadvantages? Which types of questions are “selected-response format”? What are the two major formats of summative scales, as given in lecture? What type of data do they create? Be able to define and recognize the Likert Format. What scales most frequently use the Likert format? What are the primary differences between the Likert and Category formats? In creating a category format, the use of what will reduce error variance? When does the category format begin to reduce reliability? What are the four questions that should be asked when generating a pool of candidate test items? What are the four ways to score tests and how is each differentiated from the others? Define item analysis. What two methods are closely associated with item analysis? Define item difficulty. What does the proportion of people getting the item correct indicate? Define item discriminability. What is good discrimination? What are two ways to test item discriminability? Will guessing help you on an exam? Know and be able to identify examples of a double-barreled item. Define and explain how the extreme group and point biserial methods differ. Define item characteristic curve. Know what information the X and Y axes give as well as slope When shown an item characteristic curve, be able to determine good or poor discrimination What is systematic error variance called? Is it good or bad and why? Know ceiling effects, floor effects, and indiscriminant items. Possible Essay Questions (not all will be on test) 2-3 Paragraphs ● Explain what norms are and describe how you would create good norms for a particular test. Don’t just talk generally about this, give a specific example. ● You want to measure romantic love. Explain your process (theory, measurable phenomena, definition) for creating an operational definition. ● What is a hypothetical construct? Explain the connection between hypothetical constructs and operational definitions. ● What are norm-referenced and criterion-referenced tests? Provide examples. ● What are the pros and cons of selected-response and constructed-response formats of tests? ● What does error have to do with variability in observed scores? How does this relate to classical test score theory? ● What are the reasons that psychologists use tests? ● What elements comprise a good theory? Why are these elements important? ● Describe, in detail, the differences between testing and assessment. ● Describe what mean, median and mode are. When would it be appropriate and inappropriate to use each? 4-6 Paragraphs ● Broadly describe the general 5 steps to create a measure. ● You are creating a test for the hypothetical construct of swag. How could you go about estimating the reliability (Hint: good evidence relies on converging evidence of different facets of reliability)? ● Describe multiple different ways that you could measure temperature and the pros and cons of each (consider all scales). ● Pick a construct that you want to measure and describe the process you would go through to create that measure. ● How would you go about finding how good (i.e, psychometrically-sound) an item on this test is?