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Questions and Answers
Construct validity evidence suggests that:
What is the purpose of using distinct groups in construct validity?
What can be concluded from a high item discrimination index in a teacher-made achievement test?
Which of the following best describes an item with high discrimination on a test?
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How is a high discrimination index item identified in test analysis?
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Why might a test item be described as having high discrimination?
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What does a low item discrimination index indicate?
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Which term describes an item that is difficult for the upper group but easy for the lower group?
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An item that is easy for the upper group and difficult for the lower group falls under which category?
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If most students in both the lower and upper groups answer an item correctly, what is the item discrimination index likely to be?
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What does a negative item discrimination index imply about the performance of the lower and upper groups?
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What is the probability that a raw score falls within 2 standard deviations from the mean in a normal distribution?
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If the raw score is 63 with a standard error of measurement (SEM) of 2, what is the lower bound of the 95% confidence interval?
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Which percentage correctly represents the portion of cases that lie between -1σ and +1σ around the mean in the normal distribution?
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What is the percentage of cases within a single standard deviation below the mean in a normal distribution?
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In a normal distribution, what percentage of scores fall to the right of +2 standard deviations from the mean?
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A z-score of -2 corresponds to which T-score?
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Which of the following standard scores has a mean of 100 and a standard deviation of 15?
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Which percentage of the total area under the curve lies within +1 and +2 standard deviations?
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What is the z-score for a Stanine score of 9?
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What is the probability represented by the area under the curve from -1σ to +2σ?
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What is the mean and standard deviation of a Stanine score?
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Which z-score corresponds to an IQ of 115?
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If a Z-score is 3, what is the corresponding T-score?
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What is the percentage of cases between -1σ and +1σ in a normal distribution?
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Which of the following portions of cases corresponds to a z-score of -2?
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What does evidence of pretest-posttest changes specifically indicate in terms of construct validity?
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What is the main purpose of using pretest-posttest evidence in test validation?
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Which type of validity is specifically assessed by examining pretest-posttest changes?
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Which of the following is NOT a correct interpretation of pretest-posttest score changes?
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What type of experience is most likely to impact pretest-posttest scores?
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Which MMPI validity scale is designed to detect clients who might be subtly lying or being defensive?
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What does the F (Infrequency) scale measure?
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A client answering 'false' to 'I get angry sometimes' is likely being detected by which validity scale?
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Which scale specifically monitors for overly positive terms in self-description?
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What type of self-description does the L (Lie) scale aim to detect?
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Which of the following can be obtained in single administration?
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Study Notes
Evidence from Distinct Groups
- To establish construct validity, one method is to compare the test scores of groups that are known to possess or lack a characteristic.
- A key principle is that those who possess the characteristic should score high on the test, while those who do not possess it should score low.
- Example: comparing music majors (who possess music aptitude) to non-music majors (who lack music aptitude).
- In this example, music majors are expected to score high on the music aptitude test, while non-music majors are expected to score low.
Quantitative Item Analysis
- Dr. Raul conducts quantitative item analysis on a Teacher-Made achievement test in their school.
Item Analysis Results
- Item no. 32 in the English exam has a high item discrimination index.
- This implies that the item is easy for the upper group and difficult for the lower group.
- In other words, the item can effectively distinguish between high-achieving and low-achieving students.
Item Discrimination Index
- A high item discrimination index indicates that an item is easy for the upper group (high achievers) and difficult for the lower group (low achievers).
- A low item discrimination index implies that both the lower group and the upper group are performing similarly on the item, with both groups getting the correct answer.
- A negative item discrimination index suggests that an item is difficult for the upper group but easy for the lower group, indicating a potential problem with the item.
Normal Distribution Curve
- A normal distribution curve is also known as a bell-shaped curve.
- The curve represents the distribution of a variable with a mean, median, and mode that are equal.
Raw Score and Standard Error of Measurement (SEM)
- A raw score of 63 is given, with a Standard Error of Measurement (SEM) of 2.
Percentages between Standard Deviations
- 0.13% of data points fall 4 standard deviations away from the mean.
- 2.14% of data points fall 3 standard deviations away from the mean.
- 13.59% of data points fall 2 standard deviations away from the mean.
- 34.13% of data points fall 1 standard deviation away from the mean.
- 34.13% of data points fall within 1 standard deviation of the mean.
- 13.59% of data points fall 2 standard deviations away from the mean.
- 2.14% of data points fall 3 standard deviations away from the mean.
- 0.13% of data points fall 4 standard deviations away from the mean.
Confidence Intervals
- 68% of data points fall within the range of 61 to 65 (68% confidence interval).
- 95% of data points fall within the range of 59 to 67 (95% confidence interval).
Normal Distribution Curve
- The normal distribution curve is symmetrical around its mean, which is 0.
- The area under the curve represents the probability of a specific value occurring.
- The curve is divided into 8 portions, each representing a specific percentage of the total area under the curve.
Standard Scores
- A z-score has a mean of 0 and a standard deviation of 1.
- A T score has a mean of 50 and a standard deviation of 10.
- A Stanine has a mean of 5 and a standard deviation of 2.
- A Sten has a mean of 5.5 and a standard deviation of 2.
- A Deviation IQ has a mean of 100 and a standard deviation of 15.
Conversion of Standard Scores
- A z-score can be converted to other standard scores, such as T-score, IQ, Stanine, and Sten.
- For example, a z-score of -3 corresponds to a T-score of 20, an IQ of 55, a Stanine of 1, and a Sten of 1.
Normal Distribution Curve
- The normal distribution curve is symmetrical around its mean, which is 0.
- The area under the curve represents the probability of a specific value occurring.
- The curve is divided into 8 portions, each representing a specific percentage of the total area under the curve.
Standard Scores
- A z-score has a mean of 0 and a standard deviation of 1.
- A T score has a mean of 50 and a standard deviation of 10.
- A Stanine has a mean of 5 and a standard deviation of 2.
- A Sten has a mean of 5.5 and a standard deviation of 2.
- A Deviation IQ has a mean of 100 and a standard deviation of 15.
Conversion of Standard Scores
- A z-score can be converted to other standard scores, such as T-score, IQ, Stanine, and Sten.
- For example, a z-score of -3 corresponds to a T-score of 20, an IQ of 55, a Stanine of 1, and a Sten of 1.
Evidence of Construct Validity
- Pretest-posttest changes can serve as evidence of construct validity
- Test scores changing between a pretest and a posttest suggest that the test measures what it claims to measure
- Experience gained between the pretest and posttest can cause changes in test scores
MMPI Validity Scales
- L (Lie) Scale: measures the extent to which a client presents themselves in an unrealistically positive light, e.g., answering "false" to "I get angry sometimes."
- K (Correction) Scale: detects clients who describe themselves in overly positive terms, indicating subtle lying or defensiveness.
- F (Infrequency) Scale: measures the degree to which a person responds in an atypical and deviant manner.
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