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Construct validity evidence suggests that:
Construct validity evidence suggests that:
What is the purpose of using distinct groups in construct validity?
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?
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?
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?
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?
Why might a test item be described as having high discrimination?
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What does a low item discrimination index indicate?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
What is the mean and standard deviation of a Stanine score?
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Which z-score corresponds to an IQ of 115?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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?
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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