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Questions and Answers
What is the difference between reliability and validity?
Reliability refers to the test measuring one and only one thing precisely, while validity refers to the test measuring what it is supposed to measure.
What are three things that need consistency to support reliability?
Internal consistency, test-retest consistency, and inter-rater reliability.
What is Generalizability Theory?
A statistical framework that looks at all sources of error in assessments to determine reliability.
What are the five sources of evidence for validity?
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What are the Test Standards?
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What are the three parts to the test standards?
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What are the three tenets of professional practice for using and interpreting test scores?
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Why are the test standards important?
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What is a major problem with the 'new' standards?
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What is validity according to the 2014 Standards?
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What is the overarching standard of validity?
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What was the 1954 Standards definition of validity?
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What was the 1966 Standards definition of validity?
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What was the 1985 Standards definition of validity?
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What was the 1999 Standards definition of validity?
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What is the 2014 Standards definition of validity?
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What is the basis of construct validity?
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What are some of the issues with the criterion view of validity?
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Give two examples of tests used for different purposes in different groups.
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What is validity dependent on?
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What are the two key publications in the Tripartite view?
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What are the three key components in the Tripartite view?
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What is Test Content Evidence for Validity composed of?
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Explain Response Processes as Evidence for Validity.
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Give an example of Internal Structure as Evidence for Validity.
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Explain Relationship to Other Variables as Evidence of Validity.
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Provide an example of the intended and unintended consequences of testing.
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Study Notes
Reliability vs Validity
- Reliability: Ensures a test measures one distinct construct consistently.
- Validity: Ensures a test accurately measures what it claims to measure.
Consistency in Reliability
- Across Items: Internal consistency, alternate forms, split-half reliability.
- Across Time: Test-retest reliability measures stability.
- Across Other Sources: Inter-rater reliability to ensure agreement among different evaluators.
Generalizability Theory (G-Theory)
- Examines various sources of measurement error collectively.
- Provides a statistical framework for understanding the reliability of measurements under diverse conditions.
Evidence for Validity
- Item Content: Relevant content should reflect the domain.
- Process/Manipulations: Validity is supported by evidence of the intended measurement processes.
- Internal Structure: The structure of test components aligns with theoretical expectations.
- Relationship to Other Variables: Includes criterion (concurrent & predictive) and construct (discriminant & convergent) validity.
- Consequences of Test Use: Evaluates outcomes of using the test, both intended and unintended.
Test Standards Overview
- Framework for interpreting test scores established by:
- American Psychological Association (APA)
- American Educational Research Association (AERA)
- National Council on Measurement in Education (NCME)
- Updated standards published in 1954, 1966, 1974, 1985, and 1999, with the latest available in 2014.
Components of Test Standards
- Part I: Foundations of testing principles.
- Part II: Operational procedures for tests.
- Part III: Applications of testing practices.
Professional Practice Tenets
- Validity must be established for interpretations.
- Reliability emphasizes precision and minimizes measurement errors.
- Fairness ensures equitable testing conditions.
Importance of Test Standards
- Provide a comprehensive framework for current guidelines.
- Encourage alternative perspectives and address potential biases.
- Embed psychometric models for evaluating validity and reliability.
Challenges with New Standards
- Accessibility issues hinder widespread implementation and use.
Definitions and Views of Validity Across Standards
- 1954: Validity as correlation with criteria.
- 1966: Tripartite model emphasizes content, criterion, and construct validity.
- 1985: Expanded to include consequences of testing.
- 1999/2014: Validity viewed as a unitary concept based on diverse evidential sources.
Criterion View of Validity
- Validity measured by how effectively a test predicts outcomes.
- Limitations include lack of a single, clear criterion for measurement.
Issues with Constructs and Tripartite View
- Potential misalignment between theoretical predictions and test outcomes.
- Overemphasis on different validity types complicates evaluations.
Key Components of Tripartite View
- Content Validity: Domain representation in the test content.
- Criterion Validity: Correlations measured at the same time or over time.
- Construct Validity: Empirical relationships between theoretically related and unrelated constructs.
Evidence for Validity
- Test Content Evidence: Must show relevance and representativeness.
- Response Processes: Actual measurement of intended processes; validated using techniques like think-aloud protocols.
- Internal Structure: Empirical versus theoretical expectations about test components.
- Relationship to Other Variables: Examines correlations across various conditions and populations.
- Consequences of Testing: Outcomes that may differ from intended uses, such as data misinterpretations leading to policy issues.
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Description
This quiz covers key concepts from Lecture 2 on the reliability and validity of tests in psychology. It highlights the differences between these two crucial aspects, detailing what constitutes reliability and how it supports consistency in measurement. Additionally, it includes important factors that ensure the validity of psychological assessments.