Test Development, Item Analysis and Intelligence Testing

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Questions and Answers

Which of the following is a primary advantage of Item Response Theory (IRT) over Classical Test Theory (CTT) in test construction and analysis?

  • Simpler calculations and easier interpretation.
  • Provides more detailed information about item and test taker characteristics. (correct)
  • Requires smaller sample sizes for item calibration.
  • Focuses solely on the overall test score rather than individual item performance.

Cross-validation is a process used to assess the generalizability of a test's results to a different sample.

True (A)

Which scaling method asks respondents to choose a point on a line between two opposite adjectives?

  • Semantic Differential Scale (correct)
  • Likert Scale
  • Categorical Scale
  • Comparative Scale

A high difficulty index indicates that an item was answered correctly by ______ test takers.

<p>few</p> Signup and view all the answers

Match each item analysis method with its primary purpose:

<p>Item-total correlation = Measures the extent to which an item correlates with the total test score. Difficulty index = Indicates the proportion of test-takers who answer the item correctly. Discrimination index = Differentiates between high and low-performing test-takers on an item. Point biserial correlation = Correlation between performance on a particular item and performance on the entire test</p> Signup and view all the answers

Item characteristic curves (ICC) graph the probability of a test-taker answering an item correctly as a function of their underlying ability level.

<p>True (A)</p> Signup and view all the answers

Which of the following best describes Spearman's theory of intelligence?

<p>Intelligence is a general cognitive ability (g factor) that underlies performance on all cognitive tasks. (B)</p> Signup and view all the answers

What is the primary difference between fluid and crystallized intelligence, according to Cattell's theory?

<p>Fluid intelligence is the capacity to learn new things and solve problems, while crystallized intelligence is accumulated knowledge and skills.</p> Signup and view all the answers

The Stanford-Binet Intelligence Scale, an early IQ test, was developed in which country?

<p>United States (D)</p> Signup and view all the answers

IQ scores typically follow a normal distribution with a mean of 100 and a standard deviation of 20.

<p>False (B)</p> Signup and view all the answers

Which of the following is NOT a factor measured by the WAIS-IV?

<p>Emotional Intelligence (B)</p> Signup and view all the answers

What population is the WPPSI-IV primarily designed to assess?

<p>Young children</p> Signup and view all the answers

How do aptitude and achievement tests primarily differ?

<p>Aptitude tests predict future performance, while achievement tests measure acquired knowledge. (C)</p> Signup and view all the answers

The ACT is a secondary school scholastic test that primarily measures skills in mathematics, science, reading, and English.

<p>True (A)</p> Signup and view all the answers

What is the primary focus of the GRE?

<p>Assessing readiness for graduate-level academic work (C)</p> Signup and view all the answers

The WIAT-4 and WJ-4 ACH are examples of ______ achievement batteries used for diagnostic and screening purposes.

<p>individual</p> Signup and view all the answers

Objective personality tests are designed to be free from subjective interpretation by the examiner.

<p>True (A)</p> Signup and view all the answers

Which of the following is an example of an objective personality test scale specifically designed to assess psychopathology?

<p>Personality Assessment Inventory (PAI) (D)</p> Signup and view all the answers

What does the NEO-PI-3 measure?

<p>The NEO-PI-3 measures the five major domains of personality: Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness.</p> Signup and view all the answers

The BASC-3 and CBCL measure ______ and behavioral problems in children and adolescents.

<p>adaptive</p> Signup and view all the answers

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Flashcards

Item Response Theory (IRT)

A method of test construction and analysis that is often preferred over Classical Test Theory (CTT).

Cross-validation

Ensures test's validity and reliability with new samples.

Likert Scale

A scaling method where respondents indicate their level of agreement with a statement.

Semantic Differential

A scaling method using bipolar adjectives to rate a subject.

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Item-Total Correlation

Examines the relationship between an individual item and the total score.

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Difficulty Index

The proportion of test-takers who answer the item correctly.

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Discrimination Index

The degree to which an item differentiates between high and low scorers.

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Item Characteristic Curves (ICC)

Graphs that display the probability of a test taker answering an item correctly based on their ability level.

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Contemporary Definition of Intelligence

Intelligence is the ability to adapt to the environment, learn, and understand.

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Cattell-Horn-Carroll (CHC) Theory

Intelligence as fluid and crystallized abilities.

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Binet-Simon Scale

First standardized intelligence test, introduced the concept of mental age.

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Bellevue Hospital

Wechsler developed IQ scales first at where?

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Stanford-Binet

Summarize the Binet tests

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Mean = 100, SD = 15

Mean and Standard Deviation of IQ scores

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WAIS-IV Factors

Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed

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WPPSI-IV

Measures cognitive abilities in young children.

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Bayley Scales

Evaluates developmental delays in infants and toddlers.

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Aptitude Test

A measure of potential, or capability to learn.

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Achievement Test

A measure of what has already been learned.

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ITBS and NAEP

Commonly used to assess academic skills in grade schools.

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Study Notes

Test Development and Item Analysis

  • Item Response Theory (IRT) is favored over Classical Test Theory (CTT) in test construction and analysis.
  • Key steps are involved in test construction and development.
  • Cross-validation and co-validation have specific definitions, descriptions, and purposes.
  • Scaling methods include Likert, semantic differential, comparative, categorical, and Guttman.
  • Key characteristics differentiate good and poor test items.
  • Selected-response and constructed-response items have distinct features.
  • Item bias is defined and occurs in three primary ways.
  • Item analysis encompasses item total correlations, inter item correlations, difficulty index, discrimination index, and point biserial.
  • Item characteristic curves (ICC) have key aspects and uses in interpreting statistics and indices.

Intelligence Testing (Individual)

  • Intelligence has a contemporary definition.
  • Cattell and Horn's Fluid and Crystallized theory provides the foundation.
  • The Binet-Simon scale in France was the first IQ test.
  • Terman's Stanford-Binet, Wechsler's scales (first at Bellevue), Yerkes army alpha/beta, and Thorndike's 3-factor theory are early examples.
  • IQ scores have a specific distribution, mean, standard deviation, and qualitative descriptions.
  • The WAIS-IV comprises four key factors with specific subtests.
  • Cognitive tests include the CAS, Leiter-3, DAS-2, and CTONI-2.
  • The WPPSI-IV and Bayley scales measure distinct aspects in young children.

Academic/Scholastic Achievement Testing

  • Aptitude and achievement tests serve different purposes.
  • Types of academic educational assessments have distinct names and definitions.
  • Grade school achievement tests have specific names and purposes, such as the ITBS and NAEP.
  • Secondary school scholastic tests are exemplified by the ACT.
  • Post-secondary scholastic tests, such as the GRE, have various purposes and sections.
  • Diagnostic and screener individual achievement batteries include the WIAT-4 and WJ-4 ACH.
  • The Armed Services Vocational Aptitude Battery (ASVAB) and Differential Aptitude Test (DAT) measure different constructs.

Objective Personality Testing

  • Recognize the categories of subscales for each test and understand how tests differ.
  • Objective and projective personality tests differ significantly.
  • Objective personality tests have distinct characteristics.
  • Woodworth's Personal Data Sheet has relevance.
  • There are differences between non-psychopathology tests and psychopathology tests, each having distinct clinical uses and examples.
  • The NEO-PI-3 includes 5 factors and example facets.
  • Current thoughts on the MBTI's validity is relevant.
  • Aspects differentiate an objective psychopathology test, beyond just its characteristics.
  • Scale types can be found on the PAI, MMPI-3, and MCMI-4.
  • Four kinds of validity scales, like symptom exaggeration, exist in general.
  • The BASC-3 and CBCL measure specific constructs.

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