Understanding Raw and Derived Scores
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Questions and Answers

What is one of the primary advantages of using Pearson r in scoring?

  • It eliminates scorer variability during assessments.
  • It requires multiple testing sessions.
  • It prevents variability in the measured variable. (correct)
  • It ensures the split halves are equivalent.

Which factor notably influences Kuder-Richardson reliability?

  • The level of expertise of the scorer.
  • Content sampling of the test items. (correct)
  • Number of participants in the study.
  • The scoring method used for the test.

In terms of reliability standards, what is considered adequate for instruments concerning groups?

  • 0.95
  • 0.80 (correct)
  • 0.90
  • 0.70

What is a disadvantage when using the split-half method for reliability testing?

<p>It may underestimate the reliability if split halves are not equivalent. (A)</p> Signup and view all the answers

What is the desired minimum standard for individual decisions based on reliability?

<p>0.95 (C)</p> Signup and view all the answers

What does a raw score (RS) typically indicate?

<p>The number of correct responses obtained on a test (D)</p> Signup and view all the answers

Why are raw scores converted to derived scores?

<p>To allow comparison of an individual's performance with that of others (A)</p> Signup and view all the answers

What is a primary purpose of ordinal scales in psychological assessment?

<p>To identify the developmental stage reached by a child (A)</p> Signup and view all the answers

Which statement best describes derived scores?

<p>They represent a developmental level attained. (B)</p> Signup and view all the answers

The Gesell Developmental Schedules assess which of the following?

<p>Developmental levels in key behavioral areas (A)</p> Signup and view all the answers

How are successive months of school expressed in the context of raw scores?

<p>As decimals over the school year (C)</p> Signup and view all the answers

How do derived scores provide a means for comparison?

<p>By comparing individuals against generic benchmarks (B)</p> Signup and view all the answers

Which aspect can derived scores help evaluate in terms of child development?

<p>Developmental milestones reached (A)</p> Signup and view all the answers

What type of reliability is measured when a test is given on two different occasions?

<p>Test-Retest Reliability (A)</p> Signup and view all the answers

Which of the following is NOT a type of participant bias?

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

What can lead to high correlation coefficients if the time interval between test administrations is short?

<p>Memory Effect (D)</p> Signup and view all the answers

Which factor can affect the correlation coefficient negatively due to forgetting?

<p>Test-Retest time interval (A)</p> Signup and view all the answers

What is the primary concern of measurement device bias?

<p>Cultural interpretation of questions (C)</p> Signup and view all the answers

What does internal reliability measure?

<p>Consistency within a single measure (A)</p> Signup and view all the answers

Which is a potential disadvantage of test-retest reliability?

<p>Previous answers may influence current responses (B)</p> Signup and view all the answers

What is the effect of environmental conditions like noise or lighting on tests?

<p>They can lower the correlation coefficient (B)</p> Signup and view all the answers

What does the correlation coefficient (r) indicate?

<p>The degree of correspondence between two sets of scores (A)</p> Signup and view all the answers

How does the length of a test generally affect its reliability?

<p>Longer tests tend to be more reliable. (D)</p> Signup and view all the answers

How is random error characterized in assessments?

<p>It varies from examinee to examinee (B)</p> Signup and view all the answers

Which factor is likely to lower the reliability coefficient of a test?

<p>A short test with few questions. (D)</p> Signup and view all the answers

Which correlation method is appropriate for ordinal data?

<p>Spearman’s Rank Correlation (A)</p> Signup and view all the answers

What is considered a systematic error in measurement?

<p>Errors from incorrect calibration of measurement tools (C)</p> Signup and view all the answers

What aspect of group composition generally enhances the reliability of test scores?

<p>Heterogeneity within the group. (A)</p> Signup and view all the answers

Why might a test conducted shortly after an exciting event yield unreliable results?

<p>Students may be overly tired or distracted. (D)</p> Signup and view all the answers

What does the term 'E' represent in the equation X = T + E?

<p>Error in measurement (D)</p> Signup and view all the answers

What range do reliability coefficients typically fall within?

<p>0.80 to 0.90 (A)</p> Signup and view all the answers

Which strategy is most likely to improve the objectivity of a test?

<p>Implementing objectively scored tests. (C)</p> Signup and view all the answers

Which of the following is an example of systematic error?

<p>A test item that is confusingly worded (C)</p> Signup and view all the answers

How does item difficulty relate to test reliability?

<p>Low variability in item difficulty can decrease reliability. (D)</p> Signup and view all the answers

Which of the following can be considered a non-standard variable that affects test scores?

<p>The noise level in the testing environment. (A)</p> Signup and view all the answers

Which statement about systematic and random errors is true?

<p>Systematic errors affect reliability and may lead to invalid conclusions. (B)</p> Signup and view all the answers

What is the ideal time frame for administering two tests to maintain their reliability?

<p>A short time interval to reduce variability. (A)</p> Signup and view all the answers

What is the first step to determine a z-score when analyzing test results?

<p>Subtract the mean score from the individual's score (C)</p> Signup and view all the answers

What does the error of measurement refer to?

<p>The fluctuation in a single score due to a variety of factors (A)</p> Signup and view all the answers

What correlation value range indicates a very high relationship?

<p>0.91 to ± 0.99 (B)</p> Signup and view all the answers

What is the purpose of listing score intervals from highest to lowest?

<p>To ensure no score groups overlap (A)</p> Signup and view all the answers

What correlation value range indicates a negligible correlation?

<p>0.01 to ± 0.20 (D)</p> Signup and view all the answers

In the reliability context, what does it refer to?

<p>Consistency of scores obtained from retaking a test (D)</p> Signup and view all the answers

Which value indicates perfect correlation?

<p>± 1.00 (A)</p> Signup and view all the answers

What should be the consideration when creating score groups?

<p>No score groups should overlap (C)</p> Signup and view all the answers

Flashcards

Percentile

A point in a continuous distribution below which a given percentage of scores fall.

Correlation Value

Measures the strength and direction of a relationship between two variables.

Reliability

Consistency of scores obtained from the same person under different conditions.

Error of Measurement

The range of fluctuation in a single score due to irrelevant factors.

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Zero Correlation

No relationship between variables.

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Perfect Correlation

A perfect relationship between variables; one variable perfectly predicts the other.

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Score Interval

Range of scores, usually listed from highest to lowest to create a distribution order.

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Norms

Scores obtained from a representative group used to compare an individual's score.

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Observed Score (X)

The score obtained from a test or measurement tool.

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True Score (T)

The score that would be obtained if the measurement were perfectly accurate.

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Error (E)

The difference between the observed score and the true score.

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Correlation Coefficient (r)

A measure of the relationship or correspondence between two sets of scores.

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Systematic Error

Consistent error in a measurement tool that affects validity but not necessarily reliability.

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Random Error

Inconsistency in measurement that varies across different test sessions or examinees.

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Pearson Product Moment Correlation

A correlation method used with interval scores.

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Spearman’s Rank Correlation

A correlation method used with ordinal data.

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Raw Score (RS)

The number of correct responses on a test, obtained by the standardization sample.

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Derived Scores

Relative measures of test performance, converting raw scores to evaluate an individual's standing compared to others.

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Normative sample

A group of people similar to the test-takers used to create the reference scores for comparison in testing.

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Grade equivalents

Scores that indicate the grade level where a student's performance is similar to the student's scores in testing.

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Ordinal Scales

Used to identify the stage of development reached by a child at a specific time, focusing on developmental tasks.

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GESELL DEVELOPMENTAL SCHEDULES

Tools to assess a child's developmental level in motor, adaptive, language, and personal-social areas.

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Developmental Level

The stage of development a child has reached, which is defined based on tasks.

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Comparison of Scores

Process of evaluating a participant's performance by measuring it relative to others in a normative sample or to different tests.

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Split-half reliability

A method of assessing reliability by dividing a test into two equivalent halves and correlating the scores.

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Kuder-Richardson reliability

A measure of test reliability used for tests scored as right or wrong (dichotomous scores).

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Scorer reliability

Consistency of scores when different scorers evaluate the same test. Depends on scorer judgment.

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Reliability standards (groups)

A reliability score of 0.80 or higher is considered adequate for tests where groups are the focus.

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Reliability standards (individuals)

For individual decisions, a reliability score of 0.90 is the minimum, with 0.95 being desirable.

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Test-retest Reliability

Measure of consistency by administering the same test twice to the same people and measuring the correlation.

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Reliability Coefficient

The index of consistency in testing, calculated from the correlation between test scores.

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Memory Effect

If test is administered too closely, test-takers may remember previous answers.

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Unlearning/Forgetting

If the retest is too far from the first testing, knowledge may fade which decreases reliability.

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Administration Condition Variations

Difficulties in testing due to factors like noise, temp., lighting and seat comfort.

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Measurement Device Bias

Distortion in testing due to factors like gender, culture, language, or confusing questions.

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Participant Bias

Distorting answers due to guessing, lack of motivation, cheating, etc.

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Test Administrator bias

When the examiner affects test results due to inconsistent directions, proctoring, scoring, or interpretations.

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Test Length & Reliability

Longer tests tend to be more reliable than shorter tests.

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Speed & Test Reliability

The pace at which a test-taker works (speed) can systematically influence test performance, potentially affecting reliability.

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Homogenous vs Heterogenous Groups

More diverse groups (heterogeneous) tend to have higher reliability coefficients as compared to more similar groups (homogeneous).

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Item Difficulty & Reliability

If test items are too easy or too hard to give a common understanding, there's less variation in scores, lowering the reliability.

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Objective vs Subjective Tests

Objectively scored tests (with right/wrong answers) are more reliable compared to subjectively scored tests (e.g., essays) where interpretations may vary.

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Test-Retest Interval

A shorter time between test administrations generally leads to higher reliability.

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Assessment Tasks & Reliability

More tasks in a test generally contribute to higher reliability coefficients.

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Testing Conditions Affecting Reliability

Variability in the testing situation, such as student preparedness (anxiety or tiredness) or environmental factors (noise, distractions), can affect reliability.

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Study Notes

Raw Scores (RS)

  • Raw scores (RS) are the number of correct answers on a test.
  • They need to be converted to derived scores to be meaningful.
  • Derived scores show how a person's performance compares to others.

Why Convert Raw Scores to Derived Scores?

  • Derived scores show a person's relative standing within a sample.
  • They allow comparison of performance across different tests.

Derived Scores

  • Can be expressed as developmental level attained or relative position within a group.

Developmental Norms

  • Show how far someone has progressed developmentally.
  • Mental age is calculated by combining basal age and additional months of credit at higher levels.

Grade Equivalents

  • Calculated by averaging raw scores of students in each grade.
  • Can be expressed as decimals.

Ordinal Scales

  • Identify specific behavioral development stages.

Gesell Developmental Schedules

  • Show approximate developmental levels in 4 areas (motor, adaptive, language, personal-social).
  • Depict typical behaviors at different ages.

Within-Group Norms

  • Compare an individual's performance to the standardization group.
  • Percentiles show the percentage of people scoring lower.

Percentile Ranks

  • Calculated from cumulative frequencies.
  • Show percentile rank for a score group.

Reliability

  • Measures the consistency of scores.
  • Can be evaluated through repeated testing with equivalent items or under varying conditions.

Correlation Coefficient (r)

  • Measures the degree of correspondence between two sets of scores.
  • Different methods are used depending on the data type.

Pearson Product Moment Correlation

  • Used for interval scores.
  • Formula provided.

Spearman's Rank Correlation

  • Used for ordinal data.
  • Formula provided.

Error of Measurement

  • Represents the fluctuation in scores due to irrelevant or unknown chance factors.
  • Could be due to irrelevant factors or a lack of precision.

Types of Reliability

  • Test-retest: Same test given twice to the same people at different times.
  • Alternate-form: Two similar but different forms of a test are given.
  • Split-half: Dividing a test into halves and comparing scores.
  • Kuder-Richardson: Used for items scored as 1 or 0. Estimates internal consistency.
  • Coefficient Alpha: A general measure of internal consistency. Can be used with more complex scoring methods.

Source of Error Variance

  • Factors influencing test results, affecting reliability.
  • Measurement bias, time sampling, and content sampling might be an issue.

Factors Affecting Reliability

  • Test length greatly influences reliability.
  • Scoring inconsistencies, test instructions, and examinee states all influence test reliability.

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R-Norms-Reliability PDF

Description

This quiz explores the concepts of raw and derived scores, detailing their significance in educational assessments. It discusses how derived scores provide insight into a person's relative performance and developmental progress, along with methods of calculating developmental norms and grade equivalents. Test your knowledge on these key educational measurement concepts!

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