Chapter 06 - Validity PDF

Chapter 06 - Validity Chapter 06 Validity Multiple Choice Ques...

Chapter 06 - Validity Chapter 06 Validity Multiple Choice Questions 1. Ecological validity refers to a judgement regarding how well a test measures what it purports to measure A. but only in a specified environment. B. but only in a specified environment and within certain frequency limits. C. at the time and place that the variable being measured is actually emitted. D. All of these Accessibility: Keyboard Navigation 2. A study of the ecological validity of a test is likely to be conducted A. by a researcher interested in learning about behavior that occurs at a specific time and place. B. only during the season that the targeted behavior occurs if the targeted behavior is seasonal in nature. C. in an environment which is similar to that in which the targeted behavior will typically occur. D. All of these Accessibility: Keyboard Navigation 3. On Twitter, the tweets of die-hard fans of Justin Bieber after a Bieber performance can be expected to reflect a ________ error. A. leniency B. generosity C. both leniency and generosity D. None of these Accessibility: Keyboard Navigation 6-1 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 6-2 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 4. Gonsalvez and Crowe (2014) concluded that psychotherapy supervisors' judgments of supervisees' competence is typically A. compromised by leniency errors. B. compromised by severity errors. C. reasonably accurate given subsequent ratings. D. unreliable in the light of subsequent ratings. Accessibility: Keyboard Navigation 5. To further improve raters' judgments of competency, Gonsalvez and Crowe (2014) recommended that A. at least three raters be used. B. specific competencies be evaluated. C. all raters be certified as competent themselves. D. All of these Accessibility: Keyboard Navigation 6. Prior to the development of the CUWQ, research on worry had shown that the act of worrying can lead to A. positive outcomes. B. negative outcomes. C. both positive outcomes and negative outcomes. D. None of these Accessibility: Keyboard Navigation 7. A review of existing measures of individual differences in worry suggested to the authors of the CUWQ that none of the measures were made to distinguish people's tendency to worry A. about things with momentous versus trivial consequences. B. about things coming up in the future versus things one had done in the past. C. in an ideal-based versus a reality-based fashion. D. constructively versus unconstructively. Accessibility: Keyboard Navigation 6-3 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 8. The reason the CUWQ was developed was A. knowing how and why someone is worrying has diagnostic and therapeutic value. B. learning about the worrying life-cycle can help minimize or prevent it in the future. C. both knowing how and why someone is worrying has diagnostic and therapeutic value and learning about the worrying life-cycle can help minimize or prevent it in the future. D. None of these Accessibility: Keyboard Navigation 9. The first step in developing the CUWQ was A. defining the construct to be measured. B. the creation of an item pool. C. identifying a subject pool of worriers. D. None of these Accessibility: Keyboard Navigation 10. To ensure the CUWQ had acceptable content validity, the items would need to A. adequately sample the variety of characteristics of worry. B. reflect content specified in Alfred E. Neuman's Elements of Worry. C. total no more than 20 for each of the two variables. D. All of these. Accessibility: Keyboard Navigation 11. The initial version of the CUWQ contained __ items, and each of these items was checked to ensure that they were ____ and concise. A. 80; relatively equal in difficulty B. 40; unique C. 80; unique D. 40; relatively equal in difficulty Accessibility: Keyboard Navigation 6-4 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 12. In the development of the CUWQ, after a review of the preliminary items, a total of ___ items remained in the final form of the test. A. 40 B. 18 C. 16 D. 12 Accessibility: Keyboard Navigation 13. In the development of the CUWQ, the test authors hypothesized that the tendency to worry _________ would be positively related to trait-anxiety. A. excessively B. frequently C. constructively D. unconstructively Accessibility: Keyboard Navigation 14. In the development of the CUWQ, the test authors hypothesized that the tendency to worry _________ would be negatively related to one's tendency to be punctual. A. excessively B. frequently C. constructively D. unconstructively Accessibility: Keyboard Navigation 15. In the development of the CUWQ, the subjects in one of the preliminary studies were A. 98 Korean foreign exchange students studying at New York University. B. 398 convicted felons in the federal prison system. C. 698 residents of a South Florida trailer park during hurricane season. D. 998 Australian residents of wildfire-prone areas. Accessibility: Keyboard Navigation 6-5 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 16. In the development of the CUWQ, which research tool was used to assist the test developers in selecting the final form of the test? A. analysis of variance B. regression analysis C. critical incident analysis D. factor analysis Accessibility: Keyboard Navigation 17. In the development of the CUWQ, the variable "amount of worry" was quantified using A. the Worry Domains Questionnaire. B. the Penn State Worry Questionnaire. C. trained raters using a 5-point scale. D. both the Worry Domains Questionnaire and the Penn State Worry Questionnaire. Accessibility: Keyboard Navigation 18. In their call for future research on the validity of the CUWQ, the developers of this test suggested that studies be conducted using A. a population of pathological worriers. B. subjects from varied cultural backgrounds. C. varied criteria to qualify subjects for participation in the research. D. All of these Accessibility: Keyboard Navigation 6-6 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 19. Each of the three approaches to validity assessment in the trinitarian model should BEST be thought of as A. mutually exclusive as evidence of a test's validity with any one source necessary and sufficient for demonstrating a test's validity. B. one type of evidence that, with others, contributes to a judgment concerning the validity of a test. C. insufficient, either by themselves or together with the other two, to demonstrate the validity of a test. D. None of these Accessibility: Keyboard Navigation 20. The validation of a test is a process A. that can be carried out by the test author. B. that can be carried out by the test user. C. of gathering evidence of the test's validity. D. All of these Accessibility: Keyboard Navigation 21. Comedian Rodney Dangerfield was cited in the text to illustrate a point about how which of the following is viewed? A. test validation B. content validity C. face validity D. construct validity Accessibility: Keyboard Navigation 6-7 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 22. "It's a measure of validity that arrived at by a comprehensive analysis of how scores on the test relate to other test scores." This statement is a reference to: A. face validity. B. content validity. C. the trinitarian index. D. construct validity. Accessibility: Keyboard Navigation 23. Messick is to unitarian as __________ is to trinitarian. A. Cronbach B. Lawshe C. Landy D. Dangerfield Accessibility: Keyboard Navigation 24. In Chapter 6 of your text, Adam Shoemaker, the featured professional in Meet an Assessment Professional, described the use of a test with little criterion validity. Dr. Shoemaker recalled that this test was used for the purpose of A. gauging inter-item consistency of another test. B. gaining "buy-in" from the test users. C. providing a "job preview" of sorts to assessees. D. hiring candidates for mid-level executive positions. Accessibility: Keyboard Navigation 25. Criterion-related validity is to predictive validity as criterion-related validity is to A. construct validity. B. content validity. C. concurrent validity. D. test bias. Accessibility: Keyboard Navigation 6-8 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 26. Test blueprinting is applied in the design of A. an attitude test. B. a personality test. C. an aptitude test. D. All of these Accessibility: Keyboard Navigation 27. In order to remain consistent with a test's blueprint, a test administered on a regular basis is likely to require A. item pool management. B. base rate maintenance. C. predictive validity certification. D. None of these Accessibility: Keyboard Navigation 28. An expectancy chart is A. a graphic representation of an expectancy table. B. a table illustrating the incremental validity of a test. C. a pictorial image of a hit rate versus a miss rate. D. All of these Accessibility: Keyboard Navigation 29. "The effect of instituting this remedy for adverse impact is to make equivalent all scores that fall within a particular range." Here, the "remedy for adverse impact" is more technically referred to as A. within-group norming. B. differential cut-offs. C. preference policies. D. banding. Accessibility: Keyboard Navigation 6-9 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 30. "How can group differences on cognitive ability tests be reduced while retaining existing high levels of reliability and criterion-related validity?" According to Gottfredson, the answer to this question A. lies in the judicious application of affirmative action strategies. B. must be answered by measurement professionals for themselves. C. must come from strategies designed to minimize adverse impact. D. will not come from measurement-related research. Accessibility: Keyboard Navigation 31. A test is considered valid when the test A. measures what it purports to measure. B. measures whatever it is that it measures consistently. C. can be administered efficiently and cost-effectively. D. has little or no error associated with it. Accessibility: Keyboard Navigation 32. Which is NOT a method of evaluating the validity of a test? A. evaluating scores on the test as compared to scores obtained on other tests B. evaluating the content of the test C. evaluating the percentage of passing and failing grades on the test D. evaluating test scores as they relate to predictions from a particular theory Accessibility: Keyboard Navigation 33. Predictive and concurrent validity can be subsumed under A. content validity. B. criterion-related validity. C. face validity. D. true score validity. Accessibility: Keyboard Navigation 6-10 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 34. Relating scores obtained on a test to other test scores or data from other assessment procedures is typically done in an effort to establish the __________ validity of a test. A. content-related B. criterion-related C. face D. about-face Accessibility: Keyboard Navigation 35. Face validity refers to A. the most preferred method for determining validity. B. another name for content validity. C. the appearance of relevancy of the test items. D. validity determined by means of face-to-face interviews. Accessibility: Keyboard Navigation 36. Face validity A. may influence the way the testtaker approaches the situation. B. relates more to what the test appears to measure than what the test may actually measure. C. is given short-shrift as compared to other indices of validity. D. All of these Accessibility: Keyboard Navigation 37. Which assessment technique is the BEST example of a face valid method? A. a personality test in which testtakers are asked to describe what they see in inkblots B. administering a word processing test to a person applying to be a word processor C. asking testtakers to draw a picture of their family to assess family relationships D. measuring the height of applicants applying for a semi-pro basketball team Accessibility: Keyboard Navigation 6-11 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 38. In an undergraduate measurement course, an instructor announces that the first examination will cover the topics of reliability and validity. One student in the class, Jamarr, publicly predicts that only questions on reliability will be posed. As it turns out, true to Jamarr's prediction, all of the test questions are only on the topic of reliability. Given this background, which of the following is the most reasonable conclusion that Jamarr's fellow students could draw? A. The first examination lacked concurrent validity. B. The first examination lacked content validity. C. The first examination lacked face validity. D. Jamarr should be consulted prior to the second examination. Accessibility: Keyboard Navigation 39. It has to do with the degree to which an additional predictor explains something about the criterion measure that is not explained by predictors already in use. It is A. the false positive rate. B. evidence of construct validity. C. predictive validity. D. incremental validity. Accessibility: Keyboard Navigation 40. Before constructing a comprehensive final examination that covers everything you have studied since Day 1 of your course, your instructor reviews the objectives of the course, the textbook, and all lecture notes. Your instructor is clearly making a diligent effort to maximize the __________ validity of the final examination. A. content B. criterion-related C. predictive D. internal consistency Accessibility: Keyboard Navigation 6-12 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 41. If a test developer has only a "fuzzy" vision of the construct being measured, then A. the content validity of the test is likely to suffer. B. the construct validity of the test is likely to suffer. C. content irrelevant to the targeted construct may be measured. D. All of these Accessibility: Keyboard Navigation 42. A team of consumer psychologists is interested in conducting research to test the palatability of Papa John's Pizza (PJP). A PJP Palatability Test is developed on the basis of the opinions of a sample of death row prison inmates. These same inmates are then used to validate a paper-and-pencil "PJP Palatability Survey." What error has been committed by the researchers? A. The researchers used an inappropriate population to test. B. The test validation was invalid due to criterion contamination. C. Convergent evidence was confused with discriminant evidence. D. Serving the inmates PJP was a violation of a Constitutional prohibition against cruel and unusual punishment. Accessibility: Keyboard Navigation 43. A standard against which a test or test score is evaluated is known as A. a facet. B. a correlation coefficient. C. a validity coefficient. D. a criterion. Accessibility: Keyboard Navigation 44. Which of the following is BEST be viewed as varieties of criterion-related validity? A. concurrent validity and face validity B. content validity and predictive validity C. concurrent validity and predictive validity D. concurrent validity and content validity Accessibility: Keyboard Navigation 6-13 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 6-14 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 45. The form of criterion-related validity that reflects the degree to which a test score is correlated with a criterion measure obtained at the same time that the test score was obtained is known as A. predictive validity. B. construct validity. C. concurrent validity. D. content validity. Accessibility: Keyboard Navigation 46. The form of criterion-related validity that reflects the degree to which a test score correlates with a criterion measure that was obtained some time subsequent to the test score is known as A. predictive validity. B. construct validity. C. concurrent validity. D. content validity. Accessibility: Keyboard Navigation 47. A key difference between concurrent and predictive validity has to do with A. the time frame during which data on the criterion measure is collected. B. the magnitude of the reliability coefficient that will be considered significant at the.05 level. C. the magnitude of the validity coefficient that will be considered significant at the.05 level. D. Both the magnitude of the reliability coefficient that will be considered significant at the.05 level and the magnitude of the validity coefficient that will be considered significant at the.05 level. Accessibility: Keyboard Navigation 6-15 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 48. Which is an example of a criterion? A. achievement test scores B. success in being able to repair a defective toaster C. student ratings of teaching effectiveness D. All of these Accessibility: Keyboard Navigation 49. Criterion contamination occurs when A. the criterion measure is influenced by the predictor measure. B. subjects talk to one another about the test. C. the characteristic being measured occurs with low frequency in the group being studied. D. All of these Accessibility: Keyboard Navigation 50. Which BEST represents an unobtrusive measure of marital adjustment? A. the number of years a couple has been married B. self-ratings of marital satisfaction by each spouse C. ratings of marital satisfaction made by trained observers D. scores on a valid test of marital adjustment Accessibility: Keyboard Navigation 51. According to the text, face validity may ultimately be more of an issue regarding __________ than ________. A. social values; psychometric soundness B. psychometric soundness; public relations C. public relations; psychometric soundness D. social values; public perception Accessibility: Keyboard Navigation 6-16 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 52. An investigation of a test's construct validity may yield evidence that A. the test is measuring a single construct. B. the test does not correlate significantly with another test purporting to measure the same construct. C. test scores increase as a function of age. D. All of these Accessibility: Keyboard Navigation 53. What type of validity evidence BEST sheds light on how a shorter and less expensive test compares with a longer and more expensive one? A. predictive criterion-related validity B. concurrent criterion-related validity C. content validity D. construct validity Accessibility: Keyboard Navigation 54. What type of validity evidence BEST sheds light on whether a college admissions test is valid for selecting students who will complete the program within 4 years? A. predictive criterion-related validity B. concurrent criterion-related validity C. content validity D. construct validity Accessibility: Keyboard Navigation 55. Blueprinting is BEST associated with A. construct validity. B. content validity. C. criterion-related validity. D. architectural validity. Accessibility: Keyboard Navigation 6-17 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 56. The magnitude of a validity coefficient may be affected by A. attrition of the sample. B. restriction of range. C. inflation of range. D. All of these Accessibility: Keyboard Navigation 57. Which magnitude of validity coefficient is typically acceptable to conclude that a test is valid? A. 1.50 B. 1.80 C. above 1.90 D. None of these Accessibility: Keyboard Navigation 58. A coefficient of correlation is calculated between Henry's score on a test of sociopathy and a clinician's rating of Henry on the variable of sociopathy. This coefficient of correlation might also be referred to as A. an index of reliability. B. an index of sociopathy. C. a validity coefficient. D. a content-related validity coefficient. Accessibility: Keyboard Navigation 59. Employment test data suggests that an individual applicant is incapable of successfully performing a particular job. However, in reality, this individual would be very successful at the job. Such a scenario exemplifies what is meant by A. a base rate. B. a false positive. C. a false negative. D. a false expectancy. Accessibility: Keyboard Navigation 6-18 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 6-19 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 60. Which is an example of a false positive? A. A test identifies a client as schizophrenic when the client is not. B. A test correctly identifies a client as schizophrenic. C. A test correctly identifies a client as not having schizophrenia. D. A test indicates that a client is not schizophrenic when he is. Accessibility: Keyboard Navigation 61. If you were a psychologist working in the field of human resources, which claim for a new personnel selection test by a test publisher would be MOST compelling and persuasive? A. The test identifies a large number of false positives. B. The test improves the hit rate. C. The test identifies a large base rate. D. The test improves the selection ratio. Accessibility: Keyboard Navigation 62. A construct is A. unobservable. B. something that describes behavior. C. something that is assumed to exist. D. All of these Accessibility: Keyboard Navigation 63. Which qualifies as a construct? A. depression B. intelligence C. mechanical aptitude D. All of these Accessibility: Keyboard Navigation 6-20 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 64. All validity evidence can be interpreted as ________ validity. A. content B. criterion-related C. predictive D. construct Accessibility: Keyboard Navigation 65. Evidence of the homogeneity of a test can be found in the A. correlation between a test and some criterion. B. correlation between test items and total test scores. C. correlation between subtest scores and total scores. D. Both correlation between test items and total test scores and correlation between subtest scores and total scores. Accessibility: Keyboard Navigation 66. Which statistic is appropriate for use to estimate the heterogeneity of a test composed of multiple-choice items? A. point-biserial correlation coefficient B. Pearson-product moment correlation coefficient C. coefficient alpha D. chi square Accessibility: Keyboard Navigation 67. Test scores may be affected in pre- and post-testing by A. therapy. B. medication. C. education. D. All of these Accessibility: Keyboard Navigation 6-21 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 68. If a test is a valid measure of a particular construct, we would expect that A. groups of people who differ with respect to the construct will obtain different test scores. B. groups of people who differ with respect to the construct will obtain similar test scores. C. groups of people who obtain similar scores will have similar personalities. D. None of these Accessibility: Keyboard Navigation 69. A significant, positive relationship exists between scores on a new test of intelligence and scores on the fourth edition of the Stanford-Binet intelligence scale. These data may be viewed as supportive of which type of validity evidence for the new test? A. criterion-related validity B. content validity C. convergent evidence of construct validity D. discriminant evidence of construct validity Accessibility: Keyboard Navigation 70. A statistically insignificant correlation exists between scores on a new test of depression and a well-established measure of satisfaction with life. These data may be construed as which type of validity evidence with regard to the test of depression? A. criterion-related validity B. convergent evidence of construct validity C. discriminant evidence of construct validity D. None of these because there was an insignificant relationship. Accessibility: Keyboard Navigation 71. The names attributed to different factor loadings in a factor analysis are A. dictated by the factors themselves. B. subject to change as new analyses occur. C. thoroughly validated against dictionary definitions. D. typically dependent on the researcher's judgment. Accessibility: Keyboard Navigation 6-22 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 72. In the context of test bias, a biased test A. may be used fairly. B. may be used unfairly. C. may be used either fairly or unfairly. D. is only used by biased test users. Accessibility: Keyboard Navigation 73. A test is considered to biased if A. 50% of the test-takers fail the test. B. one group, such as males, consistently performs better than another group, such as females. C. a factor inherent in the test systematically prevents accurate measurement. D. the test developer was found to harbor prejudice against some group. Accessibility: Keyboard Navigation 74. Which is TRUE regarding a rating? A. It refers only to a numerical judgment that places a person or an attribute along a continuum. B. It refers only to a verbal judgment that places a person or an attribute along a continuum. C. It tends not to involve a judgment. D. It refers to either a numerical or a verbal judgment that places a person or an attribute along a continuum. Accessibility: Keyboard Navigation 75. Which term is used to refer to the tendency of a rater to evaluate ratees higher than they objectively deserve because of the rater's inability to discriminate between aspects of the ratee's behavior? A. halo effect B. random error C. generosity error D. severity error Accessibility: Keyboard Navigation 6-23 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 76. Rating errors A. may be unintentional. B. may be intentional. C. may involve a tendency to be lenient in rating. D. All of these Accessibility: Keyboard Navigation 77. A supervisor unintentionally rates his supervisees less favorably than they really deserve. Which type of error has been made? A. unconscious error B. severity error C. random error D. vocational error Accessibility: Keyboard Navigation 78. Which type of error has occurred when a music critic's review of Lady GaGa's latest album is more positive than most person on the planet believe was warranted? A. fashion error B. central tendency error C. severity error D. halo effect Accessibility: Keyboard Navigation 79. A rater systematically assigns ratings in the middle range, thus avoiding extremely positive and negative ratings. Which type of error BEST characterizes this rater's ratings? A. leniency error B. central tendency error C. severity error D. halo effect Accessibility: Keyboard Navigation 6-24 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 80. Issues of "fairness" as applied to tests A. are seldom discussed in the popular media. B. may be determined through mathematical procedures. C. are generally agreed on. D. are rooted in moral and philosophical issues. Accessibility: Keyboard Navigation 81. Quotas may be viewed as one type of remedy for A. low reliability of selection tests. B. previously unfair practices. C. low validity of selection tests. D. All of these Accessibility: Keyboard Navigation 82. Which of the following is TRUE of test bias as compared to test fairness? A. Test bias is dependent on statistical analyses while test fairness relates to values. B. Test bias is dependent on values while test fairness relates to statistical analyses. C. Whether a test is fair can be answered with certainty while whether a test is biased cannot. D. None of these statements are true. Accessibility: Keyboard Navigation 83. Any definition of test fairness as used in a psychometric context would be likely to include reference to A. the percent of items answered correctly by members of different groups. B. the mean scores earned by various groups on a particular test. C. the degree to which a test is used in an impartial, just and equitable way. D. All of these Accessibility: Keyboard Navigation 6-25 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 84. If new predictors explain something about a predicted score that was not already explained by existing predictors, the new predictor might be praised for its A. test-retest reliability. B. incremental validity. C. construct validity. D. face validity. Accessibility: Keyboard Navigation 85. In psychological testing and assessment, bias BEST refers to A. random variation in test performance attributable to covert prejudice on the part of the test developer. B. systematic variation in test performance that is unrelated to the construct that the test is intended to be measured. C. a test or testing practice that systematically favors the performance of one group of testtakers over another. D. All of these Accessibility: Keyboard Navigation 86. Which of the following is the BEST way to minimize test bias? A. create separate norm groups for different groups so that any potential bias is reduced. B. have a panel of experts review the test items at various stages during the test's development. C. pre-screen examiners to be used in the test administration for any signs of bias or prejudice. D. employ the multitrait-multimethod matrix to screen items for bias. Accessibility: Keyboard Navigation 6-26 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 87. A new test designed to gauge competence to stand trial is found to lack face validity. Which is the MOST likely consequence of this fact? A. Judges will urge assessors to use this test. B. Lawyers will urge assessors not to use this test. C. impression management will be less of a factor in the test results. D. whether defendants are competent will be less of a factor in the test results. Accessibility: Keyboard Navigation 88. Which BEST describes the concept of validity as applied to tests? A. It refers to how well a test measures what the test authors intend it to measure. B. It refers to whether the same results could have occurred by chance less than five times in a hundred. C. It refers to how well a specific sample performs on an administration of a test. D. It refers to whether or not a test is administered under standardized conditions. Accessibility: Keyboard Navigation 89. A psychologist wants to determine the criterion-related validity of an intelligence test by determining how well it predicts a student's placement in a special class. If the psychologist used the intelligence test for both diagnosis and special class placement, that criterion would be said to be A. irrelevant. B. contaminated. C. invalid. D. negatively skewed. Accessibility: Keyboard Navigation 6-27 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 90. A test developer compares a student's performance on a newly developed math achievement test to the same student's performance on a well established math achievement test for the purpose of exploring the ________ validity of the new test. A. content B. concurrent, criterion-related C. predictive, criterion-related D. construct Accessibility: Keyboard Navigation 91. Comparing SAT scores earned in high school with the first semester college GPA of that same student is a process related to establishing the ________ validity of the SAT. A. content B. concurrent criterion-related C. predictive criterion-related D. construct Accessibility: Keyboard Navigation 92. The results of a predictive validity study of a test will likely be affected most by A. the characteristics of the sample tested, such as attrition and self-selection. B. the number of items on the test, with longer tests demonstrating higher predictive validity. C. the correlation coefficient chosen to measure the validity. D. the administration time required for the test compared with that of the criterion test chosen. Accessibility: Keyboard Navigation 93. Which is an example of convergent evidence for the construct validity of a test measuring fear of cats? A. a high correlation between the test and an existing validated test measuring fear of cats B. a high correlation with an existing validated test measuring more-generalized fear C. a low correlation between the test and a test to measure fear of dogs D. Both a high correlation between the test and an existing validated test measuring fear of cats and a high correlation with an existing validated test measuring more-generalized fear Accessibility: Keyboard Navigation 6-28 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 6-29 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 94. In contrast to a trinitarian view of validity, a unitary view of validity takes into account A. two of the three elements of the trinitarian view. B. none of the elements of the trinitarian view but a new model based on consequences of test use. C. all three elements of the trinitarian view plus additional factors such as cultural values. D. None of these Accessibility: Keyboard Navigation 95. If a newly developed test designed to measure happiness correlates with other tests of happiness but not with tests of sadness, this is referred to as __________________ and _________________ evidence of validity, respectively. A. convergent; discriminant B. discriminant; convergent C. homogeneous; concurrent D. concurrent; homogeneous Accessibility: Keyboard Navigation 96. Which is TRUE regarding the concept of test fairness? A. In contrast to bias, fairness is relatively easy to determine. B. Fairness is usually determined statistically. C. Fairness often involves moral; ethical issues. D. All of these Accessibility: Keyboard Navigation 6-30 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 97. Which is TRUE regarding the adjustment of test scores as a function of group membership? A. It is illegal for purposes of making hiring or promotion decisions according to the Civil Rights Act of 1991. B. It is viewed as helping guarantee the proportional representation of various minority groups in the workplace. C. It is viewed as allowing the preferential treatment of certain groups. D. All of these Accessibility: Keyboard Navigation 98. "Unequal levels of difficulty between two groups" characterizes the definition of a biased test that would MOST probably be a quote from A. any random member of the general public. B. a court. C. a psychometrician. D. All of these Accessibility: Keyboard Navigation 99. Which of the following is NOT included in the traditional "trinitarian" conceptualization of validity? A. face validity B. content validity C. construct validity D. criterion-related validity Accessibility: Keyboard Navigation 6-31 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 100. A test reviewer comes to the conclusion that a certain test is "a valid test." This means that the reviewed test has been shown to be valid for A. a particular use with a particular population for the life of the test. B. a particular use with a universal population of testtakers for a limited time. C. universal use with all testtakers for the life of the test. D. a particular use with a particular population at a particular time. Accessibility: Keyboard Navigation 101. Studies that indicate that Attention Deficit Disorder occurs in approximately 2% of the population. Here, 2% is the __________ for the disorder. A. hit rate B. base rate C. miss rate D. sample Accessibility: Keyboard Navigation 102. Which of the following is the BEST definition of hit rate? A. the proportion of people the test correctly identifies as possessing a particular trait, behavior, characteristic, or attribute B. the proportion of people in the general population who possess the particular trait, behavior, characteristic, or attribute C. the proportion of people the test incorrectly identifies as possessing a particular trait, behavior, characteristic, or attribute D. the degree of validity of a particular test Accessibility: Keyboard Navigation 103. The extent to which a particular factor contributes to a test score is referred to as a A. true score. B. base rate. C. factor loading. D. hit rate. Accessibility: Keyboard Navigation 6-32 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 6-33 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 104. According to your textbook, factor analysis A. derives its name from the "factoring" of correlations. B. is a data reduction technique. C. will typically yield a publishable study for a researcher. D. None of these Accessibility: Keyboard Navigation 105. Using a test that measures a low base rate trait A. will likely result in more correct than incorrect classifications. B. will likely result in more incorrect than correct classifications. C. will result in an equal number of correct and incorrect classifications. D. will have results that cannot be determined based on the information presented. Accessibility: Keyboard Navigation 106. This Child Abuse Potential (CAP) Inventory boasts an accuracy rate of approximately 90%. Properly interpreted, this means that A. 90% of the people who score high on the CAP physically abuse children. B. 90% of the people who score low on the CAP do not physically abuse children. C. in groups with a 50% base rate, 90% of those who abuse children are correctly identified. D. in groups with a 90% base rate, 50% of those who abuse children are correctly identified. Accessibility: Keyboard Navigation 107. If the rate of a particular disorder occurring in the population is low, what impact does this have on the classification of individuals based on the results of a psychological test? A. There will be no impact on the accuracy of the classification. B. More individuals will be incorrectly classified as not having the disorder. C. More individuals will be incorrectly classified as having the disorder. D. The impact cannot be determined based on the information provided. Accessibility: Keyboard Navigation 6-34 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education. Chapter 06 - Validity 108. Each of the three approaches to validity assessment in the trinitarian model should BEST be thought of as A. mutually exclusive as evidence of a test's validity with any one source necessary and sufficient for demonstrating a test's validity. B. one type of evidence that, with others, contributes to a judgment concerning the validity of a test. C. insufficient, either by themselves or together with the other two, to demonstrate the validity of a test. D. None of these Accessibility: Keyboard Navigation 109. In legal terminology, a valid contract is a contract that A. measures what it purports to measure. B. has been executed with the proper formalities. C. is well grounded on principles of evidence. D. was designed with all of the needs of the parties. Accessibility: Keyboard Navigation 110. As the term is applied to a test, validity is a judgment or estimate of how well a test A. measures what it purports to measure. B. measures what it purports to measure in a particular context. C. satisfies the deductions that could logically be made from inferences about it. D. a test result can be duplicated under the same or similar circumstances. Accessibility: Keyboard Navigation 6-35 Copyright © 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.