standardization - correct answer uniformity of procedure in administering & scoring a test
reduces measurement error
norms - correct answer the
... [Show More] scores of a representative sample of the population on a particular test
interpretation - correct answer comparing an individual's test score to norms
objective - correct answer administration, scoring, & interpretation of scores are separate of the subjective judgment of the examiner (e.g. MMPI-II, WAIS-IV)
reliability - correct answer consistency; provides repeatable, consistent results
validity - correct answer test measures what is says it measures
maximum performance - correct answer tests that show test taker's best possible performance (e.g. achievement & aptitude tests)
typical performance - correct answer tells what a test taker usually does or feels (personality tests, interest inventories)
ceiling effects - correct answer limit when the measure does not include an adequate range of items at the "top" of the exam (e.g. intelligence test does not have enough difficult items, so high achieving test takers score similarly)
floor effects - correct answer test does not contain adequate range of questions at the "bottom/low" end of the exam
classical test theory - correct answer obtained test score comprised of 2 components: truth & error
truth--classical test theory - correct answer reflects test takers actual status on whatever attribute is being measured by the test
error (measurement error) classical test theory - correct answer refers to factors that are irrelevant to whatever is being measured. it is random--can be due to any # of factors.
reliability coefficient - correct answer part of most methods of estimating a test's reliability.
it is a correlation coefficient that ranges between 0.0 to 1.0
closer to 1 = higher reliability (personality tests ~ .70 & above; selection tests in industrial settings ~ .90)
test-retest reliability (coefficient of stability) - correct answer administering the same test to the same group of people & then correlating scores on 1st & 2nd administration
drawbacks: practice effects, changes in administration conditions,
alternate forms reliability (equivalent forms, parallel forms) - correct answer administering 2 equivalent forms of a test to the same group of examinees & then correlating the scores.
the 2 forms are not administered in succession, in order to demonstrate a high coefficient it must be consistent across time & across different content
internal consistency reliability - correct answer obtaining correlations among individual items. three methods: split-half, Cronbach's coefficient alpha, & the Kuder-Richardson Formula 20.
split half method - correct answer divide the test into 2 halves (e.g.odds/evens) and then scoring each half & correlating the 2 scores
kuder-richardson - correct answer used when test items are dichotomously scored (e.g. MMPI-II)
Cronbach's coefficient alpha - correct answer used when tests have multiple scored items (e.g. a likert scale test, BDI) [Show Less]