Testing and Assessment: Ch. 6 test bank

c6 Student: ___________________________________________________________________________ 1. In legal terminology, a valid contract is 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. one of these

!. As the term is applied to a test, validity is is a "udgment 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. satis#es the deductions that could logically be made from inferences about it. D. All of these

$. A test reviewer comes to the conclusion that a certain test is %a valid test.% &his 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 testta'ers for a limited time. C. universal use with all testta'ers for the life of the test. D. a particular use with a particular population at a particular time.

(. )ach of the three approaches to validity assessment in the trinitarian model should B)*& be thought of as A. mutually exclusive as evidence of a test+s validity with any one source necessary and sucient for demonstrating a test+s validity. B. one type of evidence that, with others, contributes to a "udgment concerning the validity of a test. C. insucient, either by themselves or together with the other two, to demonstrate the validity of a test. D. one of these

-. &he 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

. Comedian /odney Danger#eld was cited in the text to illustrate a point about how which of the following is viewed0 A. test validation B. content validity C. face validity D. construct validity

. %It+s a measure of validity that arrived at by a comprehensive analysis of how scores on the test relate to other test scores.% &his statement is a reference to2 A. face validity B. content validity C. the trinitarian index D. construct validity

3. Messick is is to unitarian as unitarian as 4444444444 is to trinitarian. trinitarian . A. Cronbach B. 5awshe C. 5andy D. Danger#eld

6. As mentioned in Chapter  of your text, the measurement of content validity is particularly important in A. classroom settings, where tests will form the basis of a grade. B. employment settings, where tests may be used to promote employees. C. courtroom settings, where tests may be used to determine competence. D. screening for the potential of emission of violent or aggressive behavior.

17. 5awshe+s method for gauging agreement among raters is used to derive a measure of A. face validity. B. content cont ent validity valid ity.. C. criterion8related validity. D. construct cons truct validity val idity..

11. In Chapter  of your text, Dr. Adam *hoema'er, the featured professional in Meet an Meet an Assessment Professional Assessment Professional,, described the use of a test with little criterion validity. Dr. *hoema'er recalled that this test was used for the purpose of A. gauging inter8item consistency of another test. B. gaining %buy8in% from the test users. C. providing a %"ob preview% of sorts to assessees. D. hiring candidates for mid8level executive positions.

1!. If a test developer has only a %fu99y% vision of the construct being measured, then A. the content validity of the test is li'ely to su:er. B. the construct validity of the test is li'ely to su:er. C. content irrelevant to the targeted construct may be measured. D. All of these

1$. &est blueprinting is applied in the design of A. an attitude test. B. a personality test. C. an aptitude test. D. All of these

1(. In order to remain consistent with a test+s blueprint, a test administered on a regular basis is li'ely to re;uire A. item pool management. B. base rate maintenance. C. predictive validity certi#cation. D. one of these

1-. Criterion-related validity is is to predictive to predictive validity as as criterion-related validity is is to A. construct validity. validity. B. content cont ent validity valid ity.. C. concurrent validity val idity.. D. test bias.

1. A team of consumer psychologists is interested in conducting research to test the palatability of Papa John's Papa John's Pizza <=>=?, Pizza <=>=?, A =>= =alatability &est is developed on the basis of the opinions of a sample of prison inmates sentenced to life in prison. &hese same inmates are then used to validate a paper8and8pencil %=>= =alatability *urvey.% @hat error has been committed by the researchers0 A. &he researchers used an inappropriate population to test. B. &he test validation was invalid due to criterion contamination. C. Convergent evidence was confused with discriminant evidence. D. A Constitutional prohibition against sub"ecting prisoners to cruel and unusual punishment was violated

1. 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 predictiv e validity validit y. D. incremental inc remental validity vali dity..

13. An epectancy chart epectancy chart is 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

16. %&he e:ect of instituting this remedy for adverse impact is to ma'e e;uivalent all scores that fall within a particular range.% &he remedy for remedy for adverse adverse impact referred referred to here is technically referred to as A. within8group norming. B. di:erential cut8o:s. C. preference policies. D. banding.

!7. %ow can group di:erences on cognitive ability tests be reduced while retaining existing high levels of reliability and criterion8related validity0% According to ottfredson, the answer to this ;uestion A. lies in the "udicious application of armative action strategies. B. must be answered by measurement professionals for themselves. C. must come from strategies designed to minimi9e adverse impact. D. will not come from measurement8related research.

!1. 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 eciently and cost8e:ectively. D. has little or no error associated with it.

!!. @hich is & a method of evaluating the validity of a test0 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

!$. Predictive and concurrent validity can be subsumed under A. content validity. B. criterion8related validity. C. face validity. D. true score validity.

!(. /elating scores obtained on a test to other test scores or data from other assessment procedures is typically done in an e:ort to establish the 4444444444 validity of a test. A. content8related B. criterion8related C. face D. about8face

!-. !ace 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 face8to8face interviews.

!. ace validity A. may inEuence the way the testta'er approaches the situation. B. relates more to what the test appears to measure than what the test may actually measure. C. is given short8shrift as compared to other indices of validity. D. All of these

!. @hich assessment techni;ue is the B)*& example of a face valid method0 A. a personality test in which testta'ers are as'ed to describe what they see in in'blots B. administering a word processing test to a person applying to be a word processor C. as'ing testta'ers to draw a picture of their family to assess family relationships D. measuring the height of applicants applying for a semi8pro bas'etball team

!3. An instructor announces that an examination will cover the topics of reliability and validity. Falcolm boasts that he will read and study only the material on reliability. As it turns out, all of the test ;uestions are only on the topic of reliability. &he F*& reasonable conclusion a student of assessment could draw from this is that A. the examination lac'ed criterion8related validity. B. the examination lac'ed content validity. C. the examination lac'ed face validity. D. it+s worth getting to 'now Falcolm better.

!6. 5awshe devised a method for determining agreement among raters or "udges who rate items on how essential they are. &his method provides a way to ;uantify what type of validity0 A. content B. construct C. criterion8related D. predictive

$7. Before constructing a comprehensive #nal examination that covers everything you have studied since Day 1 of your course, your instructor reviews the ob"ectives of the course, the textboo', and all lecture notes. Gour instructor is clearly ma'ing a diligent e:ort to maximi9e the 4444444444 validity of the #nal examination. A. content B. criterion8related C. predictive D. internal consistency

$1. In calculating the content validity ratio, panelists are as'ed to determine A. if the test item has face validity and an acceptable level of reliability. B. if the test item is too long or too short. C. if the test item is ambiguous. D. if the s'ill or 'nowledge measured by the item is essential.

$!. &he minimum value of a content validity ratio necessary to be statistically signi#cant at the .7- level is dependent on A. the number of panelists "udging the items. B. the degree of the construct validity of the test. C. the number of testta'ers. D. the number of items on the test.

$$. A standard against which a test or test score is evaluated is 'nown as A. a facet. B. a correlation coecient. C. a validity coecient. D. a criterion.

$(. @hich of the following is B)*& be viewed as varieties of criterion8related validity0 A. concurrent validity and face validity B. content validity and predictive validity C. concurrent validity and predictive validity D. concurrent validity and content validity

$-. &he form of criterion-related validity that reEects 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 'nown as2 A. predictive validity. B. construct validity. C. concurrent validity. D. content validity.

$. &he form of criterion-related validity that reEects the degree to which a test score correlates with a criterion measure that was obtained some time subse;uent to the test score is 'nown as2 A. predictive validity. B. construct validity. C. concurrent validity. D. content validity.

$. A 'ey di:erence 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 coecient that will be considered signi#cant at the .7level. C. the magnitude of the validity coecient that will be considered signi#cant at the .7level. D. Both b and c

$3. @hich is an example of a criterion0 A. achievement test scores B. success in being able to repair a defective toaster C. student ratings of teaching e:ectiveness D. All of these

$6. Criterion contamination occurs when A. the criterion measure is inEuenced by the predictor measure. B. sub"ects tal' to one another about the test. C. the characteristic being measured occurs with low fre;uency in the group being studied. D. All of these

(7. @hich B)*& represents an uno"trusive measure of marital ad"ustment0 A. the number of years a couple has been married B. self8ratings of marital satisfaction by each spouse C. ratings of marital satisfaction made by trained observers D. one of these

(1. According to the text, face validity may ultimately be more of an issue regarding 4444444444 than 44444444. A. social valuesHpsychometric soundness. B. psychometric soundnessHpublic relations. C. public relationsHpsychometric soundness. D. social valuesHpublic perception.

(!. 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 signi#cantly with another test purporting to measure the same construct. C. test scores increase as a function of age. D. All of these

($. @hat type of validity evidence B)*& sheds light on how a shorter and less expensive test compares with a longer and more expensive one0 A. predictive criterion8related validity B. concurrent criterion8related validity C. content validity D. construct validity

((. @hat type of validity evidence best sheds light on whether a college admissions test is valid for selecting students who will complete the program within ( years0 A. predictive criterion8related validity B. concurrent criterion8related validity C. content validity D. construct validity

(-. #lueprintin$ is best associated with A. construct validity. B. content validity. C. criterion8related validity. D. architectural validity.

(. &he magnitude of a validity coecient may be a:ected by A. attrition of the sample. B. restriction of range. C. inEation of range. D. All of these

(. @hich magnitude of validity coecient is typically acceptable to conclude that a test is valid0 A. 1.-7 B. 1.37 C. above 1.67 D. one of these

(3. A coecient of correlation is calculated between Falcolm+s score on a test of sociopathy and a clinician+s rating of Falcolm on the variable of sociopathy. &his coecient of correlation might also be referred to as A. an index of reliability. B. an index of sociopathy. C. a validity coecient. D. a content8related validity coecient.

(6. Criterion-related validity can be evaluated through the use of A. expectancy data. B. reliability coecients. C. the /ulon formula. D. one of these

-7. %pectancy ta"les are used in evaluating A. content validity. B. factorial validity. C. criterion8related validity. D. one of these

-1. &he percentages included in expectancy tables refer to the number of A. tests administered versus tests passed. B. people obtaining a particular test8scoreHcriterion8score combination. C. items the test developer expects will be sucient for the item pool. D. people who are expected to pass the test but may not be successful at the criterion.

-!. @hich statement is always &/) of the criterion in expectancy tables0 A. &he criterion is represented as the number of points scored. B. &he criterion is dichotomi9ed. C. &he criterion is listed by score interval. D. &he criterion can be ob"ectively scored.

-$. In an expectancy table, the percentage of employees who are currently successful in a position provides some indication of2 A. the validity of the proposed selection measure as compared to another proposed selection measure. B. the percent successful using current methods of selection. C. the reliability of the proposed selection measure. D. the base rate of the proposed selection measure.

-(. @hich measures provide statistical evidence for the "udgment of criterion8related validity0 A. reliability coecient and content validity ratio B. validity coecient and expectancy data C. validity coecient and content validity ratio D. reliability coecient and expectancy data

--. )mployment test data suggests that an individual applicant is incapable of successfully performing a particular "ob. owever, in reality, this individual would be very successful at the "ob. &his situation exempli#es what is meant by A. a base rate. B. a false positive. C. a false negative. D. an &%& rue (olly)ood Story .

-. @hich is an example of a false positive0 A. A test identi#es a client as schi9ophrenic when the client is not. B. A test correctly identi#es a client as schi9ophrenic. C. A test correctly identi#es a client as not having schi9ophrenia. D. A test indicates that a client is not schi9ophrenic when he is.

-. If you were a psychologist wor'ing in the #eld of human resources, which claim for a new personnel selection test by a test publisher would be F*& persuasive0 A. &he test identi#es a large number of false positives. B. &he test improves the hit rate. C. &he test identi#es a large base rate. D. &he test improves the selection ratio.

-3. A construct is A. unobservable. B. something that describes behavior. C. something that is assumed to exist. D. All of these

-6. @hich ;uali#es as a construct 0 A. depression B. intelligence C. mechanical aptitude D. All of these

7. All validity evidence can be interpreted as 44444444 validity. A. content B. criterion8related C. predictive D. construct

1. )vidence 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 b and c

!. @hich statistic is appropriate for use to estimating the heterogeneity of a test composed of multiple8choice items0 A. point8biserial correlation coecient B. =earson8product moment correlation coecient C. coecient alpha D. chi s;uare

$. &est scores may be a:ected in pre8 and post8testing by A. therapy. B. medication. C. education. D. All of these

(. If a test is a valid measure of a particular construct, we would expect that A. groups of people who di:er with respect to the construct will obtain di:erent test scores. B. groups of people who di:er with respect to the construct will obtain similar test scores. C. groups of people who obtain similar scores will have similar personalities. D. one of these

-. A signi#cant, positive relationship exists between scores on a new test of intelligence and scores on the fourth edition of the *tanford8Binet intelligence scale. &hese data may be viewed as supportive of which type of validity evidence for the new test0 A. criterion8related validity B. content validity C. convergent evidence of construct validity D. discriminant evidence of construct validity

. A statistically insigni#cant correlation between scores on a new test of depression and a well established measure of satisfaction with life may be construed as which type of validity evidence with regard to the test of depression0 A. criterion8related validity B. convergent evidence of construct validity C. discriminant evidence of construct validity D. one of these because there was an insigni#cant relationship.

. @hich is the F*& useful tool in evaluating convergent and discriminant validity evidence0 A. the /ulon formula B. a multitrait8multimethod matrix C. a reco85atin s;uares design D. an abacus

3. &he names attributed to di:erent factor loadings in a factor analysis are A. dictated by the factors themselves. B. sub"ect to change as new analyses occur. C. thoroughly validated against dictionary de#nitions. D. dependent on the researcher+s "udgment.

6. In the context of test "ias, 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.

7. A test is considered to contain a bias if A. -7J of the test8ta'ers 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 pre"udice against some group.

1. @hich is &/) regarding a rating0 A. It refers only to a numerical "udgment that places a person or an attribute along a continuum. B. It refers only to a verbal "udgment that places a person or an attribute along a continuum. C. It tends not to involve a "udgment. D. It refers to either a numerical or a verbal "udgment that places a person or an attribute along a continuum.

!. @hich term is used to refer to the tendency of a rater to evaluate ratees higher than they ob"ectively deserve because of the rater+s inability to discriminate between aspects of the ratee+s behavior0 A. halo e:ect B. random error C. generosity error D. severity error

$. /ating errors A. may be unintentional. B. may be intentional. C. may involve a tendency to be lenient in rating. D. All of these

(. A supervisor unintentionally rates his supervisees less favorably than they really deserve. @hich type of error is at wor' here0 A. unconscious error B. severity error C. random error D. vocational error

-. @hich type of error has occurred when a music critic+s review of 5ady aa+s latest album is more positive than most person on the planet believe was warranted0 A. fashion error B. central tendency error C. severity error D. halo e:ect

. A rater systematically assigns ratings in the middle range, thus avoiding extremely positive and negative ratings. @hich type of error B)*& characteri9es this rater+s ratings0 A. leniency error B. central tendency error C. severity error D. halo e:ect

. 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.

3. Kuotas 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

6. @hich of the following is &/) of test "ias as compared to test fairness0 A. &est bias is dependent on statistical analyses while test fairness relates to values. B. &est bias is dependent on values while test fairness relates to statistical analyses. C. @hether a test is fair can be answered with certainty while whether a test is biased cannot. D. one of these statements are true.

37. Any de#nition of test fairness as used in a psychometric context would be li'ely to include reference to A. the percent of items answered correctly by members of di:erent 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, "ust and e;uitable way. D. All of these

31. 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. test8retest reliability. B. incremental validity. C. construct validity. D. face validity.

3!. In psychological testing and assessment, "ias refers to A. random variation in test performance attributable to covert pre"udice 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 testta'ers over another. D. All of these

3$. @hich of the following is the B)*& way to minimi9e test bias0 A. create separate norm groups for di:erent 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. pre8screen examiners to be used in the test administration for any signs of bias or pre"udice. D. employ the multitrait8multimethod matrix to screen items for bias.

3(. A new test designed to gauge competence to stand trial is found to lac' face validity. @hich is the F*& li'ely conse;uence of this fact0 A. >udges will urge assessors to use this test. B. 5awyers 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.

3-. @hich B)*& describes the concept of validity as applied to tests0 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 #ve times in a hundred. C. It refers to how well a speci#c sample performs on an administration of a test. D. It refers to whether or not a test is administered under standardi9ed conditions.

3. /elating to 5awshe+s Content *alidity +atio
3. A psychologist wants to determine the criterion8related 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 s'ewed

33. 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 44444444 validity of the new test. A. content B. concurrent criterion8related C. predictive criterion8related D. construct

36. Comparing *A& scores earned in high school with the #rst semester college =A of that same student is a process related to establishing the 44444444 validity of the *A&. A. content B. concurrent criterion8related C. predictive criterion8related D. construct

67. &he results of a predictive validity study of a test will li'ely be a:ected most by A. the characteristics of the sample tested, such as attrition and self8selection. B. the number of items on the test, with longer tests demonstrating higher predictive validity. C. the correlation coecient chosen to measure the validity. D. the administration time re;uired for the test compared with that of the criterion test chosen.

61. @hich is an example of convergent evidence for the construct validity of a test measuring fear of cats0 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 more8generali9ed fear C. a low correlation between the test and a test to measure fear of dogs D. Both a and b

6!. In contrast to a trinitarian vie) of validity , a unitary vie) of validity ta'es 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 conse;uences of test use. C. all three elements of the trinitarian view plus additional factors such as cultural values. D. one of these

6$. 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 444444444444444444 and 44444444444444444 evidence of validity, respectively. A. convergentM discriminant B. discriminantM convergent C. homogeneousM concurrent D. concurrentM homogeneous

6(. @hich is &/) regarding the concept of test fairness0 A. airness is relatively easy to determine compared with bias. B. airness is usually determined statistically. C. airness often involves moralHethical issues. D. All of these

6-. @hich is &/) regarding the ad"ustment of test scores as a function of group membership0 A. It is illegal for purposes of ma'ing hiring or promotion decisions according to the Civil /ights Act of 1661. B. It is viewed as helping guarantee the proportional representation of various minority groups in the wor'place. C. It is viewed as allowing the preferential treatment of certain groups. D. All of these

6. &he primary purpose of the correlation matrix in the multitrait8multimethod matrix techni;ue is A. to brea' down variables into a smaller number of factors. B. to create a large number of factors from a basic set of variables. C. to determine how well a variable correlates with itself. D. one of these

6. %ne;ual levels of diculty between two groups% characteri9es the de#nition of a "iased test that would F*& probably be a ;uote from A. any random member of the general public. B. a court C. a psychometrician. D. Nourtney and Nim Nardashian.

63. @hich of the following is & included in the traditional %trinitarian% conceptuali9ation of validity0 A. face validity B. content validity C. construct validity D. criterion8related validity

66. In studies that indicate that Attention De#cit Disorder occurs in approximately !J of the population, !J represents the 4444444444 for the disorder. A. hit rate B. base rate C. miss rate D. sample

177. @hich of the following is the best de#nition of hit rate0 A. the proportion of people the test correctly identi#es 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 identi#es as possessing a particular trait, behavior, characteristic, or attribute D. the degree of validity of a particular test

171. &he 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.

17!. actor analysis A. is a class of mathematical procedures. B. is a data reduction techni;ue. C. explains the extent to which a factor or factors explain test scores. D. All of these

17$. sing a test that measures a low base rate trait A. will li'ely result in more correct than incorrect classi#cations. B. will li'ely result in more incorrect than correct classi#cations. C. will result in an e;ual number of correct and incorrect classi#cations. D. will have results that cannot be determined based on the information presented.

17(. &his Child Abuse =otential
17-. If the rate of a particular disorder occurring in the population is low, what impact does this have on the classi#cation of individuals based on the results of a psychological test0 A. &here will be no impact on the accuracy of the classi#cation. B. Fore individuals will be incorrectly classi#ed as not having the disorder. C. Fore individuals will be incorrectly classi#ed as having the disorder. D. &he impact cannot be determined based on the information provided.

17. )ach of the three approaches to validity assessment in the trinitarian model should B)*& be thought of as A. mutually exclusive as evidence of a test+s validity with any one source necessary and sucient for demonstrating a test+s validity. B. one type of evidence that, with others, contributes to a "udgment concerning the validity of a test. C. insucient, either by themselves or together with the other two, to demonstrate the validity of a test. D. one of these

c Ney

1. 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. one of these

Cohen - Chapter , ./

!. As the term is applied to a test, validity is a "udgment 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. satis#es the deductions that could logically be made from inferences about it. D. All of these

Cohen - Chapter , .0

$. A test reviewer comes to the conclusion that a certain test is %a valid test.% &his 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 testta'ers for a limited time. C. universal use with all testta'ers for the life of the test. D. a particular use with a particular population at a particular time.


(. )ach of the three approaches to validity assessment in the trinitarian model should B)*& be thought of as A. mutually exclusive as evidence of a test+s validity with any one source necessary and sucient for demonstrating a test+s validity. B. one type of evidence that, with others, contributes to a "udgment concerning the validity of a test. C. insucient, either by themselves or together with the other two, to demonstrate the validity of a test. D. one of these


-. &he 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


. Comedian /odney Danger#eld was cited in the text to illustrate a point about how which of the following is viewed0 A. test validation B. content validity C. face validity D. construct validity

Cohen - Chapter , .

. %It+s a measure of validity that arrived at by a comprehensive analysis of how scores on the test relate to other test scores.% &his statement is a reference to2 A. face validity B. content validity C. the trinitarian index D. construct validity


3. Messick is to unitarian as 4444444444 is to trinitarian. A. Cronbach B. 5awshe C. 5andy D. Danger#eld


6. As mentioned in Chapter  of your text, the measurement of content validity is particularly important in A. classroom settings, where tests will form the basis of a grade. B. employment settings, where tests may be used to promote employees. C. courtroom settings, where tests may be used to determine competence. D. screening for the potential of emission of violent or aggressive behavior.


17. 5awshe+s method for gauging agreement among raters is used to derive a measure of A. face validity. B. content validity. C. criterion8related validity. D. construct validity.

Cohen - Chapter , ./,

11. In Chapter  of your text, Dr. Adam *hoema'er, the featured professional in Meet an Assessment Professional, described the use of a test with little criterion validity. Dr. *hoema'er recalled that this test was used for the purpose of A. gauging inter8item consistency of another test. B. gaining %buy8in% from the test users. C. providing a %"ob preview% of sorts to assessees. D. hiring candidates for mid8level executive positions.

Cohen - Chapter , .//

1!. If a test developer has only a %fu99y% vision of the construct being measured, then A. the content validity of the test is li'ely to su:er. B. the construct validity of the test is li'ely to su:er. C. content irrelevant to the targeted construct may be measured. D. All of these

Cohen - Chapter , ./0

1$. &est blueprinting is applied in the design of A. an attitude test. B. a personality test. C. an aptitude test. D. All of these


1(. In order to remain consistent with a test+s blueprint, a test administered on a regular basis is li'ely to re;uire A. item pool management. B. base rate maintenance. C. predictive validity certi#cation. D. one of these


1-. 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.


1. A team of consumer psychologists is interested in conducting research to test the palatability of Papa John's Pizza <=>=?, A =>= =alatability &est is developed on the basis of the opinions of a sample of prison inmates sentenced to life in prison. &hese same inmates are then used to validate a paper8and8pencil %=>= =alatability *urvey.% @hat error has been committed by the researchers0 A. &he researchers used an inappropriate population to test. B. &he test validation was invalid due to criterion contamination. C. Convergent evidence was confused with discriminant evidence. D. A Constitutional prohibition against sub"ecting prisoners to cruel and unusual punishment was violated

Cohen - Chapter , ./

1. 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.


13. An epectancy 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


16. %&he e:ect of instituting this remedy for adverse impact is to ma'e e;uivalent all scores that fall within a particular range.% &he remedy for adverse impact referred to here is technically referred to as A. within8group norming. B. di:erential cut8o:s. C. preference policies. D. banding.


!7. %ow can group di:erences on cognitive ability tests be reduced while retaining existing high levels of reliability and criterion8related validity0% According to ottfredson, the answer to this ;uestion A. lies in the "udicious application of armative action strategies. B. must be answered by measurement professionals for themselves. C. must come from strategies designed to minimi9e adverse impact. D. will not come from measurement8related research.

Cohen - Chapter , .0,

!1. 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 eciently and cost8e:ectively. D. has little or no error associated with it.

Cohen - Chapter , .0/

!!. @hich is & a method of evaluating the validity of a test0 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


!$. Predictive and concurrent validity can be subsumed under A. content validity. B. criterion8related validity. C. face validity. D. true score validity.


!(. /elating scores obtained on a test to other test scores or data from other assessment procedures is typically done in an e:ort to establish the 4444444444 validity of a test. A. content8related B. criterion8related C. face D. about8face


!-. !ace 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 face8to8face interviews.


!. ace validity A. may inEuence the way the testta'er approaches the situation. B. relates more to what the test appears to measure than what the test may actually measure. C. is given short8shrift as compared to other indices of validity. D. All of these

Cohen - Chapter , .0

!. @hich assessment techni;ue is the B)*& example of a face valid method0 A. a personality test in which testta'ers are as'ed to describe what they see in in'blots B. administering a word processing test to a person applying to be a word processor C. as'ing testta'ers to draw a picture of their family to assess family relationships D. measuring the height of applicants applying for a semi8pro bas'etball team


!3. An instructor announces that an examination will cover the topics of reliability and validity. Falcolm boasts that he will read and study only the material on reliability. As it turns out, all of the test ;uestions are only on the topic of reliability. &he F*& reasonable conclusion a student of assessment could draw from this is that A. the examination lac'ed criterion8related validity. B. the examination lac'ed content validity. C. the examination lac'ed face validity. D. it+s worth getting to 'now Falcolm better.


!6. 5awshe devised a method for determining agreement among raters or "udges who rate items on how essential they are. &his method provides a way to ;uantify what type of validity0 A. content B. construct C. criterion8related D. predictive


$7. Before constructing a comprehensive #nal examination that covers everything you have studied since Day 1 of your course, your instructor reviews the ob"ectives of the course, the textboo', and all lecture notes. Gour instructor is clearly ma'ing a diligent e:ort to maximi9e the 4444444444 validity of the #nal examination. A. content B. criterion8related C. predictive D. internal consistency


$1. In calculating the content validity ratio, panelists are as'ed to determine A. if the test item has face validity and an acceptable level of reliability. B. if the test item is too long or too short. C. if the test item is ambiguous. D. if the s'ill or 'nowledge measured by the item is essential.


$!. &he minimum value of a content validity ratio necessary to be statistically signi#cant at the .7- level is dependent on A. the number of panelists "udging the items. B. the degree of the construct validity of the test. C. the number of testta'ers. D. the number of items on the test.


$$. A standard against which a test or test score is evaluated is 'nown as A. a facet. B. a correlation coecient. C. a validity coecient. D. a criterion.


$(. @hich of the following is B)*& be viewed as varieties of criterion8related validity0 A. concurrent validity and face validity B. content validity and predictive validity C. concurrent validity and predictive validity D. concurrent validity and content validity


$-. &he form of criterion-related validity that reEects 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 'nown as2 A. predictive validity. B. construct validity. C. concurrent validity. D. content validity.


$. &he form of criterion-related validity that reEects the degree to which a test score correlates with a criterion measure that was obtained some time subse;uent to the test score is 'nown as2 A. predictive validity. B. construct validity. C. concurrent validity. D. content validity.


$. A 'ey di:erence 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 coecient that will be considered signi#cant at the .7level. C. the magnitude of the validity coecient that will be considered signi#cant at the .7level. D. Both b and c


$3. @hich is an example of a criterion0 A. achievement test scores B. success in being able to repair a defective toaster C. student ratings of teaching e:ectiveness D. All of these


$6. Criterion contamination occurs when A. the criterion measure is inEuenced by the predictor measure. B. sub"ects tal' to one another about the test. C. the characteristic being measured occurs with low fre;uency in the group being studied. D. All of these


(7. @hich B)*& represents an uno"trusive measure of marital ad"ustment0 A. the number of years a couple has been married B. self8ratings of marital satisfaction by each spouse C. ratings of marital satisfaction made by trained observers D. one of these


(1. According to the text, face validity may ultimately be more of an issue regarding 4444444444 than 44444444. A. social valuesHpsychometric soundness. B. psychometric soundnessHpublic relations. C. public relationsHpsychometric soundness. D. social valuesHpublic perception.


(!. 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 signi#cantly with another test purporting to measure the same construct. C. test scores increase as a function of age. D. All of these


($. @hat type of validity evidence B)*& sheds light on how a shorter and less expensive test compares with a longer and more expensive one0 A. predictive criterion8related validity B. concurrent criterion8related validity C. content validity D. construct validity


((. @hat type of validity evidence best sheds light on whether a college admissions test is valid for selecting students who will complete the program within ( years0 A. predictive criterion8related validity B. concurrent criterion8related validity C. content validity D. construct validity


(-. #lueprintin$ is best associated with A. construct validity. B. content validity. C. criterion8related validity. D. architectural validity.


(. &he magnitude of a validity coecient may be a:ected by A. attrition of the sample. B. restriction of range. C. inEation of range. D. All of these


(. @hich magnitude of validity coecient is typically acceptable to conclude that a test is valid0 A. 1.-7 B. 1.37 C. above 1.67 D. one of these


(3. A coecient of correlation is calculated between Falcolm+s score on a test of sociopathy and a clinician+s rating of Falcolm on the variable of sociopathy. &his coecient of correlation might also be referred to as A. an index of reliability. B. an index of sociopathy. C. a validity coecient. D. a content8related validity coecient.


(6. Criterion-related validity can be evaluated through the use of A. expectancy data. B. reliability coecients. C. the /ulon formula. D. one of these


-7. %pectancy ta"les are used in evaluating A. content validity. B. factorial validity. C. criterion8related validity. D. one of these


-1. &he percentages included in expectancy tables refer to the number of A. tests administered versus tests passed. B. people obtaining a particular test8scoreHcriterion8score combination. C. items the test developer expects will be sucient for the item pool. D. people who are expected to pass the test but may not be successful at the criterion.


-!. @hich statement is always &/) of the criterion in expectancy tables0 A. &he criterion is represented as the number of points scored. B. &he criterion is dichotomi9ed. C. &he criterion is listed by score interval. D. &he criterion can be ob"ectively scored.


-$. In an expectancy table, the percentage of employees who are currently successful in a position provides some indication of2 A. the validity of the proposed selection measure as compared to another proposed selection measure. B. the percent successful using current methods of selection. C. the reliability of the proposed selection measure. D. the base rate of the proposed selection measure.


-(. @hich measures provide statistical evidence for the "udgment of criterion8related validity0 A. reliability coecient and content validity ratio B. validity coecient and expectancy data C. validity coecient and content validity ratio D. reliability coecient and expectancy data


--. )mployment test data suggests that an individual applicant is incapable of successfully performing a particular "ob. owever, in reality, this individual would be very successful at the "ob. &his situation exempli#es what is meant by A. a base rate. B. a false positive. C. a false negative. D. an &%& rue (olly)ood Story .


-. @hich is an example of a false positive0 A. A test identi#es a client as schi9ophrenic when the client is not. B. A test correctly identi#es a client as schi9ophrenic. C. A test correctly identi#es a client as not having schi9ophrenia. D. A test indicates that a client is not schi9ophrenic when he is.


-. If you were a psychologist wor'ing in the #eld of human resources, which claim for a new personnel selection test by a test publisher would be F*& persuasive0 A. &he test identi#es a large number of false positives. B. &he test improves the hit rate. C. &he test identi#es a large base rate. D. &he test improves the selection ratio.


-3. A construct is A. unobservable. B. something that describes behavior. C. something that is assumed to exist. D. All of these


-6. @hich ;uali#es as a construct 0 A. depression B. intelligence C. mechanical aptitude D. All of these


7. All validity evidence can be interpreted as 44444444 validity. A. content B. criterion8related C. predictive D. construct

Cohen - Chapter , .,

1. )vidence 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 b and c

Cohen - Chapter , ./

!. @hich statistic is appropriate for use to estimating the heterogeneity of a test composed of multiple8choice items0 A. point8biserial correlation coecient B. =earson8product moment correlation coecient C. coecient alpha D. chi s;uare

Cohen - Chapter , .0

$. &est scores may be a:ected in pre8 and post8testing by A. therapy. B. medication. C. education. D. All of these


(. If a test is a valid measure of a particular construct, we would expect that A. groups of people who di:er with respect to the construct will obtain di:erent test scores. B. groups of people who di:er with respect to the construct will obtain similar test scores. C. groups of people who obtain similar scores will have similar personalities. D. one of these


-. A signi#cant, positive relationship exists between scores on a new test of intelligence and scores on the fourth edition of the *tanford8Binet intelligence scale. &hese data may be viewed as supportive of which type of validity evidence for the new test0 A. criterion8related validity B. content validity C. convergent evidence of construct validity D. discriminant evidence of construct validity


. A statistically insigni#cant correlation between scores on a new test of depression and a well established measure of satisfaction with life may be construed as which type of validity evidence with regard to the test of depression0 A. criterion8related validity B. convergent evidence of construct validity C. discriminant evidence of construct validity D. one of these because there was an insigni#cant relationship.

Cohen - Chapter , .

. @hich is the F*& useful tool in evaluating convergent and discriminant validity evidence0 A. the /ulon formula B. a multitrait8multimethod matrix C. a reco85atin s;uares design D. an abacus


3. &he names attributed to di:erent factor loadings in a factor analysis are A. dictated by the factors themselves. B. sub"ect to change as new analyses occur. C. thoroughly validated against dictionary de#nitions. D. dependent on the researcher+s "udgment.


6. In the context of test "ias, 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.


7. A test is considered to contain a bias if A. -7J of the test8ta'ers 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 pre"udice against some group.


1. @hich is &/) regarding a rating0 A. It refers only to a numerical "udgment that places a person or an attribute along a continuum. B. It refers only to a verbal "udgment that places a person or an attribute along a continuum. C. It tends not to involve a "udgment. D. It refers to either a numerical or a verbal "udgment that places a person or an attribute along a continuum.


!. @hich term is used to refer to the tendency of a rater to evaluate ratees higher than they ob"ectively deserve because of the rater+s inability to discriminate between aspects of the ratee+s behavior0 A. halo e:ect B. random error C. generosity error D. severity error


$. /ating errors A. may be unintentional. B. may be intentional. C. may involve a tendency to be lenient in rating. D. All of these


(. A supervisor unintentionally rates his supervisees less favorably than they really deserve. @hich type of error is at wor' here0 A. unconscious error B. severity error C. random error D. vocational error


-. @hich type of error has occurred when a music critic+s review of 5ady aa+s latest album is more positive than most person on the planet believe was warranted0 A. fashion error B. central tendency error C. severity error D. halo e:ect


. A rater systematically assigns ratings in the middle range, thus avoiding extremely positive and negative ratings. @hich type of error B)*& characteri9es this rater+s ratings0 A. leniency error B. central tendency error C. severity error D. halo e:ect


. 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.


3. Kuotas 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


6. @hich of the following is &/) of test "ias as compared to test fairness0 A. &est bias is dependent on statistical analyses while test fairness relates to values. B. &est bias is dependent on values while test fairness relates to statistical analyses. C. @hether a test is fair can be answered with certainty while whether a test is biased cannot. D. one of these statements are true.


37. Any de#nition of test fairness as used in a psychometric context would be li'ely to include reference to A. the percent of items answered correctly by members of di:erent 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, "ust and e;uitable way. D. All of these


31. 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. test8retest reliability. B. incremental validity. C. construct validity. D. face validity.


3!. In psychological testing and assessment, "ias refers to A. random variation in test performance attributable to covert pre"udice 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 testta'ers over another. D. All of these


3$. @hich of the following is the B)*& way to minimi9e test bias0 A. create separate norm groups for di:erent 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. pre8screen examiners to be used in the test administration for any signs of bias or pre"udice. D. employ the multitrait8multimethod matrix to screen items for bias.


3(. A new test designed to gauge competence to stand trial is found to lac' face validity. @hich is the F*& li'ely conse;uence of this fact0 A. >udges will urge assessors to use this test. B. 5awyers 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.


3-. @hich B)*& describes the concept of validity as applied to tests0 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 #ve times in a hundred. C. It refers to how well a speci#c sample performs on an administration of a test. D. It refers to whether or not a test is administered under standardi9ed conditions.


3. /elating to 5awshe+s Content *alidity +atio

3. A psychologist wants to determine the criterion8related 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 s'ewed


33. 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 44444444 validity of the new test. A. content B. concurrent criterion8related C. predictive criterion8related D. construct


36. Comparing *A& scores earned in high school with the #rst semester college =A of that same student is a process related to establishing the 44444444 validity of the *A&. A. content B. concurrent criterion8related C. predictive criterion8related D. construct


67. &he results of a predictive validity study of a test will li'ely be a:ected most by A. the characteristics of the sample tested, such as attrition and self8selection. B. the number of items on the test, with longer tests demonstrating higher predictive validity. C. the correlation coecient chosen to measure the validity. D. the administration time re;uired for the test compared with that of the criterion test chosen.


61. @hich is an example of convergent evidence for the construct validity of a test measuring fear of cats0 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 more8generali9ed fear C. a low correlation between the test and a test to measure fear of dogs D. Both a and b


6!. In contrast to a trinitarian vie) of validity , a unitary vie) of validity ta'es 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 conse;uences of test use. C. all three elements of the trinitarian view plus additional factors such as cultural values. D. one of these


6$. 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 444444444444444444 and 44444444444444444 evidence of validity, respectively. A. convergentM discriminant B. discriminantM convergent C. homogeneousM concurrent D. concurrentM homogeneous


6(. @hich is &/) regarding the concept of test fairness0 A. airness is relatively easy to determine compared with bias. B. airness is usually determined statistically. C. airness often involves moralHethical issues. D. All of these


6-. @hich is &/) regarding the ad"ustment of test scores as a function of group membership0 A. It is illegal for purposes of ma'ing hiring or promotion decisions according to the Civil /ights Act of 1661. B. It is viewed as helping guarantee the proportional representation of various minority groups in the wor'place. C. It is viewed as allowing the preferential treatment of certain groups. D. All of these


6. &he primary purpose of the correlation matrix in the multitrait8multimethod matrix techni;ue is A. to brea' down variables into a smaller number of factors. B. to create a large number of factors from a basic set of variables. C. to determine how well a variable correlates with itself. D. one of these


6. %ne;ual levels of diculty between two groups% characteri9es the de#nition of a "iased test that would F*& probably be a ;uote from A. any random member of the general public. B. a court C. a psychometrician. D. Nourtney and Nim Nardashian.


63. @hich of the following is & included in the traditional %trinitarian% conceptuali9ation of validity0 A. face validity B. content validity C. construct validity D. criterion8related validity


66. In studies that indicate that Attention De#cit Disorder occurs in approximately !J of the population, !J represents the 4444444444 for the disorder. A. hit rate B. base rate C. miss rate D. sample


177. @hich of the following is the best de#nition of hit rate0 A. the proportion of people the test correctly identi#es 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 identi#es as possessing a particular trait, behavior, characteristic, or attribute D. the degree of validity of a particular test

Cohen - Chapter , ./,,

171. &he 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.

Cohen - Chapter , ./,/

17!. actor analysis A. is a class of mathematical procedures. B. is a data reduction techni;ue. C. explains the extent to which a factor or factors explain test scores. D. All of these

Cohen - Chapter , ./,0

17$. sing a test that measures a low base rate trait A. will li'ely result in more correct than incorrect classi#cations. B. will li'ely result in more incorrect than correct classi#cations. C. will result in an e;ual number of correct and incorrect classi#cations. D. will have results that cannot be determined based on the information presented.


17(. &his Child Abuse =otential

17-. If the rate of a particular disorder occurring in the population is low, what impact does this have on the classi#cation of individuals based on the results of a psychological test0 A. &here will be no impact on the accuracy of the classi#cation. B. Fore individuals will be incorrectly classi#ed as not having the disorder. C. Fore individuals will be incorrectly classi#ed as having the disorder. D. &he impact cannot be determined based on the information provided.


17. )ach of the three approaches to validity assessment in the trinitarian model should B)*& be thought of as A. mutually exclusive as evidence of a test+s validity with any one source necessary and sucient for demonstrating a test+s validity. B. one type of evidence that, with others, contributes to a "udgment concerning the validity of a test. C. insucient, either by themselves or together with the other two, to demonstrate the validity of a test. D. one of these

Cohen - Chapter , ./,

Testing and Assessment: Ch. 6 test bank

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