28.

5/30

QUESTION 1 1.5
points
The researcher reports the standard error of measurement (SEM). This is:
a different term for the standard deviation
the spread of scores of a single individual if he/she took a test repeated times
the spread of scores of a group of test takers on a single test
a measure to use alone as an index of reliability

1.5 points
QUESTION 2
You are attempting to account for time sampling error and decide to administer the test
a second time. In discussing reliability, you report this as what method of estimating
reliability?
Alternate forms
Test-retest
Split-half reliability
Internal consistency reliability

1.5 points
QUESTION 3
If the reliability coefficient of a test is determined to be .27, what percentage is attributed
to random chance or error?
27%
73%
2.7%
unknown percentage

1.5 points
QUESTION 4
Several test takers complained that items on the test were vague and confusing. This
creates concern for:
time-sampling error
interrater differences
quality of test items
test-taker variables

1.5 points
QUESTION 5
A researcher is concerned with measuring internal consistency reliability and has
decided to use the Kuder- Richardson Formulas with a Likert Scale test. This is a
problem because the:
 28.5/30

test does not have dichotomous test items

researcher needs a second test for comparison
test does not measure internal consistency reliability
researcher is concerned with content sampling error

1.5 points
QUESTION 6
A researcher wants to measure content-sampling error with a Likert scale test. Which of
the following methods would be best?
Test-retest
Coefficient Alpha
The Kuder-Richardson
formulas
Interrater differences

1.5 points
QUESTION 7
A test was administered to a group of students the morning after homecoming. Several
of the students appeared tired and some were coughing and sneezing. These factors
may result in what type of error:
time-sampling error
test administration
quality of test items
test-taker variables

1.5 points
QUESTION 8
Keisha receives a 79 on the test. This is her:
true score
reported score
observed
score
predicted
score
1.5 points
QUESTION 9
When interviewing test takers who had an achievement test on three different
occasions, participants reported that they had remembered some of the answers from
the previous test administration. This is known as:
practice effect
 28.5/30

content effect
test-retest effect
carryover effect

1.5 points
QUESTION 10
An administrator and the school psychologist were observing a child to assess for
behavioral problems. An error may occur in reviewing what the two observers notice.
This is reported as:
content-sampling error
time-sampling error
interrater differences
test-taker variables

1.5 points
QUESTION 11
Validity coefficients greater than _________ are considered in the very high range.
.50
.60
.70
.80

1.5 points
QUESTION 12
What information is included on a Multitrait-Multimethod Matrix?
subtests and correlations between each subtest
methods of assessment, traits examined, and correlations
loading factors and correlations of subtests
false positives, false negatives, true positives, and true negatives

1.5 points
QUESTION 13
According to Messick (1989), consequential validity includes
evaluating the actual and potential consequences of a given test
assessing the social impact of a test's interpretations
both a and b
neither a nor b

1.5 points
QUESTION 14
 28.5/30

___________________________ is a threat to validity that implies that a test is too

narrow and fails to include important dimensions or aspects of the identified construct.
Content underrepresentation
Content-irrelevant variance
Construct underrepresentation
Construct-irrelevant variance

1.5 points
QUESTION 15
Scores on the Kaufman Assessment Battery for Children have been shown to differ
significantly between children with ADHD and children who are gifted. This is an
example of which type of validity evidence?
Discriminant validity evidence
Group differentiation studies
Age differentiation studies
Experimental differentiation studies

1.5 points
QUESTION 16
Exploratory factor analysis can be used to
investigate the differences between groups
develop new testing instruments
confirm expectations about a scale's dimensions
determine if a test produces negative consequences

1.5 points
QUESTION 17
_________________ are concepts, ideas, or hypotheses that cannot be directly
measured or observed
Constructs
Variables
Standards
Specifications

1.5 points
QUESTION 18
The goal of factor analysis is to
measure the effectiveness of specific interventions in research
reveal how scores differ from one group to the next
prove the age of the individuals taking the test impacts their scores
 28.5/30

decrease the number of variables into fewer, more general

variables
1.5 points
QUESTION 19
In terms of accurate prediction of a criterion variable, a person who is predicted to do
well during the first semester of college (based on an SAT score) and then does poorly
would fall into the __________ quadrant.
true positive
true negative
false positive
false negative

1.5 points
QUESTION 20
When discussing the relationship between reliability and validity, which of the following
is true?
High reliability always indicates low degree of validity.
High reliability always indicates high degree of validity.
Low reliability always indicates high degree of validity.
Low reliability always indicates low degree of validity.