CCMH 535 Week 2 Quiz Assignment

CCMH 535 Week 2 Quiz Assignment

CCMH 535 Week 2 Quiz Assignment

Answer the following multiple-choice questions based on your readings for this week.

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

If the reliability coefficient of a test is determined to be .27, what percentage is attributed to random chance or error?

27%
73%
7%
unknown percentage

A researcher wants to measure content sampling error and has two versions of an achievement test available. What measure of estimating reliability would be best in this situation?

alternate forms
test-retest
split-half reliability
internal consistency reliability

You are reading about reliability of a test in the test manual and notice that the researchers report using a Spearman-Brown coefficient. You can infer that internal consistency reliability was measured using:

The Kuder-Richardson formulas
coefficient alpha
split-half reliability
test-retest

A researcher wants to measure internal consistency in a test that measures two different constructs (self-esteem and depression) without subdividing the items into the two construct groupings. Which of the following would be the best method to use in measuring internal consistency

Split-half reliability

The Kuder-Richardson formulas

Coefficient alpha

Any of the above methods would be equally appropriate

The SEM for an achievement test is 2.45. Jonny scores 100 and we assume that 68% of the time his true score falls between + 1 SEM. This means the confidence interval would be between:

0 and 102.45

2.45 and 100

95.10 and 104.90

97.55 and 102.45

When the researcher interprets the reliability coefficient, the closer the score is to 0,:

-the greater likelihood that variance in scores is attributed to actual differences among test takers

-the more reliable the test is

-the closer the observed scores are to the true score

-the more the scores represent random error

___________________________ 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

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.

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

_________________ is calculated by correlating test scores with the scores of tests or measures that assess the same construct.
Convergent validity
Discriminant validity
Face validity
Content validity

The ______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.
multitrait-multimethod matrix
contrasted group study
age differentiation study
factor matrix

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 decrease the number of variables into fewer, more general variables

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

The best source of information and critical reviews about commercial tests is the:Mental Measurements Yearbooks
test publisher’s website or catalog
test manual
research literature

To purchase a(n) ____________ instrument, a practitioner must have a bachelor’s degree in psychology, human services, education, or related disciplines; training or certification relevant to assessment; or practical experience in the use of assessment instruments.
A-level

B-level

C-level

None of the above

Typical errors in scoring assessment instruments include:
assignment of incorrect score values to individual responses

incorrectly recording responses

making calculation errors

all of the above

The most cost-effective method of administering assessment instruments is ______________.individual administration
group administration
self administration
computer administration

_________________________________ must occur prior to administering an assessment instrument.Informed consent from clients
Observing client verbal and nonverbal cues
Correctly storing test materials
Checking time limits for the test

The Minnesota Multiphasic Personality Inventory is considered a(n):

A-level instrument

B-level instrument

C-level instrument

None of the above