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PSY 420 Chapter 7 Book Notes (Week 5: 9/20-9/22)

by: Samantha Bishop

PSY 420 Chapter 7 Book Notes (Week 5: 9/20-9/22) PSY420

Marketplace > Lenoir-Rhyne University > Psychology > PSY420 > PSY 420 Chapter 7 Book Notes Week 5 9 20 9 22
Samantha Bishop

GPA 3.81

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About this Document

Covers chapter 7 in the textbook in detail, hits all main points/concepts, vocabulary/main terms, and is for week 5 of class (9/20-9/22).
Psychological Assessment
Dr. Gordon Cappelletty
Class Notes
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This 2 page Class Notes was uploaded by Samantha Bishop on Monday September 19, 2016. The Class Notes belongs to PSY420 at Lenoir-Rhyne University taught by Dr. Gordon Cappelletty in Fall 2016. Since its upload, it has received 4 views. For similar materials see Psychological Assessment in Psychology at Lenoir-Rhyne University.


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Date Created: 09/19/16
PSY 420  Chapter Seven Book Notes Chapter 7: How Do We Gather Evidence of Validity Based on the Content of a Test?  (p.182­207) Sources of Evidence of Validity p.185­186  Validity­ evidence that the interpretations that are being made from the scores on a test  are appropriate for their intended purpose  Current Views based on the Standards for Educational and Psychological Testing:  1. Evidence based on test content  ­ content validity: logically examining and evaluating test content 2. Evidence based on response processes 3. Evidence based on internal structure 4. Evidence based on relations with other variables 5. Evidence based on the consequences of testing A. Content Validity p.186­187 ­ construct: indicates any concept or characteristic that a test is designed to  measure B. Criterion­Related Validity p.187­188 ­ criteria: outcomes that the test has been designed to predict ­ criterion­related validity: when the criteria evidence is demonstrated ­ predictive evidence of validity: when a test’s scores are significantly correlated  with the scores on the criteria ­ concurrent evidence of validity: determining whether scores on a specific test  are related to a criterion collected at the same time the test is given C. Construct Validity p.188 ­ whether there is evidence to demonstrate that a test is measuring the  underlying hypothetical (not directly observable) concept that the test was  designed to measure ­ convergent evidence of validity: shows that other or similar constructs that  theoretically should be related to the construct measured by the test in question  are related ­ discriminant evidence of validity: shows that constructs that should not be  related to the construct measured by the test in questions are not related Appropriate Use of Validation Strategies p.189­190  Concrete attributes: attributes that can clearly be described in terms of observable and  measureable behaviors  Abstract attributes: those that are more difficult to describe because people may  disagree on what these behaviors represent (personality, intelligence, creativity, and  aggressiveness)  Evidence of Validity Based on Test Content p.191­205 1. Defining the Testing Universe p.193: ­ the body of knowledge or behaviors that a test represents ­ usually involves reviewing other instruments that measure the same construct,  interviewing experts, and researching it by locating empirical or theoretical  research ­ covers all major aspects in the correct proportion 2. Developing the Test Specifications p.193: ­ documented plan containing details about a test’s content ­ similar to blueprints for a home ­ content areas: subject matter that the test will measure and can be defined by  the Standards for Educational and Psychological Testing by including the  documentation of the purpose and intended use of the test, format, length,  psychometric characteristics, how it is delivered, administered, scored, and  details 3. Establishing a Test Format p.193: ­ written test: paper and pencil ­ computerized adaptive test ­ practical test 4. Constructing Test Questions p.197­199: ­ job analysis: a process that identifies the knowledge, skills, abilities, and other  characteristics required to perform a job ­ competency modeling: a procedure that identifies the knowledge, skills,  abilities, and other characteristics that are most critical for success on some or all of the jobs in an organization  Content validity ratio: provides a measure of agreement among the judges  Face validity: concerned with how the test takers perceive the attractiveness and  appropriateness of a test 


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