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