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Chapter 10 Tests of Assessment

by: Chris Pulcher-Coard

Chapter 10 Tests of Assessment PSY 3400

Marketplace > North Carolina Central University > Psychlogy > PSY 3400 > Chapter 10 Tests of Assessment
Chris Pulcher-Coard
GPA 3.904

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About this Document

Psychological Measurement with George Cliette: This complete set of notes covers Chapter 10 of the book dealing with the different tests used to measure intelligence. Includes highlighting in the d...
Psychological Measurement
Dr. George Cliette
Class Notes
George, Cliette, psych, Psychology, Psychological, North, carolina, central, University, NCCU, test, assessment, Chapter, Ten, 10, cohen, WIAS, Weschler, binet, WISC, x, SBA, stanford
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This 5 page Class Notes was uploaded by Chris Pulcher-Coard on Sunday April 3, 2016. The Class Notes belongs to PSY 3400 at North Carolina Central University taught by Dr. George Cliette in Winter 2016. Since its upload, it has received 15 views. For similar materials see Psychological Measurement in Psychlogy at North Carolina Central University.


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Date Created: 04/03/16
Psych Measurement Tests of Intelligence Chapter 10 ~Some considerations which may make a test more appealing to a potential administrator of the test: ­ theory on which the test was based ­ how easily the test can be administered ­ how easily the test can be scored ­ how easily test results can be interpreted ­ the test’s utility ­ adequacy/appropriateness of the test norms ­ Reliability and validity indices ~Characteristics of the Stanford Binet Tests (there are a total of V variations of the test): ­ First tests lacked proper representation of the population in the sample size  tested to create norms for the test (created racial and gender biases) st ­ 1  intel test to provide organized/detailed administration and scoring  instructions ­ 1  test to introduce the alternate item – an item used under certain  circumstances (Ex. if a question is improperly administrated, like when a  teacher answer the question in asking it, then an alternate item of equal  difficulty is given)(also accommodates special needs in some cases) ­ Age scale – test w/items organized by the age at which most testtakers are  believed capable of responding in the way keyed correct   Deviation IQ (Test Composite) – index of intel. derived from the  comparison b/w the performance of an individ testtaker and the   performance of other testtakers of the same age in the standardization  sample   Ratio IQ – a function of the testtakers mental age (as determined by  the test), divided by their chronological age (in yrs), multiplied by 100  Ratio IQ = ((mental age) / (chronological age)) * 100 ­ Point Scale – test organized into subsets by the category of the items th  SB4 (Stanford Binet 4  edition) / SB5 use the point scale; SB1­3 use  the age scale described below ­ Characteristics of the SB5:   Created for admin to ppl b/w ages 2 and 85   Based on the Cattell­Horn­Carroll theory of intellectual abilities  (measures fluid intel, crystallized intel, quantitative knowledge, visual  processing, and short­term memory)  Standardization of the SB5: this version of the SB used a sample of  4800 subjects from the US which the 2000 census dubbed as  representative of the US population  Psychometric Soundness of the SB5: internal­consistency reliability  coefficient (.97­.98) and test­retest reliability coefficients were high  (.74­.97); concurrent and predictive content­rel8’d validity were high  as well (predictive content validity was measured against the WIAS  and Woodcock Johnson III)  Test Administration of the SB5:  Adaptive Testing – (computerized items in the first subset of  the test) testing individually tailored to the testtaker (test being  w/an item of middle difficulty, if answered incorrectly, an  easier test question is given, if answered correctly and item of  greater difficulty is given)  The next subset in the SB5 uses a routing test – a task used to  route the testtaker to a particular level of questions (those test  items that have a high probability of being at an optimal level  of difficulty for that particular testtaker)  Teaching Items – (at the beginning of most test subsets)  designed to illustrate the task required and assure the examiner  that the testtaker understands the questions (Ex. when taking  the SAT or state tests, these are the sample questions that are in the booklet that you answer with the person giving you the test  before the actual timed test begins)  Floor – (floor level test item) lowest difficulty level of items  on the subset which, if answered incorrectly, would show that  the testtaker has absolutely no mastery of the subset being  tested  Ceiling – (ceiling level test item) highest difficulty level of  items on a subset (which, if answered correctly, demonstr8 the  testtaker has the highest level of mastery tested in that subset)  Basal Level – (basal level test item) base­level criterion which  must be met before testing in the subset to continue (if the item is answered incorrectly, the test will either end or easier level  questions will be given to the testtaker) ~Characteristics of the Weschler Tests: ­ Weschler Tests – point scale intel tests which assess the intellectual abilities  of ppl in preschool, adulthood, and as children  Assessed in comparison with the score of other ppl within the same  age group ­ The first three Weshler tests measured Full Scale IQ (measure of general  intel), Performance IQ and Verbal IQ  4  edition Weschler test began measuring only Verbal and Perfomance IQ’s st ­ W­B I (1  Weschler Scale) – used to measure the intel of multilingual,  multinational, and multicultural employees of the Bellevue Hospital  Standardization sample was restricted; some subsets of the test lacked  sufficient inter­item reliability; scoring criteria were sometimes too  ambiguous ­ WIAS IV – (Weschler Adult Intel Scale) most recent; made of two subtest  categories, core and supplemental subtests  Core Subtests – administered to obtain a composite score  Supplemental Subtest – (optional subtest) used for purposes such as  providing additional clinical info or extending the number of  abilities/processes sampled   Supplemental Subtests may be used in place of core tests if:  A core subtest is incorrectly administered  The testtaker had be inappropriately exposed to the core subtest  The testtaker has a physical limitation which would hinder  their performance on a core subtest  Improvements on the WAIS IV as opposed to the earlier versions:  Explicit admin instructions  Use of sample items  Enlargement of images on the test  Rule of not administering subtests which test short­term  memory, hand eye coordination, and motor speed for ppl over  69 yrs old  Reduction of test administration time (from 80 to 67 minutes)  Measures four indices (categories) of scores: Verbal comprehension,  working memory, perceptual reasoning, processing speed  GIA (General Ability Index) can also be derived from the test results  of the WIAS IV (using post­market tables using measures of the verbal comprehension and perceptual reasoning indices) ­ WISC IV – (Weschler Intel Scale for Children)   Process Scores can also be derived from test results on the WIAS IV  Process Score ­ an index designed to help understand the way the  testtaker processes various kinds of info  Based on the premises that cognitive functions are interrel8’d, so it’s  nearly impossible to obtain a pure measurement of any given function  Measures Full Scale IQ, verbal comprehension, perceptual reasoning,  working memory, and processing speed ­ WPPSI III – (Weschler Preschool and Primary Scale of Intel) – tests children from 2 to 6 yrs old  1  test to adequately sample the total population of the US, including  racial minorities  Obtains 3 composite scores: Verbal IQ, Performance IQ, and Full  Scale IQ ~Short Forms – alternate forms of tests created to reduce the time needed for  administration, test taking, and the scoring and interpretation of test scores.  ­ based on the low validity of these tests, most short form tests are used for  screening purposes only, not placement purposes ­ WASI – (Weschler Abbreviated Scale of Intel) used to measure testtakers  from age 6 to age 89; has 4 subtests (matrix reasoning, block design,  similarities, and vocabulary); measures Full Scale IQ, performance IQ, and  verbal IQ ~Army Alpha Tests – intel and ability test develp’d by military psychologists for use in  WWI to screen literate recruits  ~Army Beta Test – nonverbal intel and ability test develp’d by military psych’s during  WWI to screen for illiterate and foreign­born recruits ~Screening Tool – an instrument or procedure used to ID a particular tr8 at an imprecise  level (tests does it exist or not; does not test the extent to which it exists) ~Convergent Thinking – deductive reasoning process that entails recall and  consideration of facts as well as a series of logical judgments to narrow down solutions  and arrive at one solution (Ex. process of elimination) ~Divergent Thinking – reasoning process in which thought it free to move in many diff  directions, allowing for several possible solutions (induced by open ended questions)


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