Exam 6: Psychological Tests and Measurement Concepts

A) Religion
B) Educational level
C) Sexual orientation
D) Race-ethnicity

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A) The score where 50% of the scores fall below and above it
B) The arithmetic average
C) The most frequently attained score
D) The lowest score

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A) The mode is greater than the mean
B) Thirty three percent of the scores are above and below the mean
C) The mean, the median and the mode are the same value
D) The mean is greater than the mode and the mode is greater than the median

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C

A) Informal response format
B) Likert scale response format
C) Verbal but not quantitative response format
D) Open ended response format

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B

A) The grade level at which 90% of the individuals who took the test were proficient
B) The minimum grade level a student should be performing at given his or her age
C) An indicator of how a student performed relative to those in the normative group who were in that same grade
D) The level at which the student is performing in a given subject area

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A) The range
B) The standard deviation
C) The variance
D) The median

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A percentage score and a percentile scor...

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A) An informal assessment method
B) A undefined construct
C) A operational definition of a construct
D) An observable phenomenon.

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A) A T score of 50
B) An IQ score of 20
C) The 98^th percentile
D) The 2^nd percentile

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A) T-score
B) Raw Score
C) Z score
D) IQ score

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Norm-referenced tests and criterion-refe...

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A) Comparing an individual's test performance with the average performance of a select group of people
B) Establishing a benchmark score that indicates mastery
C) Establishing a benchmark score that indicates statistical deviance
D) Comparing the average performance between two different ethnic-racial groups

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A psychological construct is an abstract...

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Age and grade equivalent scores are commonly used in educational assessments to convey how a student's test performance compares with the average performance of students at a certain age or grade level. While these scores can be useful for providing a general sense of a student's academic standing, they have several limitations: 1. Misinterpretation: Age and grade equivalent scores can be easily misunderstood. For example, a score indicating that a 5th-grade student is performing at an 8th-grade level does not necessarily mean the student is ready for 8th-grade work. It simply means the student did as well on the test as an average 8th grader would. 2. Lack of Specificity: These scores do not provide specific information about a student's strengths and weaknesses. They do not indicate which particular skills or knowledge areas need improvement. 3. Overemphasis on Rank: Age and grade equivalent scores focus on ranking students against a norm group, which can overshadow individual progress and growth. They do not reflect the student's learning trajectory or the effectiveness of instruction over time. 4. Inaccuracy for Extremes: For students who perform exceptionally well or poorly, age and grade equivalent scores can be misleading. The scores may not accurately reflect the abilities of students who are far above or below the norm because the score equivalents at the extremes are often based on extrapolations from the norm group's performance. 5. False Precision: These scores can give a false impression of precision and objectivity. The appearance of exactness (e.g., "6.2" for a 6-year and 2-month grade level) may mask the variability and error inherent in any assessment. 6. Cultural and Socioeconomic Bias: Standardized tests used to determine age and grade equivalent scores may contain cultural or socioeconomic biases that affect the validity of the scores for students from diverse backgrounds. 7. Limited Instructional Utility: Age and grade equivalent scores do not provide actionable data for teachers. They do not offer guidance on how to support a student's learning or adjust instructional strategies. 8. Inappropriate Comparisons: Comparing students to a norm group may not be appropriate for all educational purposes. For example, in special education, individualized education plans (IEPs) focus on personal goals and objectives rather than normative comparisons. 9. Nonlinearity of Development: Student development is not always linear, and age and grade equivalent scores can oversimplify the complex nature of learning and cognitive development. 10. Temporal Issues: The norms for age and grade equivalent scores may become outdated as curricula and educational standards evolve. What was considered average performance for a particular age or grade at the time the norms were established may no longer apply. In summary, while age and grade equivalent scores can offer a quick snapshot of how a student's performance compares with peers, they have significant limitations that must be considered when interpreting and using the results for educational decision-making. More comprehensive and detailed assessments are often necessary to fully understand a student's academic abilities and needs.

A) Establishing a normative group
B) Assessing personality
C) Identifying a score the separates normal from abnormal performance
D) Identifying the average score of a group of individuals

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A) How frequently a score occurs
B) How close or far a group of scores are from the mean
C) The standard error of measurement in a normal distribution of scores
D) Whether a distribution of scores is skewed positively or negatively

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