Question 1

The degree to which an instrument consistently measures the construct of interest is referred to as
A) predictive validity.
B) criterion-related validity.
C) content validity.
D) reliability.

Accepted Answer

Reliability refers to the consistency and stability of an instrument's measurements. If an instrument consistently measures the construct of interest, it can be considered reliable. Predictive validity refers to the ability of an instrument to accurately predict future outcomes. Criterion-related validity refers to the correlation between an instrument's scores and a criterion measure. Content validity refers to the degree to which an instrument measures all aspects of a given construct.

Question 2

The rationale for selection of a given assessment should be included in the ______________ section of your research plan.
A) participants
B) design
C) procedures
D) results

Accepted Answer

The rationale for selection of a given assessment should be included in the procedures section of your research plan, as this section details the specific methods and techniques used to collect data in your study. By including the assessment rationale in this section, you can provide a clear justification for why you chose a particular assessment tool or measure to assess your research variables. This can help to establish the validity and reliability of your research findings, as well as describe the strengths and limitations of your study design.

Question 3

Robert scored an 87 on a recent mathematics placement test. John scored an 86. The standard error of measurement of the test is 4. What can we conclude about the two students' actual measures?
A) Robert's true score is higher than John's
B) John's true score is higher than Robert's
C) Robert's true score may be higher than John's
D) The two student's true scores are equal

Accepted Answer

Since the standard error of measurement is 4, we can’t make a conclusive statement about the actual scores of the students. It is possible that Robert's true score is higher than John's, but we can't say it for certain. Therefore, option C is the best answer.

Question 4

You want to make sure the math test you give your students is reliable. You are afraid they can memorize facts so your test is all word problems. However, you now are concerned that you have hindered the validity of the test. It still looks like a math test, so which type of validity have you potentially violated?
A) Content
B) Consequential
C) Predictive
D) Construct

Accepted Answer

Construct validity is the extent to which a test measures what it is supposed to measure. In this case, the test is supposed to measure students' math skills, but the word problems may be hindering the test's ability to do so. This is because the word problems may be requiring students to use reading and comprehension skills more than math skills.

Question 5

The district is considering changing the achievement tests that they administer. A new alternative test is much shorter and if valid to measure student achievement could save substantial instructional time. This year the school will administer both tests and assess the ____________ validity.
A) content
B) concurrent
C) predictive
D) sampling

Accepted Answer

The district will be assessing the validity of the new alternative test by administering both tests concurrently, which is a method of assessing concurrent validity. This involves comparing the scores of the two tests to determine if they measure the same construct. Content validity would involve assessing whether the test measures the appropriate content and skills, predictive validity would involve assessing if the test can predict future performance, and sampling validity would involve assessing if the test is representative of the entire population.

Question 6

The type of validity that focuses on the extent to which the test relates to future performance is referred to as _________ validity.
A) predictive
B) concurrent
C) content
D) construct

Accepted Answer

Predictive validity examines how well a test can predict future performance. This is typically measured by comparing a person's test score to their performance in a related future event (for example, using SAT scores to predict college success). Concurrent validity, on the other hand, focuses on whether the test results are consistent with current behavior or performance. Content validity assesses whether the test measures the knowledge and skills that it is supposed to measure. Construct validity examines whether a test is actually measuring the hypothetical construct that it is intended to measure (for example, intelligence or personality traits).

Question 7

Michael left the Physics final and complained. The content on the cumulative final only covered about one quarter of the concepts for the course. Michael is questioning the _____________ validity of the test.
A) content
B) criterion-related
C) construct
D) consequential

Accepted Answer

Construct validity refers to the degree to which a test measures what it is supposed to measure. In this case, the test is supposed to measure the student's understanding of the concepts covered in the course. However, the test only covers about one quarter of the concepts, so it is not a valid measure of the student's understanding of the course material.

Question 8

The extent to which a test actually measures what it is designed to measure is referred to as ____________ validity.
A) content
B) criterion-related
C) construct
D) consequential

Accepted Answer

Construct validity refers to the extent to which a test is measuring an abstract theoretical concept, or "construct," that it claims to measure. Content validity refers to the extent to which a test accurately represents the domain it is intended to measure. Criterion-related validity refers to the extent to which a test is able to predict a specific outcome or behavior. Consequential validity refers to the potential impact of test results on test-takers or other stakeholders.

Question 9

Cronbach's alpha is a measure of
A) Standard Error of Measurement.
B) Internal consistency reliability.
C) Criterion related validity.
D) Alternate-form reliability.

Accepted Answer

Cronbach's alpha is a measure of internal consistency reliability. It indicates the extent to which all items in a measure of a concept are measuring the same underlying construct. Higher values of alpha indicate greater internal consistency. Choices A, C, and D refer to other types of reliability and validity measurement.

Question 10

The extent to which unintended outcomes arise from the testing activity is referred to as ___________ validity.
A) content
B) criterion-related
C) construct
D) consequential

Accepted Answer

Consequential validity refers to the degree to which unintended outcomes arise from testing, including the impact on individuals, organizations, and society as a whole. Content validity pertains to the degree to which test content represents the domain being measured. Criterion-related validity concerns the correlation between scores on a test and an external criterion (e.g., job performance). Construct validity refers to the degree to which a test measures the theoretical construct it is intended to measure.

Question 11

Standard error of measurement is an expression of an instruments'
A) internal consistency reliability.
B) consequential validity.
C) test-retest reliability.
D) construct validity.

Accepted Answer

The standard error of measurement is related to the internal consistency reliability of an instrument, as it reflects the precision of individual scores and the consistency of the instrument's measurements.

Question 12

The University uses an algebra test to screen students into statistics courses. Students' responses are scored as correct or incorrect and are summed for a total score. The test is really long and seems to cover a lot of content. So Carlos divides the test in two and assesses the reliability of the entire test and the reliability of the two halves. Carlos is assessing the ________________ of the test.
A) content validity
B) internal consistency reliability.
C) test-retest reliability
D) criterion-related validity

Accepted Answer

By dividing the test in two and assessing the reliability, Carlos is looking at the internal consistency of the test, which is the degree to which the different items in the test measure the same underlying construct (in this case, algebra).

Question 13

Some of the students in his class had to take an AP physics exam on the day his US History final was scheduled so Mike will have to administer two different versions of his test. With which of the following reliability constructs should Mike be most concerned?
A) Internal consistency
B) Split-Half
C) Test-retest
D) Alternate forms

Accepted Answer

Mike should be most concerned with the construct of alternate forms reliability because he is administering two different versions of the test to two different groups of students. This ensures that all students receive the same level of assessment, regardless of which version of the test they receive.

Question 14

Lori has found two measures of attitudes about technology that she thinks might work for her dissertation. She would like to examine reviews of the two instruments. From the following choices which should Lori consult for actual reviews?
A) PRO-ED
B) Tests in Print
C) Mental Measurements Yearbooks
D) ETS test collection

Accepted Answer

The Mental Measurements Yearbooks provide reviews of various psychological and educational tests, including measures of attitudes about technology.

Question 15

You have recently constructed a self-report measure of achievement motivation. You are sure your measure is better than other measures because it is shorter than they are. You decide to administer your measure along with a standard measure generally used in the field. Which type of validity will this strategy help you to assess?
A) Content
B) Consequential
C) Criterion-related
D) Construct

Accepted Answer

This strategy will help assess the criterion-related validity of the new measure by comparing its scores to those of the standard measure. This type of validity examines the extent to which scores on a new measure are related to scores on an established measure of the same construct.

Question 16

Split-half and odd-even reliability are both measures of
A) test-retest reliability.
B) alternate forms reliability.
C) internal consistency reliability.
D) external reliability.

Accepted Answer

Split-half and odd-even reliability are both measures of internal consistency reliability, which assesses the degree of agreement between different items or scales within the same test. Test-retest reliability evaluates the consistency of a measure over time, alternate forms reliability examines the equivalence of different versions of a measure, and external reliability assesses the degree of agreement between different raters or methods of measurement.

Question 17

According to your text the most important type of validity is _____________validity.
A) content
B) criterion-related
C) construct
D) consequential

Accepted Answer

The most important type of validity is construct validity because it assesses whether a measure actually measures the theoretical construct it is intended to measure. Content validity pertains to whether a measure covers all the aspects of the construct being measured, criterion-related validity relates to whether a measure can predict future outcomes, and consequential validity assesses whether the use of the measure has any unintended consequences. While these types of validity are also important, construct validity is considered to be the most significant.

Question 18

A recent study reported about a new instrument that measures students' motivation for challenging academic tasks. In the study the instrument had been given to a number of children at the beginning of their academic year. After reading the study, Susan wondered if students' responses would be different at the end of the academic year. She decides to conduct a study that administers the instrument several times over the course of an academic year and measures the correlation across administrations. Susan has addressed a concern with which of the following types of reliability?
A) Internal consistency
B) Split-Half
C) Stability
D) Equivalence

Accepted Answer

Susan is addressing the concern of stability reliability, which measures the consistency of results over time. Susan's study measures the correlation across multiple administrations of the instrument, which directly relates to the stability of the instrument. Therefore, stability is the best choice for the type of reliability Susan is addressing.

Question 19

Gavin recently administered a science test to his fourth grade class. He questions the validity of the test as a science test because although it looks as if it measures science content, it relies heavily on reading ability. Gavin's concern is with the _____________ validity of the test.
A) content
B) criterion-related
C) construct.
D) consequential

Accepted Answer

Construct validity refers to the extent to which a test measures the construct (or trait) it claims to measure. In this case, Gavin is questioning whether the test is actually measuring science content or if it is instead measuring reading ability, which would make it a test of a different construct.

Question 20

The type of validity that addresses if the test appears to measure the variable of interest is referred to as ________________ validity.
A) content
B) criterion-related
C) construct
D) consequential

Accepted Answer

Content validity refers to the extent to which a test represents all facets of a given social construct. In this case, it's about whether the test appears to measure the variable it's intended to, which aligns with the definition of content validity.

Quiz 6: Selecting Measurement Instruments

The degree to which an instrument consistently measures the construct of interest is referred to as

The rationale for selection of a given assessment should be included in the ______________ section of your research plan.

Robert scored an 87 on a recent mathematics placement test. John scored an 86. The standard error of measurement of the test is 4. What can we conclude about the two students' actual measures?

The district is considering changing the achievement tests that they administer. A new alternative test is much shorter and if valid to measure student achievement could save substantial instructional time. This year the school will administer both tests and assess the ____________ validity.

The type of validity that focuses on the extent to which the test relates to future performance is referred to as _________ validity.

Michael left the Physics final and complained. The content on the cumulative final only covered about one quarter of the concepts for the course. Michael is questioning the _____________ validity of the test.

The extent to which a test actually measures what it is designed to measure is referred to as ____________ validity.

Cronbach's alpha is a measure of

The extent to which unintended outcomes arise from the testing activity is referred to as ___________ validity.

Standard error of measurement is an expression of an instruments'

Some of the students in his class had to take an AP physics exam on the day his US History final was scheduled so Mike will have to administer two different versions of his test. With which of the following reliability constructs should Mike be most concerned?

Lori has found two measures of attitudes about technology that she thinks might work for her dissertation. She would like to examine reviews of the two instruments. From the following choices which should Lori consult for actual reviews?

Split-half and odd-even reliability are both measures of

According to your text the most important type of validity is _____________validity.

Gavin recently administered a science test to his fourth grade class. He questions the validity of the test as a science test because although it looks as if it measures science content, it relies heavily on reading ability. Gavin's concern is with the _____________ validity of the test.

The type of validity that addresses if the test appears to measure the variable of interest is referred to as ________________ validity.