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Exam 7: Collecting Research Data With Tests and Self-Report Measures

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Question 31

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State two questions that can guide a search for relevant information to help you select among the range of tests that appear related to one's sample and research problem.

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1. Is there evidence that the test is va...

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Question 32

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To standardize a test, the developer must establish

A) agreement between researchers and practitioners about test content.
B) the test's reliability.
C) procedures that ensure consistency in how the test is administered and scored.
D) all of the above.

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Question 33

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a. Select one standardized test. If your thesis or dissertation will involve the use of standardized tests, select a measure relevant to that study. Otherwise, select a measure that relates to your major professional interests. b. Obtain a specimen set for your measure. Most departments of psychology, university libraries, or counseling centers have a file of standardized tests. A copy of the test, the test manual, and the scoring key are included for most measures. Your instructor will give you the information you need to obtain a specimen set. c. Sources of Information (1) Look up the selected measure in the most recent edition of the Mental Measurements Yearbook available in your institution's library. If your measure is not reviewed, select another measure. (2) Check the name of the measure you have selected in the most recent three annual volumes of Psychological Abstracts and ERIC. Also check key words related to the topic of the measure. For example, if your measure were the IPAT Anxiety Scale Questionnaire, you would check the key word anxiety in the subject index. Locate one study in which the measure was used. Read the study, giving particular attention to data related to the questions below. Prepare a note card on the article and submit it as part of this assignment. d. Answer the following questions based on your study of the sources mentioned above. (1) Objectivity (a) Is the measure subject to administrator bias? Discuss. (b) Is the measure subject to scoring bias? Discuss. (2) Normative Data (a) Are normative data provided? Describe. (b) Are the samples used in establishing the norms satisfactory? Describe. (c) How comparable are norm groups to the sample in your study (if this measure is being considered for your thesis or dissertation project)? (3) Validity (a) What type of validity evidence is most appropriate for this measure? Why? (b) What validity evidence is given in your sources? Describe. (c) Write a brief evaluation of the validity evidence available on this measure. (4) Reliability (a) What type of reliability data are available for this measure? Describe. (b) What are the reliability coefficients? (c) Write a brief evaluation of the reliability data available for this measure. e. Submit a typed, double-spaced paper giving the name and a brief description of the measure, including the publisher's name, publication data, administration time, age levels if appropriate, and the types of scores that it yields. Answer the four questions listed in "d" above. Be sure to include your note card with your paper [see (c-2)]. Be prepared to report on your standardized test evaluation in class.

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -After the test is administered, it is split into two halves and the scores on one half are correlated with those on the other half.

The superintendent tells a researcher who is conducting a study in her district that he should use achievement tests constructed by the teachers to measure student learning rather than a standardized achievement test. How can the researcher defend the decision to use a standardized test?

Put the following steps of test development in the order that they usually occur. a. Developing a prototype b. Defining the constructs to be measured c. Reviewing related tests that have been developed d. Collecting data on the test's validity and reliability

Match each testing procedure below with the outcome for which it is intended. -Have the teacher tell the students (the research participants) that the test is important and that they should try to do their best.

How can the publication Standards for Educational and Psychological Testing help if a test to be administered as part of a research study comes under attack?

When the researcher has the choice of using a standardized test or an achievement test constructed by the teachers who are being studied, the researcher

State two advantages of administering a test in computer format.

Name four types of performance tests that are commonly used in educational research.

In contrast to the use of performance tests in research, the use of self-report measures generally

A researcher plans to administer a personality measure and wants to ensure that the research sample gives honest responses to its items. What is one procedure that the researcher can use to accomplish this goal?

In test development, the purpose of item analysis is to determine

An investigator administers a reading achievement test that has a mean of 220, a standard deviation of 20, and a standard error of measurement of 5. Mary obtains a score of 235. Using the standard error of measurement (sm), what estimate can we make of her true score?

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -Individual test items are analyzed with the use of standard formulas.

Describe three criteria for judging the quality of a test.

The various sources of measurement error in a test can be estimated by

Match each example of test reliability below with the type of reliability coefficient that is used to calculate it. -The test is administered and then readministered after a time delay, and scores from the first administration are correlated with those from the second administration.

Describe at least one advantage and one disadvantage of self-report personality measures.