practice test 1 psychological tests

Any influence on psychological test scores from factors other than what the test is intended to measure is referred to by measurement specialists as A. spurious artifact. B. error. C. bias. D. construct-irrelevant stimuli.

B. error.

Age norms enjoy wide acceptance A. for both physical and psychological characteristics. B. for physical but not psychological characteristics. C. for psychological but not physical characteristics. D. in the teen years but decline in popularity with age.

B. for physical but not psychological characteristics.

Test reliability refers to A. how accurately a test measures what it purports to measure. B. how consistently a test measures what it purports to measure. C. the "depth" of measurement of a particular construct. D. the "bandwidth" of measurement of a particular construct.

B. how consistently a test measures what it purports to measure.

A norm-referenced test yields which type of information? A. information indicating that the examinee has the eye-hand coordination skills necessary to operate a particular piece of dangerous machinery B. information indicating that the examinee scored above 90% of individuals who took the test C. Both information indicating that the examinee has the eye-hand coordination skills necessary to operate a particular piece of dangerous machinery and information indicating that the examinee scored above 90% of individuals who took the test D. None of these

B. information indicating that the examinee scored above 90% of individuals who took the

A psychological trait A. has a real existence. B. is a construct. C. has no relation to observed behavior. D. All of these

B. is a construct.

A distribution of raw scores from a test administration is normally distributed. The test user wishes to summarize these data using percentiles. A potential problem here is that score differences in the middle area of the distribution A. may be minimized. B. may be exaggerated. C. may not be accurate if the test is "pass/fail." D. will only be accurate if scored in a timely fashion.

B. may be exaggerated.

A test that yields information about a testtaker's relative standing in a group is referred to as A. criterion-referenced. B. norm-referenced. C. standard-referenced. D. None of these

B. norm-referenced.

A norm group is a group of testtakers A. for whom a particular test is deemed inappropriate. B. taking a particular test for the very first time. C. that is typically described in the test manual. D. Only taking a particular test for the very first time and that is typically described in the test manual.

C. that is typically described in the test manual.

The definition of a norm-referenced test as compared to a criterion-referenced test differs primarily with respect to A. the error thought to be present in measurement. B. whether or not the test is theory-based. C. the score to which testtakers are compared. D. the reliability of the test in question.

C. the score to which testtakers are compared.

Percentiles divide a distribution into ________ equal parts. A. 5 B. 10 C. 1,000 D. 100

D. 100

Although the question "Is this test fair?" is frequently raised, the underlying and more pertinent moral question is, A. "What do we, as a society, wish to accomplish by the use of this test?" B. "What offensive cultural stereotypes are inherent in the use of this test?" C. "Can school districts in impoverished areas afford to use this test?" D. "Does this test discriminate any one or any group in a demonstrable way?"

A. "What do we, as a society, wish to accomplish by the use of this test?"

Which of the following is TRUE of a sample in the statistical sense? A. It can never be greater in number than the population from which it is drawn. B. It will have a standard deviation that approximates that of the population. C. It is normally distributed. D. It is normally distributed by a greeter at Sam's Club.

A. It can never be greater in number than the population from which it is drawn.

Which of the following standardized tests employs a fixed reference group? A. SAT B. ACT C. MAT D. TAT

A. SAT

It's a group of people whose performance on a particular test is analyzed for reference in evaluating the performance of future testtakers. This group is called A. a normative sample. B. a test validation group. C. a stratified random sample. D. a "back to the future" group.

A. a normative sample.

A scatterplot of the relationship between two variables is graphed upward and sloping to the right. This is indicative of A. a strong positive relationship. B. a strong negative relationship. C. a weak inverse relationship. D. a purely Platonic relationship.

A. a strong positive relationship.

The term age norms is synonymous with A. age-equivalent scores. B. age-standard scores. C. age-derived scores. D. age-defying scores.

A. age-equivalent scores.

An investigator researching behavior of corporate presidents employs college students enrolled in Introductory Psychology as research subjects. These students are BEST referred to as A. an incidental sample. B. a stratified sample. C. a coincidental sample. D. a random sample.

A. an incidental sample.

The type of sample that is convenient or available for use is referred to as A. an incidental sample. B. a stratified sample. C. a coincidental sample. D. a random sample.

A. an incidental sample.

An assumption inherent in classical test theory (CTT) is that A. each test-taker has a true score that would have been obtained if not for measurement error. B. testtakers can be ranked according to the level of the trait or ability that they exhibit in much the same way that rankings can be made by height. C. measurement can be perfectly accurate if the measuring tool is well-constructed. D. All of these

A. each test-taker has a true score that would have been obtained if not for measurement error.

A typical variable of interest in developing contemporary national norms is A. ethnic background. B. member/non-member of Lady GaGa fan club. C. owner/non-owner of smart phone. D. None of these.

A. ethnic background.

"Test-related behavior predicts non-test-related behavior." This statement A. is an assumption on which the assessment enterprise is based. B. is true only if the test-related behavior mimics the non-test-related behavior. C. is true only if the non-test-related behavior mimics the test-related behavior. D. All of these

A. is an assumption on which the assessment enterprise is based.

In general, criterion-referenced testing A. is useful for communicating information regarding the mastery of basic skills such as reading and writing. B. has been found to be extremely valuable in conveying information about a student's level of creativity relative to other students. C. is not a well-accepted method of testing in areas such as mastery of word processing programs. D. is a contradiction in terms due to the lack of a valid criterion.

A. is useful for communicating information regarding the mastery of basic skills such as reading and writing.

Which term does NOT belong in the group with the others? A. norm-referenced assessment B. criterion-referenced assessment C. domain-referenced assessment D. mastery assessment

A. norm-referenced assessment

An applicant for a job with the U.S. Postal Service scores in the bottom 5% of all applicants on a test that measures the ability to sort mail. This is an example of A. norm-referenced testing. B. criterion-referenced testing. C. stress-tolerance testing. D. an individual who may one day "go postal."

A. norm-referenced testing.

A trait is typically viewed as "relative." This means that inherent in its definition, a comparison is being made to: A. other people. B. people who are totally lacking in the trait. C. blood relatives. D. All of these

A. other people.

Subgroup norms can best be described as a normative sample A. that has been segmented in some way. B. that is not representative of the population sampled. C. with scores below the 60 th percentile on a test. D. for which test administration conditions were not optimal.

A. that has been segmented in some way.

Measurement can be defined as A. the assignment of numbers or symbols to characteristics of objects/people. B. the administering and scoring of psychological tests to members of a defined population. C. the process of determining the reliability and validity of tests. D. the observation of behavior in a controlled environment.

A. the assignment of numbers or symbols to characteristics of objects/people.

The manifestation of behavior associated with a particular psychological trait is to some extent dependent on A. the situation the person is in. B. the financial pressures being exerted. C. an individual's blood pressure at the time. D. one's astrological sign.

A. the situation the person is in.

Norms come in many different forms. Which of the following is NOT correctly referred to by the term "norms"? A. trait norms B. age norms C. grade norms D. percentile norms

A. trait norms

A basic assumption of all scaling is that A. traits and states can be quantified and measured. B. traits and states can best be understood by those who experience them. C. traits and states are only measurable in human beings. D. measures developed in one culture have no meaning in other cultures.

A. traits and states can be quantified and measured.

According to a study cited in the text, random error affecting a score on a personality test is best illustrated with reference to the A. weather on the day that the personality test was administered. B. testtaker's general self-concept on the day that the personality test was administered. C. amount of the specific personality trait that actually exists. D. All of these

A. weather on the day that the personality test was administered.

Deciles divide a distribution into ________ equal parts. A. 5 B. 10 C. 100 D. None of these

B. 10

What is the relationship between the correlation coefficient and the standard error of estimate? A. It is a positive relationship. B. It is an inverse relationship. C. No relationship exists. D. It is best characterized as "stormy."

B. It is an inverse relationship.

Which of the following is TRUE of a population in the statistical sense? A. It is the least frequent observable characteristic within a sample. B. It may include as few as two home-bound students. C. It has a mean of 100 and a standard deviation of 0. D. It has a stanine value of 9.

B. It may include as few as two home-bound students.

Which of the following is TRUE of norms? A. Norms may be thought of as expressed as normalized raw scores. B. Norms may be expressed as percentiles, age norms, or grade norms. C. In essence, what norms tell us about any distribution, is what is and is not, "normal." D. Norms are best expressed in multi-colored graphs in the context of multi-media presentations.

B. Norms may be expressed as percentiles, age norms, or grade norms.

Assuming the Sensation Seeking Scale (SSS) is a valid measure, how would you expect someone who goes parachuting once a month to score on the SSS? A. average B. above average C. below average D. impossible to say

B. above average

Which of the following is the BEST example of a psychological trait? A. eye color B. aggressiveness C. skin color D. None of these

B. aggressiveness

National anchor norms provide A. a way to determine precisely how much a score achieved on one nationally administered test is equal to another. B. an indication of the equivalency of scores on various tests that are administered nationally. C. useful grade-equivalent information for adult test-takers sitting for nationally administered examinations. D. a way for the U.S. Navy to equate seamanship scores achieved by Marines to that of Navy SEALS.

B. an indication of the equivalency of scores on various tests that are administered nationally.

According to your textbook, psychological traits A. can be seen and touched. B. can only be inferred. C. do not exist. D. exist only in theory.

B. can only be inferred.

In order to conduct research using human subjects, a university requires researchers to complete an online ethics course, and then correctly respond to all of the items of the test on that material. This test process could BEST be characterized as A. norm-referenced testing. B. criterion-referenced testing. C. culturally informed assessment. D. authentic assessment.

B. criterion-referenced testing.

A test designed to provide information about whether or not an aviator has mastered the ability to fly solo is an example of a test that is A. norm-referenced. B. criterion-referenced. C. trait-referenced. D. All of these

B. criterion-referenced.

When "putting tests to the test" and researching the validity of a particular instrument for a particular purpose, test users A. will typically consult multiple issues of popular magazines. B. may need to research which combination of tests best suits a particular purpose. C. can be satisfied they are using the right instrument if the validity coefficient found is satisfactorily high. D. All of these

B. may need to research which combination of tests best suits a particular purpose.

The statistic known as the standard error of measurement is BEST associated with which of the following? A. validity B. reliability C. test standardization D. test administration

B. reliability

One scale at the deli counter of a local supermarket consistently measures everything that is placed on it exactly one ounce more than its actual weight. An assessment professional would describe this scale as A. valid. B. reliable. C. unreliable. D. not properly normed.

B. reliable.

Sampling all different subgroups within a population is an example of A. random sampling. B. stratified sampling. C. incidental sampling. D. purposive sampling.

B. stratified sampling.

Which is the MOST appropriate application of a criterion-referenced test? A. testing achievement in advanced mathematical logic for a graduate-level course B. testing knowledge of basic traffic signs and signals for a driver's license C. a testing program to award college athletic scholarships D. a testing program to reward a company's top salespeople

B. testing knowledge of basic traffic signs and signals for a driver's license

Consider the assumption that "the more correct answers an examinee scores on an intelligence test, the more intelligent is the examinee." Which of the following methods of scoring is BEST associated with that assumption? A. a Galtonian model of scoring B. the cumulative model of scoring C. an objective method of scoring D. the subjective method of scoring

B. the cumulative model of scoring

Norm-referenced testing and assessment is both a method of evaluation and a way of deriving meaning from tests scores. Individual testtaker scores are evaluated against A. the scores achieved by a matched group of testtakers on a comparable test. B. the scores of a comparison group of testtakers. C. scores from a demographically more diverse group of testtakers. D. the scores achieved by a guy named norm.

B. the scores of a comparison group of testtakers.

If a controversy exists over the definition of the trait being measured by a psychological test, questions will MOST likely be raised relative to A. the reliability of the test. B. the validity of the test. C. the standardization of the test. D. All of these

B. the validity of the test.

Typically, which of the following is the primary objective of psychological testing and assessment? A. to measure a trait B. to predict future behavior C. to obtain a score on a test D. to observe a sample of behavior

B. to predict future behavior

When using trait terms, it is important to keep in mind that A. there are many synonyms for the trait term that could be used instead. B. trait terms are relative in that unstated comparisons are always being made. C. the trait being exhibited is subject to sudden change as in multiple personality. D. traits, much like most human abilities, are all "in the eye of the beholder."

B. trait terms are relative in that unstated comparisons are always being made.

The term psychometric soundness is typically a reference to a test's reliability and A. utility. B. validity. C. norms. D. cost-effectiveness.

B. validity.

Assessment professionals who use tests without understanding the limitations of the tests they use are A. violating state and federal laws which mandate such understanding. B. violating provisions of their profession's ethical codes. C. well meaning but bumbling in their every day work. D. psychiatrists rather than psychologists.

B. violating provisions of their profession's ethical codes.

Based on a careful reading of the "What's a good test?" discussion in Chapter 4's Everyday Psychometrics feature, the BEST conclusion one could reasonably draw is A. "you get what you pay for." B. "sometimes things are neither fish nor fowl." C. "simple questions do not necessarily have simple answers." D. "it's an ill wind that blows nobody good."

C. "simple questions do not necessarily have simple answers."

How do states different from traits? A. A trait is biologically determined, whereas a state in environmentally determined. B. A trait is measurable, whereas a state is not. C. A trait is relatively enduring, whereas a state is relatively short-lived. D. A trait is unchangeable, whereas a state is easily influenced.

C. A trait is relatively enduring, whereas a state is relatively short-lived.

If a standardized test is designed for hand-scoring by the test's user, then the test's manual will ideally contain an ample number of A. examples of correct and incorrect responses. B. examples of partially correct responses. C. Both examples of correct and incorrect responses and examples of partially correct responses. D. None of these

C. Both examples of correct and incorrect responses and examples of partially correct

Raw scores may be converted to norms A. so that the scores are more easily interpreted. B. so that scores are easily communicated to others. C. Both so that the scores are more easily interpreted and so that scores are easily communicated to others. D. None of these

C. Both so that the scores are more easily interpreted and so that scores are easily

From your reading of Chapter 4 in your textbook, which of the following statements is NOT true? A. Overt behavior is observable. B. Constructs are ideas rather than observable actions. C. Constructs are only used when behavior is not observable. D. The existence of a construct can be inferred from overt behavior.

C. Constructs are only used when behavior is not observable.

Which of the following is TRUE about error in psychological measurement? A. As with other fields, error is synonymous with "mistake." B. Error only refers to deliberate misrepresentation of results rather than carelessness. C. Error is an expected component of measurement. D. Error can be eliminated only by care and vigilance.

C. Error is an expected component of measurement.

A psychological trait can BEST be described as A. an observable behavior. B. a biological phenomenon. C. a construct. D. what a test measures.

C. a construct.

It is an extremely atypical score that can sometimes provide a hint regarding some deficiency in the testing or scoring procedures. It is A. a nonlinear plot point. B. a standard error. C. an outlier. D. an error.

C. an outlier.

The concept of mental age as a means of describing performance on an intelligence test has been A. criticized for being too narrow. B. deemed unethical by all state psychological associations. C. criticized for being too broad. D. found to be extremely useful in studies of autism.

C. criticized for being too broad.

Fixed reference group scoring systems typically A. contain groups of test-takers who all share a common characteristic, such as personality type. B. are used by major test publishers to construct intelligence tests. C. entail the comparison of one group of testtakers with all future groups of testtakers. D. entail a comparison between one group of test-takers and another, matched group who took the same test the year before.

C. entail the comparison of one group of testtakers with all future groups of testtakers.

It is incorrect to conceive of error "creeping into" the measurement process because A. this implies that it appears slowly when in reality it is instantaneous. B. to do so is to imply that error is negative when in reality it is positive. C. error is a well acknowledged part of the measurement process. D. All of these

C. error is a well acknowledged part of the measurement process.

Which statistic is used to calculate the exact degree of curvilinearity displayed in graphed correlation data? A. coefficient alpha B. coefficient beta C. eta squared D. None of these

C. eta squared

The manifestation of a trait is NOT dependent on A. the strength of the trait. B. the situation. C. lunar cycles. D. genetics.

C. lunar cycles.

You are a consultant to a test developer who is in the process of norming a new test of intelligence. Which type of norms would be LEAST advisable to develop? A. national norms B. subgroup norms C. mental age norms D. norms from a fixed reference group

C. mental age norms

A third-grade student who earned a grade-equivalent score of 5.0 a standardized test of mathematics A. has the same mathematics ability as the average fifth-grade student in that same school. B. should not be enrolled in a fifth-grade math class. C. performed similarly to a hypothetical fifth-grade student. D. will most probably earn a grade of A in the course.

C. performed similarly to a hypothetical fifth-grade student.

From the perspective of test users, a typical objective of testtakers' testtaking behavior, such as blackening small grids on an answer sheet with a #2 pencil, is to A. predict how fully circles will be blackened on another test. B. postdict such behavior on previous tests. C. predict behavior apart from blackening grids. D. predict how the test-taker will use seasonings to blacken fish.

C. predict behavior apart from blackening grids.

Which of the following constitutes a recommended sampling technique for use in obtaining a standardization sample? A. volunteer sampling B. remanded sampling C. purposive sampling D. balanced sampling

C. purposive sampling

Assigning numbers in accordance with empirical properties of objects or traits is referred to as A. measuring. B. quantifying. C. scaling. D. sampling.

C. scaling.

The term norms refers to the A. average score of all test-takers within a standardization sample. B. the typical performance of the norm group. C. scores with which the results of subsequent measurement can be compared. D. transformed scores used to create and improve test items.

C. scores with which the results of subsequent measurement can be compared.

An assumption in psychological testing and assessment is that psychological traits can be measured. For this to be true, A. the reference group used must be people who exhibit and do not exhibit the trait. B. the test must take into account changes in the trait that can occur over time. C. test developers must clearly define the trait constructs the test purports to measure. D. All of these

C. test developers must clearly define the trait constructs the test purports to measure.

Reference to a "standard drink" in the psychology literature conveys information to knowledgeable readers about A. how drunk the average person will be after chugging three beers. B. the number of minutes it will take to get a "buzz" from a glass of wine. C. the amount of alcohol there is in any beverage. D. how addictive a particular form of alcohol is.

C. the amount of alcohol there is in any beverage.

When measuring a particular psychological trait, the term error variance refers to A. the degree to which impression management may influence the obtained score. B. the variations in score possible if another instrument was employed. C. the component of a test score attributable to sources other than the trait. D. All of these

C. the component of a test score attributable to sources other than the trait.

A score at the 20 th percentile on a high school history test is A. the score at or below which 80% of the scores in the distribution fall. B. that point in a distribution at which 80% of the test questions were answered correctly. C. the score at or below which 20% of the scores in the distribution fall. D. grounds for termination from a varsity team in most high schools.

C. the score at or below which 20% of the scores in the distribution fall.

When "putting a test to the test" and researching published guidelines from professional associations regarding the use of a particular test for a particular objective, a test user is MOST likely to find that the guidelines recommend A. "bending the rules" of test administration as specified in the test manual. B. interpreting the test using the norms developed for a different test. C. the use of additional measurement tools along with the test. D. testing all assessors on their proficiency with the instrument.

C. the use of additional measurement tools along with the test.

A test is considered standardized if the manual for the test includes A. clearly specified procedures for administration. B. clearly specified procedures for scoring. C. normative data. D. All of these

D. All of these

A test is said to be standardized if the test's manual contains clearly specified procedures for test A. administration. B. scoring. C. interpretation. D. All of these

D. All of these

Factors affecting the generalizability of findings from a particular test include A. the wording of items on the test. B. the norm group used in the development of a test. C. the degree to which the test administration conformed to the directions provided in the test manual. D. All of these

D. All of these

In selecting a test for use, the responsible test user does some advance research on A. how appropriate the available norms are for use with the contemplated testtakers. B. how appropriate the reading level of the test is for use. C. cultural factors as they may relate to the administration and scoring of the test. D. All of these

D. All of these

Students may fantasize about a world without tests. But in reality, a world without tests would be more of a nightmare than a dream. This is so because A. nepotism in hiring and promotions would be rampant. B. professionals would not be properly credentialed. C. educational difficulties would be more difficult to diagnose. D. All of these

D. All of these

What's a good test?" In part, a good test is one that A. trained examiners can administer with a minimum of difficulty. B. is useful in the sense that it yields actionable results. C. will ultimately benefit individual testtakers or society as a whole. D. All of these

D. All of these

When "putting a test to the test" and debating whether or not a particular instrument should be used for a particular objective, relevant questions to be asked include A. What is the objective in using this test? B. Who is this test designed for use with? C. How is what the test measures defined? D. All of these

D. All of these

When "putting a test to the test" and researching the reliability of a particular instrument such as the Bricklin Perceptual Scales, test users will A. consult the test's manual and test reviews. B. discover controversy as to how suitable a measure of reliability is. C. learn of the need for multiple sources of data. D. All of these

D. All of these

When "putting a test to the test" and researching the suitability of a particular test for a particular objective, test users will typically research A. the reliability of the test. B. the validity of the test. C. the utility of the test. D. All of these

D. All of these

When "putting a test to the test" and attempting to evaluate the suitability of a particular tool of measurement for a particular purpose, a test user would be well advised to consult A. published sources such as test manuals and test reviews. B. unpublished sources such as colleagues who have experience with it. C. the test publisher through an e-mail or phone call. D. All of these.

D. All of these.

A prospective test user may ask many questions about a test's validity. Which of the following is NOT a validity-related question? A. Do the test items adequately sample the range of areas that should be sampled? B. What do high scores on this test really tell us about the targeted construct? C. What do low scores on this test really tell us about the targeted construct? D. As a tool of measurement, is this test consistent?

D. As a tool of measurement, is this test consistent?

According to Chapter 4 of your text, which of the following statements is NOT true? A. Some issues of test fairness are more political than psychometric in nature. B. Using certain psychological tests with people of some cultural backgrounds can be controversial. C. The same test can be fair for use with one population of testtakers, and not fair for use with another population of testtakers. D. Most major test developers have been relatively insensitive to issues of test fairness.

D. Most major test developers have been relatively insensitive to issues of test fairness.

If the calculated value of the correlation coefficient for two variables is 0, what would the resulting scatterplot look like? A. upward, sloping to the left B. downward, sloping to the right C. upward, sloping to the right D. None of these

D. None of these

Psychological traits are present and exhibited to others A. 100% of the time. B. 75% of the time. C. 50% of the time. D. None of these

D. None of these

The terms percentile and percentage correct A. are, for all intents and purposes, synonymous. B. have in common that neither is a converted raw score. C. both entail calculation by multiplying by 100 and dividing by the number of items. D. None of these

D. None of these

Traditionally, the term test standardization has been used interchangeably with the term A. test normalization. B. test utilization. C. test calibration. D. None of these

D. None of these

Which of the following is the BEST example of a psychological trait? A. eye color B. hair color C. skin color D. None of these

D. None of these

According to your text, which of the following assumptions inherent in the assessment enterprise is repeatedly emphasized in the codes of ethics of associations of assessment professionals? A. Psychological traits and states can be quantified. B. Various sources of error are a part of the process. C. Test-related behavior predicts non-test-related behavior. D. Tests and other tools have strengths and weaknesses.

D. Tests and other tools have strengths and weaknesses.

This tool is used to estimate or infer how far an observed score deviates from a true score, and it called A. a standard deviation. B. a measure of central tendency. C. the variance. D. a standard error of measurement.

D. a standard error of measurement.

In which specialty of psychology would psychological tests be MOST likely be used to postdict rather than predict behavior? A. consumer psychology B. sport psychology C. engineering psychology D. forensic psychology

D. forensic psychology

Referring to a psychological trait as a construct means that it A. is an idea whose time has come, gone, and come back again. B. has few practical "real-world" applications and is used for academic purposes. C. was developed by naturalistic observation rather than any theory. D. is a scientific concept developed to describe or explain behavior.

D. is a scientific concept developed to describe or explain behavior.

Experts in testing and assessment have expressed reservations about the use of A. national anchor norms. B. percentiles. C. grade norms. D. television programs for pre-schoolers which purport to teach advanced subjects.

D. television programs for pre-schoolers which purport to teach advanced subjects.

Test validity refers to how A. "true" the score is in terms of true score theory. B. rigorous the process of norming the test was. C. "deep" the depth of trait measurement is. D. well a test measures what it purports to measure.

D. well a test measures what it purports to measure.