Quiz: Reliability and Validity

Jose has developed a test that has poor reliability; he can seek to increase reliability by:

When interviewing test takers who had taken an achievement test on three different occasions, participants reported that they had remembered some of the answers from the previous test administration; this is known as:

An administrator and the school psychologist were observing a child to assess for behavioral problems. An error may occur in reviewing what the two observers notice; this is reported as:

You are reading about reliability of a test in the test manual and notice that the researchers report using a Spearman-Brown coefficient. You can infer that internal consistency reliability was measured using:

A researcher administers an achievement test to the same group of participants on three different occasions. In reporting the results, he describes the error that occurs from repeatedly testing the same individuals; this is called:

A researcher is concerned with measuring internal consistency reliability and has decided to use the Kuder-Richardson Formulas with a Likert scale test; this is a problem because the:

You are attempting to account for a time sampling error and decide to administer the test a second time. In discussing reliability, you report this as what method of estimating reliability?

If the reliability coefficient of a test is determined to be .27, what percentage is attributed to random chance or error?

The SEM for an achievement test is 2.45. Johnny scores 100 and we assume that 68% of the time his true score falls between + 1 SEM; this means the confidence interval would be between:

A researcher wants to measure content-sampling error with a Likert scale test. Which of the following methods would be best?

In terms of accurate prediction of a criterion variable, a person who is predicted to do well during the first semester of college (based on an SAT score) and then does poorly would fall into the _______________ quadrant.

The tripartite view of validity includes content validity, criterion validity, and:

Comparing pre and post-test scores of two groups – one group that experienced an intervention and one group that did not – is an example of:

To evaluate a content validity evidence, test developers may use:

_______________ is calculated by correlating test scores with the scores of tests or measures that assess the same construct.

When discussing the relationship between reliability and validity, which of the following is true?

_______________ are concepts, ideas, or hypotheses that cannot be directly measured or observed.

The _______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.

The goal of factor analysis is to: