Quiz: Statistical Concepts

Question 1 1 pts
The teacher grades the papers and determines the following set of scores: 90, 85, 87, 85, 92, 90, 83, 85, and 98.  What is the mode?
Group of answer choices

92

85

98

83

Flag question: Question 2

Question 2 1 pts
When comparing the four scales of measurement, what distinguishes the interval scale from the ratio scale?
Group of answer choices

Magnitude.

Equal intervals.

Absolute zero.

There is no difference.

Flag question: Question 3

Question 3 1 pts
In a follow-up study, a researcher reported that the correlation is .85. In the initial study, the correlation was .78. This means there is a/an:
Group of answer choices

Stronger correlation between the variables in the follow-up study.

Weaker correlation between the variables in the follow-up study.

Unknown difference between the two studies.

Error and the researcher should repeat the study.

Flag question: Question 4

Question 4 1 pts
When looking at a list of students’ test scores, the teacher notices that one test score is significantly lower than the majority of the scores. This is known as a/an:
Group of answer choices

Outer point

Median

Range

Outlier

Flag question: Question 5

Question 5 1 pts
The teacher calculates the highest score as being 97 and the lowest score as being 75. What is the range?
Group of answer choices

22

11

172

86

Flag question: Question 6

Question 6 1 pts
A researcher determines that there is a positive correlation between sleep and test scores; this means that as the amount of sleep is increased, then test scores will:
Group of answer choices

Increase.

Decrease.

Remain the same.

Cannot be determined.

Flag question: Question 7

Question 7 1 pts
In studying the correlation between the number of hours studied and scores on the comprehensive exam, the researcher found a correlation of .30. According to Cohen’s guidelines, what would this mean regarding the strength of the relationship?
Group of answer choices

Large.

Medium.

Small.

There is no guideline.

Flag question: Question 8

Question 8 1 pts
In comparing Spearman’s Rho to a Phi Coefficient, one would generally prefer to use Spearman’s Rho when correlating:
Group of answer choices

Likert scale responses.

Gender.

Relationship status.

Ratio scale variables.

Flag question: Question 9

Question 9 1 pts
A student conducting a research study was told by her professor to use a scatterplot in conjunction with calculating the correlation coefficient. She discovered that the data points clustered along a straight line; this means that:
Group of answer choices

The student cannot determine if a relationship exists.

No relationship exists between variables.

A nonlinear relationship exists among the variables.

A linear relationship exists among the variables.

Flag question: Question 10

Question 10 1 pts
A researcher is looking for a specific study report, in which he/she knows the kurtosis value. He reads the following kurtosis values in various reports. Which one supports a mesokurtic distribution?
Group of answer choices

0

1

-1

Unknown

Flag question: Question 11

Question 11 1 pts
Denise took an aptitude test that was first taken by a large group of male engineers, on whom the test was standardized. Denise is a nurse. What might be a concern when interpreting her test scores?
Group of answer choices

The content domain is not clearly defined.

The sampling procedure for the standardization of the test is not appropriate.

The norm group is not relevant.

The percentile rankings cannot be interpreted.

Flag question: Question 12

Question 12 1 pts
A raw score can be transformed into any type of standard score by first:
Group of answer choices

Converting the raw score to a Z score.

Calculating the percentile rank.

Determining the quartile of the score.

Converting the raw score to a T score.

Flag question: Question 13

Question 13 1 pts
The group scores to which each individual is compared are referred to as:
Group of answer choices

Criteria

Norms

Standards

Modes

Flag question: Question 14

Question 14 1 pts
Grade equivalents are useful because they:
Group of answer choices

Are equal units of measurement.

Predict the grade level a student is ready for.

Can easily provide a basis of comparison of a student’s performance with other students at a given grade level.

Are comparable across tests and subtests within the same test.

Flag question: Question 15

Question 15 1 pts
Percentile scores:
Group of answer choices

Can be added and averaged.

Provide an equal-interval scale of measurement.

Are equally spaced across all parts of a distribution.

Are commonly used to compare the relative ranking of an individual’s test score.

Flag question: Question 16

Question 16 1 pts
Z scores, T scores, and deviation IQs are examples of:
Group of answer choices

Stanines.

Standard scores.

Raw scores

Percentile ranks.

Flag question: Question 17

Question 17 1 pts
A school interested in measuring students’ progress in academic subjects throughout the school years might choose to use:
Group of answer choices

Growth scale values (GSV).

Age and grade equivalents.

Sten scores.

Percentile ranks.

Flag question: Question 18

Question 18 1 pts
In _______________ test interpretation, content domain is an important consideration.
Group of answer choices

Norm-referenced.

Intelligence.

Projective.

Criterion-referenced.

Flag question: Question 19

Question 19 1 pts
A T score has a fixed mean of __________ and a fixed standard deviation of __________.
Group of answer choices

60; 10

100; 15

50; 10

50; 1

Flag question: Question 20

Question 20 1 pts
Aptitude, intelligence, and achievement tests are all examples of:
Group of answer choices

Typical-performance tests.

Tests in which the Angoff method was applied during test construction.

Tests with common means and standard deviation scores.

Maximum-performance tests.

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