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Case of Marisol; Chapter questions in psychrometer 23 total

Case of Marisol; Chapter questions in psychrometer 23 total
Marisol, age 11, is in the 5th grade. Below are her scores on the Basic Achievement Skills Inventory (BASI). The BASI is an achievement test battery that measures math, reading, and language skills for children and adults. It provides scores on three composites and six subtests. The composites are Reading Total, Written Language Total and Math Total. The subtests are Vocabulary, Reading Comprehension, Spelling, Language Mechanics, Math Computation, and Math Application.
Reading Total
21 percentile
Written Language Total
27 percentile
Math Total
96 percentile
SS = Standard Score (mean = 100, SD = 15), %ile = Percentile Rank,  GE = Grade Equivalent,  AE = Age Equivalent
1. Interpret the standard scores on the Reading Total, Written Language Total, and Math Total.
2. Interpret the percentile ranks on the Reading Total, Written Language Total, and Math Total.
Multiple Choice Homework Questions (Ch. 5-7)
CCMH/535 Version 2
University of Phoenix Material?
Multiple Choice Homework Questions (Ch. 5-7)
Week 2
Answer the following multiple-choice questions based on your readings for this week.  ?
1. ?A test was administered to a group of students the morning after homecoming. Several of the students appeared tired and some were coughing and sneezing. These factors may result in what type of error:
a. time sampling error
b. test administration
c. quality of test items
d. test taker variables
2. If the reliability coefficient of a test is determined to be .27, what percentage is attributed to random chance or error?
a. 27%
b. 73%
c. 2.7%
d. unknown percentage
3. A researcher wants to measure content sampling error and has two versions of an achievement test available. What measure of estimating reliability would be best in this situation?
a. alternate forms
b. test-retest
c. split-half reliability
d. internal consistency reliability
4. 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. The Kuder-Richardson formulas
b. coefficient alpha
c. split-half reliability
d. test-retest
5.  ?A researcher wants to measure internal consistency in a test that measures two different constructs (self-esteem and depression) without subdividing the items into the two construct groupings. Which of the following would be the best method to use in measuring internal consistency?
a. ?Split-half reliability
b.?The Kuder-Richardson formulas
c.?Coefficient alpha
d.?Any of the above methods would be equally appropriate
6.  ?The SEM for an achievement test is 2.45. Jonny 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. ?0 and 102.45
b. ?2.45 and 100
c.?95.10 and 104.90
d.?97.55 and 102.45
7.?When the researcher interprets the reliability coefficient, the closer the score is to 0,:
a. ?the greater likelihood that variance in scores is attributed to actual differences among test takers
b.?the more reliable the test is
c.?the closer the observed scores are to the true score
d.?the more the scores represent random error
8. ?___________________________ is a threat to validity that implies that a test is too narrow and fails to include important dimensions or aspects of the identified construct.
a. Content underrepresentation
b. Content-irrelevant variance
c. Construct underrepresentation
d. Construct-irrelevant variance
9.?When discussing the relationship between reliability and validity, which of the following is true?
a. High reliability always indicates low degree of validity.
b. High reliability always indicates high degree of validity.
c. Low reliability always indicates high degree of validity.
d. Low reliability always indicates low degree of validity.
10. ?Validity coefficients greater than _________ are considered in the very high range.
a. .50
b. .60
c. .70
d. .80
11.?_________________ is calculated by correlating test scores with the scores of tests or measures that assess the same construct.
a. Convergent validity
b. Discriminant validity
c. Face validity
d. Content validity
12. ?The ______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.
a. multitrait-multimethod matrix
b. contrasted group study
c. age differentiation study
d. factor matrix
13. ?The goal of factor analysis is to
a. measure the effectiveness of specific interventions in research
b. reveal how scores differ from one group to the next
c. prove the age of the individuals taking the test impacts their scores
d. decrease the number of variables into fewer, more general variables
14. ?According to Messick (1989), consequential validity includes
a. evaluating the actual and potential consequences of a given test
b. assessing the social impact of a test’s interpretations
c. both a and b
d. neither a nor b
15.?The best source of information and critical reviews about commercial tests is the:
a. Mental Measurements Yearbooks
b. test publisher’s website or catalog
c. test manual
d. research literature
16.?To purchase a(n) ____________ instrument, a practitioner must have a bachelor’s degree in psychology, human services, education, or related disciplines; training or certification relevant to assessment; or practical experience in the use of assessment instruments.
d. ?None of the above
17.?Typical errors in scoring assessment instruments include:
?a.?assignment of incorrect score values to individual responses
b.?incorrectly recording responses
c.?making calculation errors
d.?all of the above
18. The most cost-effective method of administering assessment instruments is ______________.
b. individual administration
c. group administration
d. self administration
e. computer administration
19. _________________________________ must occur prior to administering an assessment instrument.
a. Informed consent from clients
b. Observing client verbal and nonverbal cues
c. Correctly storing test materials
d. Checking time limits for the test
20. The Minnesota Multiphasic Personality Inventory is considered a(n):
a. A-level instrument
b. B-level instrument
c. C-level instrument
d. None of the above
From Instructor’s Manual for Assessment Procedures for Counselors and Helping Professionals (pp. 38–49), by R. J. Drummond and K. D. Jones, 2010, Upper Saddle River, NJ: Pearson. Copyright 2010 by Pearson Education. Adapted with permission.

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