The twelve chapter objectives listed in this module are the same as those found in the opening page of Chapter 5 in the textbook. However, several learning objectives have been written and listed below to help you focus on specific material that is critical to your being able to demonstrate proficiency on the broader chapter objectives. In addition, multiple choice and essay/activity self-assessment items have been written for most of the learning objectives to help assess your knowledge of this material. You can access these items through the Multiple Choice and Essay/Activity modules.
- State the links or relationships among a construct, a variable, and an operationalized variable.
| 1.1 | Define the terms construct, variable, and operationalized variable. |
| 1.2 | Describe the relationships among a construct, variable, and operationalized variable. |
multiple choice questions for Objective 1
- Describe different types of variables: nominal, ordinal, interval, and ratio; categorical and quantitative; dependent and independent.
| 2.1 | Identify the unique characteristics of each of the four (4) measurement scales. |
| 2.2 | Differentiate categorical from quantitative variables. |
| 2.3 | Differentiate an independent variable from a dependent variable. |
multiple choice questions for Objective 2
- Explain various testing terms: standardized test, assessment, measurement, selection, supply, performance assessment, raw score, norm- and criterion-referenced scoring.
| 3.1 | Define the term test and describe the unique characteristics of a standardized test. |
| 3.2 | Describe the differences between the terms test, assessment, and measurement. |
| 3.3 | Describe the difference between selection and supply response formats. |
| 3.4 | Discuss what is meant by a raw score and describe three statistical transformations of raw scores. |
| 3.5 | Describe the differences in the interpretations of norm-referenced and criterion-referenced scores. |
| 3.6 | Describe the unique characteristics of a performance assessment. |
multiple choice questions for Objective 3
essay/activity questions for Objective 3
web links for Objective 3
- Describe the purposes of various types of tests: achievement, aptitude, attitude, interest, value, personality, projective, non-projective, and self-report.
| 4.1 | Describe the differences between cognitive and affective tests. |
| 4.2 | Describe the unique characteristics of achievement and aptitude tests. |
| 4.3 | Discuss what is meant by the term self-report response and identify three problems associated with such responses. |
| 4.4 | Define the term bias. |
| 4.5 | Describe the unique purposes of attitude, interest, values, and personality tests. |
| 4.6 | Describe the difference between a non-projective test and a projective test. |
multiple choice questions for Objective 4
essay/activity questions for Objective 4
- Describe various scales used to collect data for cognitive and affective variables.
| 5.1 | Describe the unique characteristics of Likert, semantic differential, rating, Thurstone, and Guttman scales. |
multiple choice questions for Objective 5
- Familiarize yourself with measuring instruments, and select those suited for varied research needs.
| 6.1 | Identify two (2) technical characteristics of tests that should be considered when using an instrument. |
web links for Objective 6
- Describe the purposes of and ways to determine content, criterion-related, construct, and consequential validity.
| 7.1 | Define validity and identify four (4) ways by which it can be estimated. |
| 7.2 | Define content validity, discuss the importance of item validity and sampling validity to it, and identify ways by which it can be estimated. |
| 7.3 | Define criterion-related validity, differentiate between predictive and concurrent validity, and identify ways by which each is estimated. |
| 7.4 | Define construct validity and discuss ways by which it can be estimated. |
| 7.5 | Define consequential validity and discuss ways in which it is investigated. |
| 7.6 | Describe the appropriate manner in which the estimates of test validity should be interpreted. |
| 7.7 | Identify four (4) factors that contribute to reduced validity. |
multiple choice questions for Objective 7
essay/activity questions for Objective 7
web links for Objective 7
- Describe the purposes of and ways to determine stability, equivalence, equivalence and stability, internal consistency, and scorer/rater reliability.
| 8.1 | Define reliability and identify five (5) approaches to estimating it. |
| 8.2 | Define stability and describe the way in which it is estimated. |
| 8.3 | Define equivalence and describe the way in which it is estimated. |
| 8.4 | Define equivalence and stability and describe the way in which it is estimated. |
| 8.5 | Define internal consistency, identify three (3) ways by which it is estimated, and describe the unique characteristics of each estimate. |
| 8.6 | Define scorer/rater reliability, discuss the difference between inter-judge reliability and intra-judge reliability, and identify the ways by which each is estimated. |
| 8.7 | Discuss the factors involved in the interpretation of a reliability coefficient. |
multiple choice questions for Objective 8
essay/activity questions for Objective 8
web links for Objective 8
- Define or describe standard error of measurement.
| 9.1 | Define standard error of measure and discuss its interpretation. |
- Know useful sources for finding information about specific tests.
| 10.1 | Identify five (5) sources of information on published tests. |
- State a strategy for test selection.
| 1.1 | Identify three (3) psychometric factors and two (2) non-psychometric factors that should be considered when selecting a test. |
| 1.2 | Describe two (2) of the authors' recommendations for constructing your own paper and pencil test. |
| 1.3 | Identify three (3) types of selection items and three (3) types of supply items. |
| 1.4 | Identify four (4) considerations when administering a test as a part of your study. |
multiple choice questions for Objective 11
web links for Objective 11
- Identify and briefly describe three sources of test information.
| 2.1 | Discuss the unique characteristics of Mental Measurements Yearbooks, Tests in Print, ETS Test Collection Database, ERIC/AE Test Locator, professional journals, and test publishers as sources of test information. |
web links for Objective 12
