Jose has developed a test that has poor reliability; he can seek to increase reliability by:
A researcher wants to measure content-sampling error with a Likert scale test. Which of the following methods would be best?
The test manual reports a reliability coefficient (r) of .92, which means:
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:
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 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 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:
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:
The researcher reports the standard error of measurement (SEM); this is:
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?
_______________ are concepts, ideas, or hypotheses that cannot be directly measured or observed.
A test designed for elementary school children was administered to 11th grade students. To these students, the test seemed extremely childish and inappropriate. They cooperated poorly with the testing procedure, and, as a result, this negatively impacted their outcomes on the test. Which of the following would have best addressed this problem?
_______________ 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.
The goal of factor analysis is to:
Validity coefficients greater than __________ are considered in the very high range.
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 _______________ is characterized by assessing both convergent and discriminant validity evidence and displaying data on a table of correlations.
The tripartite view of validity includes content validity, criterion validity, and:
What information is included on a Multitrait-Multimethod Matrix?
A professor wants to assess students’ knowledge of material taught through lectures. However, the professor asks questions that were not discussed during class lectures. This may result in problems with _______________ validity.