Standardization Norms Raw Score Percentile Score Reliability and Validity Psychological Testing Have you ever been given an intelligence test If so do you believe it accurately measured your intelligence ID: 503857
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Slide1
Characteristics of Psychological Tests
Standardization, Norms, Raw Score, Percentile Score, Reliability
, and ValiditySlide2
Psychological Testing
Have you ever been given an intelligence test?
If so, do you believe it accurately measured your intelligence?Slide3
Psychological Testing
Imagine that you are a seven-year old child taking an intelligence test, and you come to the following question: “Which one of the following tells you the temperature?” Below the question are pictures of the sun, a radio, a thermometer, and a pair of mittens. Is the thermometer the only correct answer?Slide4
Psychological Testing
Suppose there are no thermometers in your home, but you often hear the temperature being given on radio weather reports. Or imagine, that you “estimate” the temperature each morning by standing outside to feel the sun’s strength, or that you know it’s cold outside when your parents tell you to wear your mittens. According to your experiences, any one of the answers to the question might be appropriate.Slide5
Psychological Testing
Your predisposition to respond to this hypothetical test question based on your experiences illustrates the complexity of intelligence test development.
A
test
is a standardized device for examining a person’s response to specific stimuli, usually questions or problems.
Would you rather be a worried genius or a joyful simpleton? Slide6
Psychological Testing
Psychologists follow an elaborate set of guidelines and procedures to make certain that their questions are properly constructed.
1. Must decide what their test will measure.
2. Needs to construct and evaluate items for the test that will give examiners a reasonable expectation that success on the test means something.
3.The test must be standardized. Slide7
Standardization
Standardization
= Developing uniform procedures for administering and scoring a test and for establishing norms.Slide8
Norms
Norms =
Standard of comparison for test results developed by giving the test to large, well defined groups of people. Slide9
Scores
Raw Score
= Test score that has not been transformed or converted in any way. Does not tell where the test taker stands in relation to other test takers.
A raw score is seldom a true indicator of a person’s ability. For many tests, particularly intelligence tests, raw scores need to be adjusted to take into account a person’s age, gender, and grade level to ensure they are being compared to an appropriate comparison group. Slide10
Scores
Percentile Score
= A score indicating what percentage of the test population obtained a lower score.
Percentile System
= Ranking of test scores that indicates the ratio of scores lower and higher than a given score.
For example, someone’s percentile score is 84, then 84 percent of the people taking the test obtained a lower score than that person did.Slide11
Reliability
Reliability
= A tests’ ability to yield the same or similar scores for the same individual, under similar conditions, through repeated testing.
Can you answer this riddle???
What always ends everything?Slide12
To determine reliability...
Test-retest Reliability
= Administer the same test to the same person on two or more occasions. (Different versions of the same test)
Split-half Reliability
= Involves dividing a test into two parts; on a reliable test, the scores from the two halves should yield similar, if not identical, results.
Inter-scorer Reliability
= Degree of agreement between persons scoring a subjective test (like an essay exam).Slide13
Validity
Validity
= The ability of a test to measure only what it is supposed to measure and predict only what it is supposed to predict.
If a psychology exam included questions such as “What is the square root of 647?” and “Who wrote The Grapes of Wrath?” it would not be a valid measure of your knowledge of psychology. Slide14
Intelligence Quotients
Binet
coined the phrase
mental age
, meaning the age level at which a child is functioning cognitively, regardless of chronological age.
In the early 1900s intelligence was measured by a simple formula:
mental age ÷ chronological age × 100 = IQ