Foundations of Psychological Testing A Practical Approach 5th Edition Miller Test Bank 1

Miller, Foundations of Psychological Testing 5e Instructor Resource
Chapter 7
Test Bank for Foundations of Psychological Testing A

Practical Approach 5th Edition by Miller Lovler ISBN
1483369250 9781483369259
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approach-5th-edition-by-miller-lovler-isbn-1483369250-9781483369259/
Multiple Choice Questions
1. When we ask, “Are the inferences being made from a set of test scores appropriate?” we are
referring to
a. internal consistency.
b. face validity.
c. reliability.
*d. validity.
Learning objective: Explain what validity is.
Cognitive domain: Knowledge
Answer location: Sources of Evidence of Validity
Question type: MC
2. Which of the following are considered “traditional” terms that are no longer used in the most recent
version of the Standards for Educational and Psychological Testing?
a. Reliability and precision
b. Internal consistency and test-retest reliability
c. Test developer and test publisher
*d. Content and criterion-related validity
Learning objective: Describe the general nature of the traditional terms content validity, criterion-
related validity, and construct validity, and explain how these terms are related to the terms used in the
Standards.
Answer location: Traditional Views of Validity
Question type: MC
3. Which of the following would provide evidence of a test’s validity based on content?
*a. The extent to which test questions are representative of the knowledge domain measured.
b. The extent to which a person’s test scores can predict his/her current and future behavior.
c. The extent to which the test taker recognizes the purpose of each test question.
d. A numerical analysis of the test's construct dimensions.
Learning objective: Discuss the five sources of validity evidence described in the Standards for
Educational and Psychological Testing (American Educational Research Association [AERA], American
Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014).
Cognitive domain: Comprehension
Answer location: Our Current Views of Validity
Question type: MC
4. If a test includes questions that are a representative sample of the material covered in a training
course, the test demonstrates evidence of
Chapter 7
a. reliability.
b. validity based on a relation with other variables.
c. face validity.
*d. validity based on content.
Answer location: Evidence Based on Test Content
Question type: MC
5. When test scores used to select employees are systematically related to a score on a job
performance appraisal instrument, the test is demonstrating evidence of validity based on its
a. content.
b. relationship with another construct.
c. reliability.
*d. relationship with a criterion.
Answer location: Evidence Based on Test Content
Question type: MC
6. The predictive and concurrent methods provide two types of evidence for
a. validity based on relations with a construct.
b. face validity.
*c. validity based on relations with a criteria.
d. validity based on content.
Answer location: Evidence Based on Relations With Other Variables
Question type: MC
7. Which one of the following is evidence that a test can predict future behavior?
a. Content-based evidence of validity
*b. Predictive evidence of validity
c. Concurrent evidence of validity
d. Face evidence of validity
Learning objective: Explain, at a general level, the appropriate use of various validation strategies.
Answer location: Evidence Based on Relations With Other Variables
Question type: MC
Chapter 7
8.While _____ evidence of validity shows that constructs that theoretically should be related to the test
scores are indeed related, _____ evidence of validity shows that constructs that should not be related to
the test scores are in fact not related.
*a. convergent; discriminant
b. convergent; concurrent
c. concurrent; predictive
d. content; construct
Answer location: Construct Validity
Question type: MC
9. What are concrete attributes?

*a. Attributes that can be clearly described in terms of observable and measurable behaviors
b. Attributes that are difficult to describe in terms of behaviors as people may disagree on what these
behaviors represent
c. Attributes that specifically describe the characteristics of an individual's personality
d. Attributes for which the psychological test gives a raw score for each test taker
Answer location: The Appropriate Use of Various Validation Strategies
Question type: MC
10. Which of the following are attributes that are difficult to describe in terms of behaviors because
people disagree on what these behaviors represent?
*a. Abstract
b. Absolute
c. Concrete
d. Comparative
Question type: MC
11. Evidence of validity based on content is most appropriate for what types of tests?
*a. Achievement tests that measure concrete attributes
b. Personality tests that measure absolute attributes
c. Concrete tests that measure aptitude and achievement
d. Comparative tests that measure personality characteristics
Question type: MC
12. Evidence of construct validity is most appropriate when a test measures an abstract construct such
as
a. mathematical computation.
b. English grammar.
Chapter 7
*c. marital satisfaction.

d. the IRS tax code.
Answer location: Construct Validity
Question type: MC
13. Which one of the following statements about validity is FALSE?

a. Evidence of validity based on a test’s relations with other variables involves correlating test scores to
a measure of performance or another test.
b. Evidence of validity based on content involves examining the questions on the test to see if they
represent the domain being measured.
*c. Evidence of validity based on content involves correlating test scores to a criterion.
d. Evidence of validity based on a test’s relations with a criterion can be gathered via the concurrent
and predictive methods.
Question type: MC
14. Which one of the following research studies could yield information about evidence of validity
based on the content of a test?
*a. A study that involves performing a series of systematic steps during test development
b. A study that involves correlating test scores with a previously identified performance measure
c. A study that involves correlating test scores with another previously identified test
d. A study where test takers provide their opinion on how well test questions relate to the test topic
Cognitive domain: Application
Answer location: Demonstrating Evidence of Validity During Test Development
Question type: MC
15. Which one of the following types of evidence of validity can be gathered without using correlations?
a. Evidence based on relations with a construct
*b. Evidence based on test content
c. Predictive evidence of validity
d. Concurrent evidence of validity
Answer location: Evidence of Validity Based on Test Content
Question type: MC
16. Defining the testing universe is an important step for ensuring a test has evidence of validity based
on its
*a. content.
b. reliability.
c. relations with variables.
d. constructs.
Chapter 7
Learning objective: Describe and execute the steps involved in ensuring that a test demonstrates
evidence of validity based on its content.
Answer location: Demonstrating Evidence of Validity Based on Test Content During Test Development
Question type: MC
17. What do we call a documented plan containing details about a test’s content?
a. Testing universe
b. Content area
*c. Test specifications
d. Test format
Question type: MC
18. When test developers choose the type of test they wish to create, such as essay or multiple choice,
they are choosing the
a. testing universe.
b. test specifications.
*c. test format.
d. content areas.
Question type: MC
19. Which one of the following statements best describes a practical test?
*a. The driving portion of a driving test
b. The math portion of the SAT
c. Tests such as temperature or weight measurement
d. A job interview
Question type: MC
20. When you ask experts to rate the extent to which individual questions are essential to measure the
testing universe, you are gathering evidence of validity based on
a. relations with other variables.
b. internal structure.
*c. test content.
d. response processes.
Learning objective Describe methods for generating validity evidence based on the content of a test.
Chapter 7
Answer location: Demonstrating Evidence of Validity Based on Test Content After Test Development
Question type: MC
21. The content validity ratio is associated with providing evidence of validity based on
a. response processes.
*b. test content.
c. relations with other variables.
d. internal structure.
Learning objective: Describe methods for generating validity evidence based on the content of a test.
Cognitive domain: knowledge
Question type: MC
22. When experts meet to rate how essential each test question is to the test, their data can be used to
provide evidence of validity by calculating a
a. correlation coefficient.
*b. content validity ratio.
c. mean rating.
d. frequency table of ratings.
Question type: MC
23. Content validity ratios can range from

*a. −1 to 1.
b. −1 to 0.
c. 0 to +1.
d. −10 to +10.
Question type: MC
24. Which of the following is concerned with how test takers perceive the attractiveness and
appropriateness of a test?
a. Content validity
b. Construct validity
*c. Face validity
d. Concurrent validity
Learning objective: Explain the nature and importance of face validity and why it does not provide
evidence for interpreting test scores.
Answer location: Face Validity
Question type: MC
25. Which of the following is not an acceptable means of determining the TRUE validity of a test?
*a. Face validity
Chapter 7
b. Content validity
c. Construct validity
d. Criterion-related validity
Question type: MC
26. The 2014 Standards for Educational and Psychological Testing recognize five sources of evidence of
validity. Which one of the following is NOT one of those sources?
a. Evidence based on test content
*b. Evidence based on face validity
c. Evidence based on response processes
d. Evidence based on relations to other variables
Question type: MC
27. The process of competency modeling would most likely be used during test development to gather
evidence for validity based on a test’s
a. relations with a criteria.
b. content.
c. response processes.
*d. constructs.
Question type: MC
28. Test specifications are very much like a(n)

*a. blueprint.
b. matrix.
c. table of contents.
d. index.
Answer location: Demonstrating Evidence of Validity Based on Content During Test Development
Question type: MC
29. A behavior validation survey is most likely to be used when developing

*a. questions to use on a job interview.
b. a personality test.
c. an intelligence test.
d. an aptitude test.
Chapter 7
Answer location: Demonstrating Evidence of Validity
Question type: MC
30. Which of the following is a benefit of developing competency models?

a. A competency model will describe the specific tasks that are performed on a job.
b. A competency model will focus on the technical skills necessary to perform a job.
*c. A competency model can often be used for multiple different jobs within an organization.
d. A competency model is most useful for developing high stakes selection programs for police and
firefighters.
Question type: MC
31. Job analysis differs from competency modeling in that it

a. is a less technically rigorous process than competency modeling.
b. usually focuses on a general family of jobs rather than one specific job.
c. cannot be used to develop evidence of validity based on content.
*d. usually identifies the specific tasks an individual performs on the job.
Question type: MC
32. Which of the following common job interview questions is most likely to be able to demonstrate
evidence for validity based on content?
a. What are your greatest strengths?
b. What is your favorite sport to watch on TV?
*c. Tell me about a time when you had to work on a team.
d. Tell me about a time when you really enjoyed a movie.
Question type: MC
33. Which one of the following concepts is most controversial among testing experts?
a. Content validity
b. Concurrent validity
*c. Face validity
d. Construct validity
Question type: MC
Chapter 7
Essay Questions
1. What is test validity? Define and give examples.

 In general, when we speak of the validity of a test, we are asking, “Are the inferences I am going
to draw from a person’s score on a test appropriate?”
 Test validity is a function of how the scores are used—the inferences that will be made about
the meaning of a person’s test scores (or the conclusions that will be drawn from the test
scores).
Question type: ESS
2. Discuss and give examples of the five sources of evidence of validity described in the newest
Standards for Educational and Psychological Testing.
 Evidence based on test content: This source of validity evidence involves logically examining and
evaluating the content of a test (including the test questions, format, wording, and tasks
required of test takers) to determine the extent to which the content is representative of the
concepts that the test is designed to measure without either underrepresenting those concepts
or including elements that are irrelevant to their measurement.
 Evidence based on response processes: This source of validity evidence involves observing test
takers as they respond to the test and/or interviewing them when they complete the test. We
use these observations and interviews to understand the mental processes that test takers use
to respond. For instance, if the test was designed to measure logical reasoning, test takers
should report mentally processing the test information while they solve the test problems. If the
test is scored by using trained observers or judges, this source of validity evidence also involves
exploring whether those observers or judges used the criteria that were defined to document
and evaluate test taker behaviors or performances.
 Evidence based on internal structure: This type focuses on whether the conceptual framework
used in test development could be demonstrated using appropriate analytical techniques. For
instance, if a test was designed to measure a single concept (such as anxiety), we would analyze
the test results to find out how many underlying concepts account for the variations in test
taker scores. If the test was designed to measure one concept only, the analysis should show
that only one concept accounts for a majority of the information the test takers provided. If the
analysis suggests that the scores were affected by more than one underlying concept or factor,
then we would question whether we had evidence of validity of the test based on its underlying
single concept structure.
 Evidence based on relations with other variables: This source of validity evidence typically
involves correlating test scores with other measures to determine whether those scores are
related to other measures to which we would expect them to relate. Likewise, we would want
to know that the test scores are not related to other measures to which we would not expect
Chapter 7
them to relate. For instance, a test designed to be used in employee selection should correlate
with measures of job performance. A test of mechanical aptitude should correlate with another
test of mechanical aptitude, while not correlating with a vocabulary test.
 Evidence based on the consequences of testing: Any time we make a psychological

measurement, both intended and unintended consequences may occur. For example, an
intended consequence of a test for personnel selection would be obtaining accurate information
for hiring. However, if the test is biased, an unintended consequence might be that test scores
appear to favor one group over another.
Question type: ESS
3. Explain the nature and importance of face validity. Give examples.

 Face validity answers the question, “Does it appear to the test taker that the questions on the
test are related to the purpose for which the test is being given?” As such, face validity is only
concerned only with how test takers perceive the attractiveness and appropriateness of a test.
 If the test takers cannot perceive the connection between the test questions and the purpose
for which the test is given, they may not take test seriously or, in the worst case, viewing the
test as being unfair.
 Although it is helpful for a test to have face validity face validity is never an acceptable means of
demonstrating evidence of the validity of a test.
Question type: ESS
4. Describe how you would demonstrate evidence for validity for questions used in an employment
interview.
 Show a direct connection between the behaviors being evaluated on the interview and the
behaviors necessary for successful job performance.
 This is done using competency modeling or job analysis to define the critical knowledge, skills,
abilities and other characteristics necessary for successful job performance before designing the
interview questions.
Question type: ESS
5. What is competency modeling? How is it used to provide evidence of validity?

Chapter 7
 Competency modeling is a procedure that identifies the knowledge, skills, abilities, and other
characteristics most critical for success on some or all of the jobs in an organization.
 It also defines the behaviors that, when performed well, indicate that a person possesses each
of those competencies.
 It provides a way in which the content of a test or other employee selection tool can be directly
linked to the requirements for success on a job.
Question type: ESS
6. A friend tells you that he learned that a test was valid if it measures what it was designed to measure.
Provide an explanation and example of why this isn’t always true.
 When test developers refer to a test as being valid because the test measures what it was
designed to measure, test users are likely to assume that a valid test is good for measuring
almost anything. However, there may be some unintended results.
 Here is an example. A personnel manager finds a personality test, sees the claim that it is valid,
and decides to use it to help select salespeople. The manager reasons that all salespeople need
a personality, and more personality should be better than less personality. The personnel
manager wants to use the test scores to make an inference about likely future sales
performance of job applicants who take the test. However, such an inference or conclusion
would be inappropriate because the test developer or publisher cannot provide evidence that
the test would be valid for predicting which test takers would be good salespeople.
Answer location: Traditional Views of Validity
Question type: ESS
7. Define and discuss how evidence of validity based on content is obtained and interpreted. Give
examples.
 Evidence of validity based on test content is demonstrated in two ways. The first way involves
performing a series of systematic steps as a test is being developed—steps to ensure that the
construct being measured is clearly defined and that the items used to measure the construct
are representative of the construct’s domain. There are four basic steps to the process:
o Defining the testing universe
o Developing the test specifications
o Establishing a test format
o Constructing test questions
 The second way for obtaining evidence of validity based on content involves evaluating the
content of a test after the test has been developed. This method may be done by the test
developer as part of the validation process or by others using the test. One statistical technique
that is used is the content validity ratio.
Chapter 7
Answer location: Evidence of Validity Based on Test Content
Question type: ESS
8. Define and discuss test specifications. What is their purpose? How are they developed and used? Give
an example.
 Test specifications are a documented plan containing details about a test’s content.
 They include a clearly defined testing universe, the content areas (the subject matter that the
test will measure) and the number of questions that will be included to assess each content
area.
 They also include the documentation of the purpose and intended use of the test; the format;
the length of the test; psychometric characteristics of the items; how the test is delivered,
administered, and scored; as well as details of the content.
 Test specifications help the test developer to clearly understand and document the body of
knowledge that the test needs to measure.
 They provide the foundation for the writing of test questions that sample the testing universe
representatively.
Answer location: Developing the Test Specifications
Question type: ESS
9. Describe a quantitative method for obtaining evidence of validity based on content after the test is
developed. Give an example.
 The content validity ratio examines the extent to which experts agree on the relevance of the
content of the test items.
 With this technique, experts review and rate how essential test items are to the attribute the
test measures.
 A content validity ratio is calculated, providing a measure of agreement among the judges.
 Based on minimum values, questions that experts agree are essential are considered as
evidence of validity, and items that experts do not agree are essential are not considered
evidence of validity.
Question type: ESS

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Miller, Foundations of Psychological Testing 5e Instructor Resource

Test Bank for Foundations of Psychological Testing A

9. What are concrete attributes?

*c. marital satisfaction.

13. Which one of the following statements about validity is FALSE?

23. Content validity ratios can range from

28. Test specifications are very much like a(n)

29. A behavior validation survey is most likely to be used when developing

30. Which of the following is a benefit of developing competency models?

31. Job analysis differs from competency modeling in that it

1. What is test validity? Define and give examples.

 Evidence based on the consequences of testing: Any time we make a psychological

3. Explain the nature and importance of face validity. Give examples.

5. What is competency modeling? How is it used to provide evidence of validity?

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