Psychometrics

1. Psychometrics William P. Wattles, Ph.D. Francis Marion University

2. Psychometrics • The quantitative and technical aspects of measurement.

3. Quantitative • Quantitative: of or pertaining to the describing or measuring of quantity.

4. Qualitative • Of, relating to, or concerning quality.

5. Evaluating Psychological Tests • How accurate is the test? • Reliability • Validity • Standardization • adequate norms • administration

6. Reliability • Measurement error is always present. • Goal of test instruction is to minimize measurement error. • Reliability is the extent to which the test measures consistently • If the test is not reliable it cannot be valid or useful.

7. Reliability • A reliable test is one we can trust to measure each person approximately the same way each time.

8. Measuring reliability • Measure it twice and compare the results

9. Methods of testing reliability • Test-retest • Alternate form • Split-half • Interscorer reliability

10. Test-retest • Give the same test to the same group on two different occasions. • This methods examines performance of the test over time and evaluates its stability. • Susceptible to practice effects. May June

11. Alternate Form • Two versions of the same test with similar content. • Order Effects-Half get A first and B second and vice versa • Forms must be equal A B

12. Split-half • Measure internal consistency. • Correlate two halves such as odd versus even. • Works only for tests with homogeneous content Odd Even

13. Interscorer Reliability • Measures scorer or inter-rater reliability • Do different judges agree? 8

14. Speed Versus Power Tests • Power test-person has adequate time to answer all questions • Speed test-score involves number of correct answers in a short amount of time • Must alter split-half method for speed tests

15. Assessment in the news • Supreme court: states must prove not only that an offender remained dangerous and was likely to repeat the crime but also that a "serious difficulty in controlling behavior" was part of the psychiatric diagnosis.

16. Systematic versus Random Error • Systematic error-a single source of error that is constant across measurements • Random error-error from unknown causes

17. The Reliability Coefficient • A correlation coefficient tells us the strength and direction of the relationship between two variables.

18. Standard Error of Measurement • An index of the amount of inconsistency or error expected in an individual’s test score

19. Standard Error of Measurement Standard Error of Measurement=

20. Confidence Intervals • Use the SEM to calculate a confidence interval. • Can determine when scores that appear different are likely to be the same.

21. The test Length Homogeneity of questions Test-retest interval Cooperation of test takers. Administration Equal experience Error attributable to conditions Less contamination from poor conditions Test Scoring Factors that influence reliability

22. Validity • Does the test measure what it purports to measure? • More difficult to determine than reliability • Generally involves inference

23. Validity • Content validity • Face validity • Criterion-related validity • Construct Validity

24. Content Validity • Does the test cover the entire range of material? • If half the class is on correlation then half the test should be on correlation. • Not a statistical process. • Often involves experts • May use a specification table

25. Specification Table

26. Face Validity • Does the test appear to measure what it purports to measure. • Not essential • May increase rapport

27. Criterion-related Validity • Does the test correlate with other tests, behaviors that it should correlate with? • Concurrent • Test administration and criterion measurement occur at the same time. • Predictive • The relationship between the test and some future behavior.

28. Construct Validity • Does the test’s relationship with other information conform to some theory? • The extent to which the test measures a theoretical construct.

29. Construct • An attribute that exists in theory, but is not directly observable or measurable. • Intelligence • Self-efficacy • Self-esteem • Leadership ability • Alcoholic Personality

30. Self-efficacy • A person’s expectations and beliefs about his or her own competence and ability to accomplish an activity or task.

31. Behaviors related to other constructs Identify related constructs Identify related behaviors Construct explication

32. Test Interpretation • Criterion-referenced tests • Tests that involve comparing an individual’s test scores to an objectively stated standard of achievement such as being able to multiply numbers. • Norm-referenced tests • Interpretation based on norms • Norms: a group of scores that indicate average performance of a group and the distribution of these scores • Ipsative tests- • The frame of reference in ipsative scoring is the individual rather than the normative sample.

33. Ipsative Tests • The strength of each need is expressed, not in absolute terms, but in relation to the strength of the individual's other needs. • Ipsative tests cannot be used to compare individuals (e.g. to see who has the greatest leadership potential), only to determine the individual's own strengths and weaknesses.

34. The End