By George Domino, Marla L. Domino
This ebook is an introductory textual content to the sector of mental checking out basically compatible for undergraduate scholars in psychology, schooling, enterprise, and similar fields. This e-book may also be of curiosity to graduate scholars who've now not had a previous publicity to mental trying out and to execs corresponding to attorneys who have to seek advice an invaluable resource. mental checking out is obviously written, well-organized, entire, and replete with illustrative fabrics. as well as the elemental issues, the textual content covers intimately subject matters which are frequently overlooked via different texts comparable to cross-cultural checking out, the difficulty of faking exams, the impression of desktops and using assessments to evaluate optimistic behaviors corresponding to creativity.
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Extra resources for Psychological Testing: An Introduction
You might be tempted to conclude that 86 out of 100 is fairly good, until I tell you that second graders average 95 out of 100. You’ll recall that 86 and 95 are called raw scores, which in psychology are often meaningless. We need to give meaning to raw scores by changing them into derived scores; but that may not be enough. We also need to be able to compare an individual’s performance on a test with the performance of a group of individuals; that information is what we mean by norms. The information may be limited to the mean and standard deviation for a particular group or for many different groups, or it may be sufﬁciently detailed to allow the translation of a speciﬁc raw score into a derived score such as percentiles, T scores, z scores, IQ units, and so on.
Which item format to use? The choice of a particular item format is usually determined by the test constructor’s preferences and biases, as well as by the test content. For example, in the area of personality assessment, many inventories have used a “true-false” format rather than a multiplechoice format. There is relatively little data that can serve as guidance to the prospective test author – only some general principles and some unresolved controversies. One general principle is that statistical analyses require variation in the raw scores.
Conversely, a rectangular conventional test has good bandwidth but low overall ﬁdelity (Weiss, 1985). Guessing. Still another complicating factor in item difﬁculty is that of guessing. Although individuals taking a test do not usually answer randomly, just as typically there is a fair amount of guessing going on, especially with multiplechoice items where there is a correct answer. 60 really means that among the 60% who answered the item correctly, a certain percentage answered it correctly by lucky guessing, although some will have answered it incorrectly by bad guessing (see Lord, 1952).
Psychological Testing: An Introduction by George Domino, Marla L. Domino