QUESTION 1

1. Bethany and Shatrisse are counselors in a summer camp for foster children. The directors of the camp are concerned about increases in bullying behavior during recreational time. Bethany and Shatrisse propose a token reinforcement strategy in which children will be rewarded intermittently when they exhibit pro-social behavior. The camp directors instead favor a plan in which bullying will be punished by a time-out when it occurs, but Bethany and Shatrisse are convinced that they can turn things around with their plan of rewarding positive behavior. The directors pride themselves on using evidence-based practices, so they agree to allow Bethany and Shatrisse to test their idea of doing daily counts of bullying behavior for four weeks. During Week 1, no tokens will be given. During Week 2, tokens for pro-social behavior will be given. During Weeks 3 and 4, this pattern will be repeated. Bethany and Shatrisse will graph the number of bullying incidents each week and expect to see dramatic reductions during Weeks 2 and 4 (the token weeks). The directors agree that if the plan works and these differences are seen, the token economy will become a part of the camp’s regular treatment procedures. What kind of research design are Bethany and Shatrisse employing?A.A single-case outcome design.B.A one-group, post-test-only design.C.A single system (or single case) research design used for formative evaluation.D.A mixed-methods design with graphs.

10 points  

QUESTION 2

1. Troy is a counselor at an agency across town; his agency treats juvenile sex offenders. Troy has designed a counseling intervention that he believes will result in fewer reoffenses within one month of treatment. His agency wants to test his intervention and obtain some preliminary data before applying for a grant that would fully fund his intervention at all their sites. Troy wants to set up an experiment to see whether his intervention works, so he compares the number of postintervention offenses that occur in a group of juveniles who got his intervention (group A) with the number of offenses that occur in a group of juveniles who are on a waiting list (group B). Which of the following is true?A.Both groups are experimental groups.B.Both groups are control groups.C.Group A is the experimental group; Group B is the control group.D.Group A is the control group; Group B is the experimental group.

10 points  

QUESTION 3

1. A summative program evaluation would answer which of the following questions?A.What need does the program fill?B.Are the clients getting better?C.How effective are the staff members?D.Is the program serving the population it was intending to serve?

10 points  

QUESTION 4

1. You are asked to prepare an evaluation plan for a nonprofit director whose stakeholders want comprehensive information about how their counseling program for homeless women is making a difference. You suggest using a brief symptom inventory questionnaire at intake and at discharge, and interviews at discharge asking clients to describe how the program met (or did not meet) their most important needs. You will be implementing:A.A mixed-methods design.B.A quantitative design.C.A summative evaluation design.D.A qualitative design.

10 points  

QUESTION 5

1. The Great Improvements Counseling Agency directors have noticed that a handful of their counselors have clients who experience rapid progress in reducing their addictive behaviors. They have asked if you would be willing to “shadow” these counselors and make notes about their typical behaviors with sessions with clients, in hopes of training all their counselors to do these things. In this study, these exemplary counselors are:A.Key informants.B.Participant observers.C.Gatekeepers.D.Stakeholders.

10 points  

QUESTION 6

1. Miguel and Brent work in a program that provides support groups for fathers who have overcome drug addictions and are seeking reunification with their children. Over the years, they have seen some amazing successes. They would like to learn more about what these successful fathers found most helpful, so they obtain permission to conduct in-depth interviews with these fathers. Miguel and Brent will be conducting a:A.Process evaluation study with administrative interviews.B.Quantitative study with time series design.C.Qualitative study with convenience sampling.D.Qualitative study with deviant case sampling.

10 points  

QUESTION 7

1. Clarissa has proposed a new idea to her supervisor: She believes that adding mindfulness meditation training to her agency’s usual counseling program (TAU) will result in clients with social phobia having greater reductions in anxiety symptoms after six weeks. She also believes, based on her review of the literature, that the effect of the usual program plus mindfulness training (TAU + ) will be more powerful for the female clients than for the male clients. Clarissa’s supervisor agrees to let her test this idea. In Clarissa’s experience, what is the dependent variable?A.Gender.B.Type of treatment (TAU or TAU +).C.Anxiety symptoms.D.Number of weeks of treatment (six).

10 points  

QUESTION 8

1. Kara has been invited to be on a small committee tasked with reviewing applications for an outstanding counseling program award in her state. One application she reviews displays gains in client satisfaction in exit surveys over the past three years but does not have data about whether clients have reduced symptoms or have attained target outcomes. Kara sets the application in the “no award” pile, because:A.Client satisfaction studies tend to yield highly positive evaluations but give no information about the efficacy of the counseling.B.Clients’ satisfaction is not a measure of whether their counseling needs were met.C.All of the above are true.D.Clients who are not happy with services tend to drop out, so only satisfied clients are given exit surveys.

10 points  

QUESTION 9

1. Maria is a counselor at an inpatient facility, and she has been asked by her supervisor to plan an evaluation of a new group technique for helping chronically, severely depressed clients. Typical treatment involves clients attending daily individual counseling sessions, plus group sessions three times each week (“treatment as usual” or TAU). The new technique involves having a family member attend relational therapy (RT) sessions with the client once a week in addition to TAU activities. Maria expects that after six weeks, the clients receiving TAU + RT will score lower on a depression inventory than clients receiving only TAU. When Maria plans her statistical tests, what will the dependent variable be?A.TAU + RT.B.Scores on the depression inventory.C.Gender.D.TAU.

10 points  

QUESTION 10

1. Focus groups are often very helpful when evaluators need information about whether counseling or psycho-educational materials will make sense to individuals from cultures who will be served by the intervention. This type of evaluation is called:A.Effectiveness evaluation.B.Efficacy evaluation.C.Summative evaluation.D.Formative evaluation.

10 points  

QUESTION 11

1. You are conducting a program evaluation for Middle Valley Counseling Center. Middle Valley is a diverse community populated by two racial groups. The center’s clients are from both of these groups in approximately equal numbers. Community stakeholders want to answer the question of whether both of these racial groups benefit equally from the center’s counseling programs. Your analysis of the outcome data will include ___________ as the independent variable.A.Two racial groups.B.Counseling outcomes.C.Socio-economic status.D.Client neighborhood.

10 points  

QUESTION 12

1. Jin works in a private practice with a counselor who specializes in treating teens with anxiety. Jin’s supervisor, Dr. Katz, has asked him to regularly assess his clients in order to track and report whether they are improving in response to treatment. Jin gives each of his clients a brief anxiety scale every other week, tracks his clients’ scores on a graph, and shares this data with Dr. Katz in weekly supervision meetings. What kind of research design is Jin using?A.Single system (or single case) research design.B.Outcome evaluation design.C.Client group research design.D.Quasi-experimental research design.

10 points  

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

l. Performance on pure tests are assessed based on time, while pure _ tests are assessed based on difficulty.

a. speed; power

b. power; speed

c. achievement; maximum performance

d. maximum performance; achievement

2. Which scores would be interpreted appropriately for measuring a student’s mastery of a specific domain of knowledge?

a. Norm-referenced scores

b. Criterion-referenced scores

c. Standardized-referenced scores

d. Projective-referenced scores

3. A classroom teacher gives her students a final exam that is the basis for 50 of their final grade in the course. This is an example of which type of evaluation?

a. Projective eval uation

b. Summative evaluation

c. Formative evaluation

d. Feedback evaluation

4. The majority of assessment information collected by most teachers comes from:

a. professionally developed tests.

b. state-wide tests.

c. performance tests.

d. teacher made tests.

5. Susan has been evaluated and determined to be learning disabled. This is an example of:

a. assignment.

b. classification.

c. placement

d. selection.

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6. The Scholastic Achievement Test (SAT) is atn):

a. pure speed test.

b. maximum performance test.

c. typical response test.

d. projective test.

7. If the range of one or both variables is restricted, the resulting correlation coefficient will likely:

a. be decreased.

b. be increased.

c. remain the same.

d. either increase or decrease depending on the calculations.

8.

Correlation imply causation.

a. does

b. does not

c. might, depending on the scale of measurement

d. none of the above

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9. The correlation between two variables is 0.70. Using the concept of the coefficient of determination, the proportion of variance that is determined or predictable from

the relationship between the two measures is:

a.

14.

b.

30.

c.

49.

d.

70.

10. A special mathematical procedure for predicting scores on one variable (criterion or Y) given a score on another (predictor or X) is:

a. correlational analysis.

b. linear regression.

c. regression analysis.

d. prediction constant.

11. Why would a psychologist feel that the variance might be difficult to interpret?

a. It is a nonlinear transformation.

b. It is an area transformation.

c. It may be a negative number.

d. It uses squared raw score units.

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12. In a normal distribution, what percentage of scores will fall between one standard deviation below the mean and one standard deviation above the mean?

a. 16

b. 34

c. 68

d. 84

13. The “Flynn Effect” refers to:

a. decreases in IQ observed during the 20th century.

b. decreases in SAT scores observed during the 20th century.

c. increases in SAT scores observed during the 20th century.

d. increases in IQ observed during the 20th century.

14.

Wechsler subtest scaled scores have a mean of

a. 0; 1

b. 10; 3

c. 50; 10

d. 500; 100

and a standard deviation of

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15. The norms for a standardized intelligence test describe the:

a. ideal level of performance.

b. minimum acceptable level of performance.

c. performance of a specified group.

d. performance of a successful group.

16. A percentile rank of __ indicates performance at the median of the reference group.

a. 49

b. 49.5

c. 50

d. 51

17. interpretations can be applied to a wider variety of tests than _

interpretations.

a. Criterion-referenced; norm-referenced

b. Norm-referenced; criterion-referenced

c. Both are about equal in their applications.

d. None of the above

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18. CEEB (SAT/GRE) scores have a mean of __ and a standard deviation of __ .

a. 0; 1

b. 50; 10

c. 100; 15

d. 500; 100

19. Sally’s obtained score on a statistics exam is 75. The SEM is 2. With what confidence interval would we capture her true score 68 of the time?

a. 71 to 79

b. 73 to 77

c. 69t081

d. 70 to 80

20. The average of all possible split-half coefficients is known as:

a. Coefficient alpha.

b. correlation coefficient.

c. alternate form reliability.

d. Spearman-Brown coefficient.

21. The Spearman-Brown formula is used to:

a. correct a split-half reliability coefficient.

b. estimate construct reliability.

c. perform a curvilinear transformation of the scores.

d. perform a linear transformation of the scores.

22. is a result of transient events in the test taker (fatigue, illness, etc.) and the

testing environment (temperature, noise level, etc.),

a. Administration error

b. Content sampling error

c. Temporal instability

d. Systematic measurement error

23. The reliability index reflects the correlation between:

a. true scores and observed scores.

b. true scores and measurement error.

c. observed scores and measurement error.

d. true scores and true scores.

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24. What happens to the size of confidence intervals as reliability coefficients increase?

a. They decrease.

b. They increase.

c. They remain the same.

d. It is indeterminate: it depends on the construct being measured.

25. is a useful index when comparing the reliability of the scores produced by

different tests, but when the focus is on interpreting the test scores of individuals, the _____ is more practical.

a. Rei iabi I ity Coefficient; Standard Error of Measurement

b. Standard Error of Measurement; Rei iabi I ity Coefficient

c. Standard Error of Esti mate; Coefficient AI pha

d. Standard Error of Estimate; Reliability Coefficient

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Writing Assignment for Unit One

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e. an introduction, middle paragraphs and conclusion),

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a

standard font (i.e. Times New Roman) and 12 point type size,

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages, Graduate courses: 500 – 750 words or 2 – 3 pages, Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism, Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook, Be sure to refer to the course syllabus for more details on plagiarism and proper citation styles,

Please answer ONE of the following:

1. Generate examples to illustrate positive and negative correlations, Exam ine a theoretical situation where two variables are correlated, but there is clearly no causation, Evaluate the example provided in Special Interest Topic 2,6: Caution – Drawing Conclusions of Causality.

2. Evaluate why reliability is important in psychological assessment. Next, differentiate between various levels of reliability that may be recommended for different situations. What level of reliability might be acceptable for a brief screening test used to screen research subjects for depression or anxiety? For an IQ test used to help diagnose mental retardation? For a high- stakes test that must be passed in order to graduate from high school? Examine the SAT or ACT college admission tests in reference to rei iabi lity.

3. Analyze the nature of the Flynn Effect and its various implications, What factors do you believe are driving the increase in IQ? How would you explain the fact that over much of the past century there has been a decrease in SAT scores, in light of the increase in IQ? What do you think the social implications of the Flynn Effect might be?

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1.

There exists a relatively sophisticated validation technique referred to as that

combines convergent and divergent strategies.

a. analysis of variance

b. factor analysis

c. linear regression

d. multitrait-multimethod matrix

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2. Which factor analytic method analyzes only shared variance while excluding unique and error variance?

a. Component Factor Analysis

b. Confirmatory Factor Analysis

c. Principal Component Analysis

d. Principal Factor Analysis

3. After examinees complete a math reasoning test, they are interviewed by researchers on what processes and strategies they engaged in when completing the test. Which

type of validity evidence are these researchers collecting?

a. Validity evidence based on consequences of testing.

b. Validity evidence based on test content.

c. Validity evidence based on relations to other variables.

d. Validity evidence based on response processes.

4. Which type of validity evidence can best be strengthened by the use of a table of specifications?

a. Validity evidence based on consequences of testing.

b. Val id ity evidence based on test content.

c. Validity evidence based on relations to other variables.

d. Validity evidence based on response processes.

5. is the most common approach to establishing the validity of academic

achievement tests.

a. Validity evidence based on consequences of testing.

b. Validity evidence based on test content.

c. Validity evidence based on relations to other variables.

d. Validity evidence based on response processes.

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6. Test-criterion validity evidence is an example of:

a. validity evidence based on consequences of testing.

b. validity evidence based on test content.

c. validity evidence based on relations to other variables.

d. validity evidence based on response processes.

7. What percentage of the Examination for Professional Practice on Psychology covers the Biological Basis of Behavior content area?

a. 5

b. 11

c. 21

d. 32

8. Performance on the EPPP is reported in which score format?

a. Raw scores

b. Scaled scores

c. T scores

d. Z scores

9. What is Step 2 of the United States Medical Licensing Examination?

a. Clinical knowledge and clinical skills

b. Computer based multiple-choice assessment

c. Computer based multiple-choice assessment with computer based case simulation

d. Patient simulations

10. An important test-taking skill to teach students is:

a. “Do not answer questions you are not sure of.”

b. “Never return to a question and change your answer.”

c. “Get through the test as quickly as possible.”

d. “Make informed guesses by process of elimination.”

11. The National Assessment of Educational Progress provides a comprehensive assessment of students’ achievement at certain critical periods in their academic experience. These grade levels are:

a. 2nd, 6th, and 10th.

b. 4th, 8th, and 12th.

c. 5th, 7th, and 11th.

d. 6th, 8th, 12th.

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12. What law mandates that any institution that receives federal funds must ensure that individuals with disabilities have equal access to all programs and services provided by the institution?

a. No Child Left Behind Act 2001

b. Section 504 of the Rehabi I itation Act of 1973

c. The Individuals with Disabilities Education Improvement Act of 2004

d. The Education of All Handicapped Children Act of 1975

13. Deductive and inductive logic are considered the hallmarks of which broad ability domain under CHC theory?

a. Comprehension-knowledge

b. Fluid reasoning

c. Processing ability

d. Static reasoning

14. The Reynolds Intellectual Assessment Scales is normed for individuals between the ages

of and

a. 2; 85

b. 3; 94

c. 6; 16

d. 16; 89

15. Regarding research on intelligence, Cattell is best known for:

a. identifying seven Primary Mental Abilities.

b. P-A-S-S Theory

c. C-H-C Theory

d. Two-Factor Theory, which hypothesizes the existence of crystallized and fluid i ntell igence

16. Which intelligence theory has served as the foundation for most modern IQ tests?

a. CHC Theory

b. PASS Theory

c. Spearman’s two-factor model

d. Wechsler’s theory of general and fluid intelligence

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17. Which intelligence test is co-normed with a supplementary memory scale?

a. Reynolds Intellectual Assessment Scales

b. Stanford-Binet Intelligence Scales, 5th edition

c. Wechsler Preschool and Primary Scale of Intelligence, 3rd edition

d. Wechsler Intelligence Scale for Children, 4th edition

18. The Reynolds Intellectual Assessment Scales produce which of the following factor scores?

a. Fluid reasoning

b. Short-term memory

c. Verbal Intelligence Index

d. Verbal IQ

19. The most widely used projective drawing technique is the:

a. Bicycle Drawing Task

b. Draw-A-Person test

c. House-Tree-Person

d. Kinetic Family Drawing

20. Who developed a comprehensive system that integrated the most empirically supported features of the existing systems for scoring the Rorschach Inkblot test?

a. Binet

b. Exner

c. Freud

d. Woodworth

21. Which collaboration between a client and a psychologist begins with the client identifying the questions they need answered in their life to better deal with their current struggles, then attempts to answer those questions using psychological tests?

a. Ipsative Assessment

b. Oblique Assessment

c. Practical Assessment

d. Therapeutic Assessment

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22.

The

test.

a.

b.

c.

d.

____ is an example of a theoretically based contemporary objective personality

MMPI-2

Rorschach Inkblot Test MMPI-2-RF

MCMI-III

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23. Which personality test contains scales such as neuroticism and agreeableness?

a. MCMI-III

b. Thematic Apperception Test

c. MMPI-2

d. NEO Personality Inventory

24. Which personality test examines dichotomies, such as Thinking – Feeling, that are thought to reflect personal preferences?

a. Rorschach Ink Blot Test

b. Myers-Briggs Type Indicator

c. MMPI-2

d. Neo Personality Inventory

25. There is research supporting the psychometric properties of projective

personality tests. These instruments remain among clinicians.

a. considerable; unpopular

b. considerable; popular

c. little; unpopular

d. little; popu lar

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Writing Assignment for Unit Two

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. I ntelligence and 10 tests are often the focus of controversy and emotional debate. After readi ng Special Interest Topics 9.1,9.2, examine some of the issues raised.

2. In earlier chapters of the text we focused primarily on maximum performance tests and their development. Compare and contrast maximum performance and typical response tests. Provide examples of tasks/items and classify them as primarily measuring maximum performance or typical responses.

3. Evaluate the phenomenon of response sets and dissimulation. Present a situation in which

a person might want to present themselves in an overly positive manner (i .e., fake good). Then examine a hypothetical situation in which someone might want to present themselves (or someone else) in an overly negative manner (i.e., fake bad). Are there situations where you have witnessed either of these occurrences? What are some of the overall reasons people might intentionally misrepresent themselves? What psychometric strategies are available for detecting this kind of misrepresentation?

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. The Vineland – II Expanded Interview Form is recommended for use with which population?

a. Low functioning individuals

b. High functioning individuals

c. Secondary school students

d. All of the above

2. Dr. Hancock plans to administer the CASE to an 82 year old female that he suspects may have i ntell igence and neuropsychological deficits. Wh ich screeni ng scale should he look at to determine if further neuropsychological testing is warranted?

a. Adaptive scale

b. Cognitive Competency scale

c. Daily Functioning scale

d. Intelligence scale

3.

The screening version of the CASE does not include the scale.

a. Infrequency

b. Social Desirability

c. Validity scale

d. None of the above

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4. An advantage of direct observation over behavior rating scales is that direct observation provides:

a. true nominal scale data.

b. true ordinal scale data.

c. true interval scale data.

d. true ratio scale data.

5. A crucial component of a direct observation system that contributes to good inter-rater reliability is:

a. momentary time sampling.

b. multiple observers.

c. specific operational definitions of behavior.

d. well defined antecedents and consequences.

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6. Continuous performance tests are highly sensitive to symptoms associated with abnormal ities of the:

a. auditory cortex.

b. executive control system.

c. primary motor cortex.

d. visual cortex.

7. When validating selection methods and tools, Hoffman, et al (1991) found that ____ showed correlations around zero.

a. self-appraisals

b. supervisor rankings

c. supervisor ratings

d. work samples

8. A rater completes a Likert-type scale on an employee’s performance. This type of rating system is:

a. absol ute.

b. highly biased.

c. criterion based.

d. relative.

9. Which set of guidelines was developed by the Society of Industrial and Organizational Psychology?

a. Guidelines for the Validation of Selection Procedures

b. Principles for the Validation and Use of Personnel Selection Procedures, 4th edition

c. Strong I nterest I nventory, Revised Ed ition

d. Uniform Guidelines on Employee Selection Procedures

10. Which prominent female psychologist, who worked for Aetna Life Insurance Company, was one of the first to note the potential advantages of using a battery of tests, rather than a single test?

a. Dr. Elsie Oschrin Bregman

b. Dr. Lillian Moller Gilbreth

c. Dr. Marion A. Bills

d. Dr. Mary H.S. Hayes

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11. Which of the Big 5 Personality Dimensions refers to being imaginative, cultured, and artistically sensitive?

a. Agreeableness

b. Conscientiousness

c. Extraversion

d. Openness to Experience

12. Which personnel selection method is most likely to result in differences by race or gender?

a. Assessment Centers

b. Cognitive Ability Tests

c. Interviews

d. Work Sample Tests

13. On the Halstead-Reitan Neuropsychological Test Battery, the hypothesized localization of the Finger Tapping and Grip Strength tests is the:

a. frontal lobes.

b. occipital lobes.

c. parietal lobes.

d. temporal lobes.

14. The Auditory Perception Test on the Halstead-Reitan Neuropsychological Test Battery is used to assess sensory-perceptual skills that are hypothesized to be located in the:

a. frontal lobe.

b. occipital lobe.

C. parietal lobe.

d. temporal lobe.

15. A neuropsychological instrument used to assess attention is:

a. the Boston Naming Test – 2.

b. Conner’s Continuous Performance Test – III.

c. the Stroop Test.

d. the Tower of London.

16. Which of the following dementi as produces significant motor disturbance?

a. Alzheimer’s Disease

b. Frontal lobe dementia

c. Parkinson’s dementia

d. Vascular dementia

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17.

______ is/are the most common cause of brain injury due to toxins.

a. b. c. d.

Alcohol

Heavy metals Metham phetam i ne Pesticides

18. An existing neuropsychological test that is quite resistant to brain damage and can serve as a measure of effort is:

a. digit span backward.

b. digit span forward.

c. phonemic fluency.

d. semantic fluency.

19. Which Supreme Court case most recently outl ined the criteria of adm issi bi I ity of scientific evidence?

a. Atkins v. United States

b. Atkins v. Virginia

c. Daubert v. Merrill Dow

d. Plessy v. Texas

20.

In clinical settings are primary, whereas forensic evaluations more commonly

address _

a. broad issues; narrowly defined issues or events

b. narrow issues; broad issues or events

c. narrow issues; only legal issues

d. subjective personality tests; objective personality tests

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21. In what context is the threat of conscious and intentional distortion greatest?

a. Clinical

b. Counseling

c. Forensic

d. School

22. What has been foundto be predictive of high error rates in clinical diagnoses?

a. Lack of neuroimaging studies conducted

b. A clinician with extremely high levels of confidence

c. A clinician new to the field

d. The administration of neuropsychological tests

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23.

Studies on the Flynn Effect have observed an increase of points per year in average

IQs.

a. 0.2

b. 0.3

c. 0.5

d. 0.8

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24. Who is credited with discovering that the presence of an audience enhances your performance if you are very familiar with a task but decreases your performance if you have limited or no talent for the task?

a. Norman Tri plett

b. Rensis Likert

c. Robert Zajonc

d. Wilhelm Wundt

25. An individual with a mild traumatic brain injury who had initial, temporary deficits now reports severe memory loss and an inability to return to work. This is technically referred to as:

a. faking.

b. malingering.

c. perjury.

d. feigning.

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Writing Assignment for Unit Three

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a

standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course syllabus for more detai Is on plagiarism and proper citation styles.

Please answer ONEof the following:

1. Distinguish between the various ways assessments are used in vocational/employment settings.

How do psychologists use the information provided by these assessments in making employment decisions? III ustrate with hypothetical examples.

2. Generate a hypothetical example of an individual who is referred for neuropsychological testing, assuming the individual has some type of brain injury (see Special Interest Topic 13.1). Examine the testing process from referral through the process of actual testing. Use your best judgment to determine what elements would be included in this type of assessment.

3. Analyze the role of mental retardation or cognitive impairments in criminal proceedings. How is it evaluated and how might it impact court proceedings and sentencing? How does the Flynn Effect apply to this issue?

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Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Which court case resulted in the use of IQ tests with Black children being prohibited in California public schools?

a. Diana v. State Board of Education

b. Larry P. v. Riles

c. Marshall v. Georgia

d. PASE v. Hannon

2. What is one significant benefit of having minority judges review the items?

a. They are particularly good at identifying biased items.

b. Then can identify items that will likely be misunderstood.

c. They can identify items that are offensive.

d. They can identify examiner biases.

3. What is the result if the same slope but different intercepts are found for different ethnic groups in a prediction bias study?

a. Homogeneity of regression

b. Parallel regression lines that produce constant bias in prediction

c. Nonparallel regression lines

d. Confluent regression lines

4. Test applications that result in valid predictions for one group, but invalid predictions in another group are referred to as:

a. b. c. d.

having cultural validity.

having differential predictive validity. measuri ng homogeneous constructs. homogeneity of regression.

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5.

______ is present when a test makes more valid predictions for one group than for

another.

a. Differential reliability

b. Differential validity

c. Heterogeneous rei iabi I ity

d. Heterogeneous validity

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6. When using Item Response Theory to identify biased items, one typically compares the ___ of two different groups yielding an index of Differential Item Function.

a. means

b. standard deviations

c. item characteristic curves

d. factor structures

7. Fuchs (2002) notes that one of the prominent strategies for examining the validity of

assessment accommodations is to look for of the accommodation between

examinees with and without disabilities.

a. common effects

b. differential effects

c. oblique effects

d. orthogonal effects

8. What is one guideline provided by Dr. Phillips regarding test accommodations?

a. Accommodations must be the same for all students with disabilities.

b. Any accommodation requested must be granted.

c. 3-months is considered adequate notice in most assessment programs.

d. Accommodations should be individualized.

9. Which accommodation is NOT allowed by the Texas Education Agency?

a. Calculators during certain tests

b. Reading aloud to the student the reading portion of the test

c. Oral administration of the math test

d. Signing the prompt on the writing test

10. The Individuals with Disabilities Education Act requires that public schools provide students with d isabi I ities atn).

a. Cost Effective Public Education.

b. Equal Opportunity Public Education.

c. Free Appropriate Public Education.

d. Limited Cost Public Education.

11. What is the main limitation of using an alternate assessment in providing an assessment accommodation?

a. It is difficult to find satisfactory alternate assessments.

b. Generalizing results is not possible with alternate assessments.

c. Only students with severe disabilities can use alternate assessments.

d. Results tend to be less psychometrically sound.

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12. Courts have ruled that test administrators are not required to grant accommodations:

a. on high-stakes assessments.

b. to students with mild disabilities.

c. that involve modifications of setting.

d. that invalidate the interpretation of scores.

13. According to research by Grove and Meehl (1996), which approach to interpreting assessment data is more accurate?

a. Actuarial

b. Clinical

c. Impression istic

d. Qual itative

14. Grove and Meehl postulated several reasons clinicians have not adopted statistical approaches for interpreting assessment information. Which reason did the authors state was the biggest culprit?

a. Fear of being replaced by a computer

b. Attachment to specific psychological theories

c. An education that does not instill a preference for scientific inquiry

d. Belief that actuarial approaches dehumanize clients

15. It is a best practice to select assessments with normative data that are representative of

the population.

a. general

b. minority

c. target

d. diverse

16. Which of the following is NOT a responsibility of the test taker?

a. Prepari ng for the assessment

b. Following the directions

c. Not i nterferi ng with the performance of other students

d. I nterpreti ng the resu Its

17. Allowing your personal impressions of an examinee to influence your evaluation of their performance, in either a positive or negative manner, is referred to as a/the:

a. test bias.

b. expectancy effect.

c. self-fulfilling prophecy.

d. prejudice.

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18. Cautioning users, in a clear and prominent language, against the most likely misinterpretations and misuses of data that arise out of the assessment development

process is a responsi bi I ity of a professional who assessments.

a. develops

b. takes

c. scores

d. markets

19. The student will be able to correctly describe each step in the completed geometric proof.

This is an example of an objective at which level of Bloom’s Taxonomy?

a. Analysis

b. Comprehension

c. Eval uation

d. Synthesis

20. After the test blueprint coverage is constructed, what is the next step in test development?

a. Complete reliability studies.

b. Determine and describe the item formats.

c. Plan validity studies.

d. Complete analyses for detecting biased items.

21. When writing items for a new test, what “rule of thumb” has been verified repeatedly over decades of test development?

a. Draft the exact number of items you expect to need on the test.

b. Draft at least twice as many items as you expect to need on the test.

c. Draft at least three times as many items as you expect to need on the test.

d. Draft at least four times as many items as you expect to need on the test.

22. What is the first step in deciding on a sampling plan?

a. Administer the test to the individuals in the sample.

b. Describe the target population.

c. Determine the percentage of people with specific characteristics needed to make the sample representative.

d. Obtain a true random sample of the population.

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23. What type of score should be used if an examiner wants to compare the examinee’s score to a reference group?

a. Cut-scores

b. Criterion-referenced scores

c. Raw scores

d. Standard scores

24. What type of score would be appropriate to answer the question: “Has John’s performance in language arts reached a predetermined level?”

a. Criterion-referenced score

b. Norm-referenced score

c. I RT-based score

d. Standard score

25. Inter-rater reliability is particularly important with:

a. speed tests.

b. tests producing norm-referenced scores.

c. tests producing criterion-referenced scores.

d. tests that require subjective judgment in scoring.

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Writing Assignment for Unit Four

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a

standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course syllabus for more details on plagiarism and proper citation styles.

Please answer ONE of the following:

1. Examine why the topic of bias in assessment has been such a controversial topic. You may refer to Special Interest Topic 15.5. Differentiate between the cultural test bias hypothesis (CTBH) and the question of etiology of group differences. If not due to bias of a particular assessment, what are other potential reasons for group differences?

2. If you were given an employment test when applying for your first job after graduating, what might you expect from the people testing you? What if, in lieu of a test, the hiring decision was based just on an unstructured interview? If you must take an exam in order to obtain a professional license, what would be your expectations for such a test in terms of psychometric properties?

3. Evaluate the need to balance “fairness” to students with and without disabilities. Have you ever experienced a student with a disability receiving an accommodation that put other students at a disadvantage? Now discuss the concept of “Differential Effects.” Provide examples (not

already given in the text) for your evaluation of these topics.

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