Objectivity

Reliability

Validity

Precision

To assign numerical values to objects or events

To make inferences about unobservable characteristics

To compare individuals or groups on a particular trait or characteristic

All of the above

Intelligence quotient (IQ) scores

Gender (male/female)

Height in centimeters

Political party affiliation

Reliability refers to the consistency of a measurement, while validity refers to the accuracy of a measurement.

Reliability refers to the degree to which a measurement is free from error, while validity refers to the degree to which a measurement reflects the true value of the characteristic being measured.

Reliability refers to the extent to which a measurement is consistent over time, while validity refers to the extent to which a measurement is consistent across different methods or instruments.

None of the above

A standardized achievement test administered at the end of a school year

A teacher-created quiz given during a unit of study

A portfolio of student work collected over time

A final exam covering the entire course material

To ensure that all individuals are tested under the same conditions

To make scores comparable across different groups and populations

To establish norms and benchmarks for interpretation

All of the above

Comparing a student's score to the average score of their class

Comparing a student's score to a predetermined cut-off point

Comparing a student's score to their own previous performance

Comparing a student's score to the scores of a national sample

Internal consistency refers to the reliability of a test across different items, while inter-rater reliability refers to the reliability of a test across different raters.

Internal consistency refers to the reliability of a test over time, while inter-rater reliability refers to the reliability of a test across different methods or instruments.

Internal consistency refers to the reliability of a test across different groups, while inter-rater reliability refers to the reliability of a test across different populations.

None of the above

To provide evidence that a test or assessment measures what it claims to measure

To establish norms and benchmarks for interpretation

To ensure that all individuals are tested under the same conditions

To make scores comparable across different groups and populations

Correlating a test score with a measure of job performance

Comparing the scores of two different tests that measure the same construct

Administering a test to a group of individuals and then retesting them after a period of time

Analyzing the content of a test to determine if it covers the intended domain of knowledge or skills

Construct validity refers to the extent to which a test measures a theoretical construct, while content validity refers to the extent to which a test covers the intended domain of knowledge or skills.

Construct validity refers to the extent to which a test is reliable, while content validity refers to the extent to which a test is valid.

Construct validity refers to the extent to which a test is standardized, while content validity refers to the extent to which a test is normed.

None of the above

To identify items that are not functioning properly

To establish norms and benchmarks for interpretation

To ensure that all individuals are tested under the same conditions

To make scores comparable across different groups and populations

The correct answer to the item

An incorrect answer that is plausible but not the correct answer

An answer that is completely unrelated to the item

None of the above

Classical test theory assumes that all items are equally difficult, while item response theory assumes that items can vary in difficulty.

Classical test theory assumes that individuals have a single true score, while item response theory assumes that individuals have a distribution of possible scores.

Classical test theory assumes that the relationship between an individual's true score and their observed score is linear, while item response theory assumes that the relationship is nonlinear.

All of the above