CEFS 521 Quiz -3, Liberty University_3 Version answer, secure HIGHSCORE https://www.stuvia.com/doc/696261/cefs-521-quiz-3-liberty-university_3-version-answer-secure-highscore

1. CEFS 521 Quiz -3, Liberty University_3 Version
answer, secure HIGHSCORE
CEFS 521 Quiz 3, Liberty University • Question 1 1.5 out
of 1.5 points An administrator and the school
psychologist were observing a child to assess for
behavioral problems. An error may occur in reviewing
what the two observers notice. This is reported as: •
Question 2 1.5 out of 1.5 points When the researcher
interprets the reliability coefficient, the closer the score is
to 0: • Question 3 1.5 out of 1.5 points You are attempting
to account for time sampling error and decide to
administer the test a second time. In discussing reliability,
you report this as what method of estimating reliability? •
Question 4 1.5 out of 1.5 points The test manual reports a
reliability coefficient (r) of .92, which means: • Question
5 1.5 out of 1.5 points Keisha receives a 79 on the test.
This is her: • Question 6 1.5 out of 1.5 points A researcher
administers an achievement test to the same group of
participants on three different occasions. In reporting the

2. results, he describes the error that occurs from repeatedly
testing the same individuals. This is called: • Question 7
1.5 out of 1.5 points A test was administered to a group of
students the morning after homecoming. Several of the
students appeared tired and some were coughing and
sneezing. These factors may result in what type of error: •
Question 8 1.5 out of 1.5 points Several test takers
complained that items on the test were vague and
confusing. This creates concern for: • Question 9 1.5 out
of 1.5 points If the reliability coefficient of a test is
determined to be .27, what percentage is attributed to
random chance or error? • Question 10 1.5 out of 1.5
points Jose has developed a test that has poor reliability.
He can seek to increase reliability by: • Question 11 1.5
out of 1.5 points According to Messick (1989),
consequential validity includes • Question 12 1.5 out of
1.5 points In terms of accurate prediction of a criterion
variable, a person who is predicted to do well during the
first semester of college (based on an SAT score) and then

3. does poorly would fall into the __________ quadrant. •
Question 13 1.5 out of 1.5 points The goal of factor
analysis is to • Question 14 1.5 out of 1.5 points
Exploratory factor analysis can be used to • Question 15
1.5 out of 1.5 points The tripartite view of validity
includes content validity, criterion validity, and •
Question 16 1.5 out of 1.5 points Validity coefficients
greater than _________ are considered in the very high
range. • Question 17 1.5 out of 1.5 points
_________________ is calculated by correlating test
scores with the scores of tests or measures that assess the
same construct. • Question 18 1.5 out of 1.5 points A test
designed for elementary school children was administered
to 11th grade students. To these students the test seemed
extremely childish and inappropriate. They cooperated
poorly with the testing procedure and as a result this
negatively impacted the outcome of the test. Which of the
following would have best addressed this problem? •
Question 19 1.5 out of 1.5 points The following are all

4. examples of constructs in education EXCEPT: • Question
20 1.5 out of 1.5 points Evidence of homogeneity refers to
CEFS 521 Quiz 3, Liberty University QUESTION 1 1.5
points The researcher reports the standard error of
measurement (SEM). This is: a different term for the
standard deviation the spread of scores of a single
individual if he/she took a test repeated times the spread
of scores of a group of test takers on a single test a
measure to use alone as an index of reliability 1.5 points
QUESTION 2 You are attempting to account for time
sampling error and decide to administer the test a second
time. In discussing reliability, you report this as what
method of estimating reliability? Alternate forms Test-
retest Split-half reliability Internal consistency reliability
1.5 points QUESTION 3 If the reliability coefficient of a
test is determined to be .27, what percentage is attributed
to random chance or error? 27% 73% 2.7% unknown
percentage 1.5 points QUESTION 4 Several test takers
complained that items on the test were vague and

5. confusing. This creates concern for: time-sampling error
interrater differences quality of test items test-taker
variables 1.5 points QUESTION 5 A researcher is
concerned with measuring internal consistency reliability
and has decided to use the Kuder- Richardson Formulas
with a Likert Scale test. This is a problem because the:
test does not have dichotomous test items researcher
needs a second test for comparison test does not measure
internal consistency reliability researcher is concerned
with content sampling error 1.5 points QUESTION 6 A
researcher wants to measure content-sampling error with
a Likert scale test. Which of the following methods would
be best? Test-retest Coefficient Alpha The Kuder-
Richardson formulas Interrater differences 1.5 points
QUESTION 7 A test was administered to a group of
students the morning after homecoming. Several of the
students appeared tired and some were coughing and
sneezing. These factors may result in what type of error:
time-sampling error test administration quality of test

6. items test-taker variables 1.5 points QUESTION 8 Keisha
receives a 79 on the test. This is her: true score reported
score observed score predicted score 1.5 points
QUESTION 9 When interviewing test takers who had an
achievement test on three different occasions, participants
reported that they had remembered some of the answers
from the previous test administration. This is known as:
practice effect content effect test-retest effect carryover
effect 1.5 points QUESTION 10 An administrator and the
school psychologist were observing a child to assess for
behavioral problems. An error may occur in reviewing
what the two observers notice. This is reported as:
content-sampling error time-sampling error interrater
differences test-taker variables 1.5 points QUESTION 11
Validity coefficients greater than _________ are
considered in the very high range. .50 .60 .70 .80 1.5
points QUESTION 12 What information is included on a
Multitrait-Multimethod Matrix? subtests and correlations
between each subtest methods of assessment, traits

7. examined, and correlations loading factors and
correlations of subtests false positives, false negatives,
true positives, and true negatives 1.5 points QUESTION
13 According to Messick (1989), consequential validity
includes evaluating the actual and potential consequences
of a given test assessing the social impact of a test's
interpretations both a and b neither a nor b 1.5 points
QUESTION 14 ___________________________ is a
threat to validity that implies that a test is too narrow and
fails to include important dimensions or aspects of the
identified construct. Content underrepresentation Content-
irrelevant variance Construct underrepresentation
Construct-irrelevant variance 1.5 points QUESTION 15
Scores on the Kaufman Assessment Battery for Children
have been shown to differ significantly between children
with ADHD and children who are gifted. This is an
example of which type of validity evidence? Discriminant
validity evidence Group differentiation studies Age
differentiation studies Experimental differentiation studies

8. 1.5 points QUESTION 16 Exploratory factor analysis can
be used to investigate the differences between groups
develop new testing instruments confirm expectations
about a scale's dimensions determine if a test produces
negative consequences 1.5 points QUESTION 17
_________________ are concepts, ideas, or hypotheses
that cannot be directly measured or observed Constructs
Variables Standards Specifications 1.5 points QUESTION
18 The goal of factor analysis is to measure the
effectiveness of specific interventions in research reveal
how scores differ from one group to the next prove the
age of the individuals taking the test impacts their scores
decrease the number of variables into fewer, more general
variables 1.5 points QUESTION 19 In terms of accurate
prediction of a criterion variable, a person who is
predicted to do well during the first semester of college
(based on an SAT score) and then does poorly would fall
into the __________ quadrant. true positive true negative
false positive false negative 1.5 points QUESTION 20

9. When discussing the relationship between reliability and
validity, which of the following is true? High reliability
always indicates low degree of validity. High reliability
always indicates high degree of validity. Low reliability
always indicates high degree of validity. Low reliability
always indicates low degree of validity. CEFS 521 Quiz
3, Liberty University QUESTION 1 1. When interviewing
test takers who had an achievement test on three different
occasions, participants reported that they had remembered
some of the answers from the previous test
administration. This is known as: practice effect content
effect test-retest effect carryover effect 1.5 points
QUESTION 2 1. The test manual reports a reliability
coefficient (r) of .92, which means: 92% of the variance
in scores is attributed to error 92% of the variance in
scores is explained by real differences nothing
conclusively because it depends on the method used
nothing conclusively because it depends on the source of
measurement error 1.5 points QUESTION 3 1. Keisha

10. receives a 79 on the test. This is her: true score reported
score observed score predicted score 1.5 points
QUESTION 4 1. You are reading about reliability of a
test in the test manual and notice that the researchers
report using a Spearman-Brown coefficient. You can infer
that internal consistency reliability was measured using:
the Kuder-Richardson formulas coefficient alpha split-
half reliability test-retest 1.5 points QUESTION 5 1. A
researcher wants to measure internal consistency in a test
that measures two different constructs (self-esteem and
depression) without subdividing the items into the two
construct groupings. Which of the following would be the
best method to use in measuring internal consistency?
Split-half reliability The Kuder-Richardson formulas
Coefficient alpha Any of the above methods would be
equally appropriate 1.5 points QUESTION 6 1. You are
attempting to account for time sampling error and decide
to administer the test a second time.In discussing
reliability, you report this as what method of estimating

11. reliability? Alternate forms Test-retest Split-half
reliability Internal consistency reliability 1.5 points
QUESTION 7 1. A researcher wants to measure content-
sampling error with a Likert scale test. Which of the
following methods would be best? Test-retest Coefficient
Alpha The Kuder-Richardson formulas Interrater
differences 1.5 points QUESTION 8 1. The researcher
determines that the reliability coefficient is .65. This
means the reliability is: generally acceptable because it is
over .50 generally acceptable for only interrater reliability
not generally acceptable not generally acceptable unless it
is a new test 1.5 points QUESTION 9 1. The researcher
reports the standard error of measurement (SEM). This is:
a different term for the standard deviation the spread of
scores of a single individual if he/she took a test repeated
times the spread of scores of a group of test takers on a
single test a measure to use alone as an index of reliability
1.5 points QUESTION 10 1. A researcher is concerned
with measuring internal consistency reliability and has

12. decided to use the Kuder- Richardson Formulas with a
Likert Scale test. This is a problem because the: test does
not have dichotomous test items researcher needs a
second test for comparison test does not measure internal
consistency reliability researcher is concerned with
content sampling error 1.5 points QUESTION 11 1. The
goal of factor analysis is to measure the effectiveness of
specific interventions in research reveal how scores differ
from one group to the next prove the age of the
individuals taking the test impacts their scores decrease
the number of variables into fewer, more general
variables 1.5 points QUESTION 12 1. Comparing pre and
post-test scores of two groups, one group that experienced
an intervention and one group that did not, is an example
of factor analysis. contrasted group studies. experimental
results. age differentiation studies. 1.5 points QUESTION
13 1. ___________________________ is a threat to
validity that implies that a test is too narrow and fails to
include important dimensions or aspects of the identified

13. construct. Content underrepresentation Content-irrelevant
variance Construct underrepresentation Construct-
irrelevant variance 1.5 points QUESTION 14 1. In terms
of accurate prediction of a criterion variable, a person
who is predicted to do well during the first semester of
college (based on an SAT score) and then does poorly
would fall into the __________ quadrant. true positive
true negative false positive false negative 1.5 points
QUESTION 15 1. The tripartite view of validity includes
content validity, criterion validity, and discriminate
validity convergent validity content validity construct
validity 1.5 points QUESTION 16 1. The
______________ is characterized by assessing both
convergent and discriminant validity evidence and
displaying data on a table of correlations. multitrait-
multimethod matrix contrasted group study age
differentiation study factor matrix 1.5 points QUESTION
17 1. A test designed for elementary school children was
administered to 11th grade students. To these students the

14. test seemed extremely childish and inappropriate. They
cooperated poorly with the testing procedure and as a
result this negatively impacted the outcome of the test.
Which of the following would have best addressed this
problem? Evidence of homogeneity Discriminant
evidence Evidence based on consequences of testing
Evidence based on response processes 1.5 points
QUESTION 18 1. _________________ is calculated by
correlating test scores with the scores of tests or measures
that assess the same construct. Convergent validity
Discriminant validity Face validity Content validity 1.5
points QUESTION 19 1. Criterion measures that are
chosen for the validation process must be relevant
uncontaminated reliable All of the above 1.5 points
QUESTION 20 1. What information is included on a
Multitrait-Multimethod Matrix? subtests and correlations
between each subtest methods of assessment, traits
examined, and correlations loading factors and

15. correlations of subtests false positives, false negatives,
true positives, and true negatives
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