Practice Test Geeks(BCP) Board Certified Psychometrist Practice Test
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Psychometric Concepts and Test Theory Questions and Answers Flashcards

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  1. What does reliability refer to in psychological testing?

    Answer: The consistency of test scores across repeated administrations

    Reliability refers to the consistency of scores when the same test is administered under similar conditions, not whether the test measures the right construct.

  2. Which type of reliability is measured by correlating scores from two administrations of the same test separated by a time interval?

    Answer: Test-retest reliability

    Test-retest reliability assesses score stability over time by correlating results from two separate administrations of the same instrument.

  3. A test with a mean of 100 and a standard deviation of 15 is using which score scale?

    Answer: Standard scores (deviation IQ type)

    Deviation IQ-type standard scores have a mean of 100 and SD of 15, used in most intelligence and many neuropsychological composite scores.

  4. What is the primary purpose of the Standard Error of Measurement (SEM)?

    Answer: Estimating the range within which an examinee's true score likely falls

    The SEM quantifies the margin of error in an obtained score, allowing clinicians to construct a confidence interval around that score for the true score.

  5. A percentile rank of 75 indicates that the examinee:

    Answer: Scored higher than 75% of the normative sample

    A percentile rank of 75 means the examinee scored at or above 75% of individuals in the normative comparison group.

  6. Which type of validity evidence is gathered by examining whether test content adequately represents the domain being assessed?

    Answer: Content validity

    Content validity evaluates whether the test items collectively and adequately sample the full range of the intended knowledge or skill domain.

  7. A 'ceiling effect' in testing occurs when:

    Answer: Items are too easy, causing scores to cluster near the maximum

    A ceiling effect occurs when test items are not difficult enough, causing high-ability examinees to score at or near the maximum and preventing differentiation among them.