Refer to Exhibit 9-10. Scores on Form A correlated with scores on Form B.

Refer to Exhibit 9-10. Scores on Form A correlated with scores on Form B.
 
  a. test-retest
  c. split-half
  b. alternate form
  d. Kuder-Richardson

Ques. 2

Refer to Exhibit 9-9. Freshman college students who take a German placement test during orientation perform well in the German class in which they are placed by the test.
 
  a. content
  c. concurrent
  b. construct
  d. predictive

Ques. 3

Refer to Exhibit 9-9. A respected university professor of American literature examines a test designed to measure student knowledge of American literature of the 19th century and states that, in his opinion, the test measures such knowledge.
 
  a. content
  c. concurrent
  b. construct
  d. predictive

Ques. 4

Refer to Exhibit 9-9. In validating a teacher-constructed test of writing ability, a researcher correlates the test scores with the grades the students are receiving on their writing exercises in class.
 
  a. content
  c. concurrent
  b. construct
  d. predictive

Ques. 5

A test-retest reliability coefficient does not identify effects due to
 
  a. practice effects from taking the test on more than one occasion.
  b. day-to-day fluctuations in the person's behavior.
  c. long-term change in the person's behavior.
  d. the particular sample of items used on the test.

Ques. 6

The most appropriate reliability index to use for a comprehensive multiple-choice final examination in an introductory college course is
 
  a. Kuder-Richardson 20.
  b. Kuder-Richardson 21.
  c. coefficient of equivalence.
  d. Spearman-Brown.
  e. coefficient of stability.

Ques. 7

One would not use the Kuder-Richardson 20 coefficient to estimate the score reliability of a comprehensive multiple choice final examination in a beginning psychology course because
 
  a. Kuder-Richardson 20 requires two forms of a test.
  b. the items are not of equal difficulty.
  c. the items cover various content areas and skills.
  d. All of these are true.
  e. b and c

Ques. 8

The ability of a music aptitude test to differentiate among individuals who are known to differ in music ability provides evidence of the test's
 
  a. objectivity.
  c. validity.
  b. reliability.
  d. consequential usefulness.