Psychological Testing Questions and Answers

Q: Positive affectivity and Negative affectivity schedule is standardized by :

The PANAS was developed by Watson, Clark and Tellegen.David Watson, Lee Anna Clark and Auke Tellegen published the Positive and Negative Affect Schedule in 1988. It has two 10-item scales: positive affect (for example, interested, enthusiastic, alert) and negative affect (for example, distressed, upset, nervous). Their work established that positive and negative affect are two largely independent dimensions rather than opposite ends of one.The other options mix the right names with wrong ones (Weston, Collins, Twenge, Willson), so none gives the authors correctly.

Q: As a measure of item difficulty P = 0.15 would indicate that :

P = 0.15 means the item is relatively difficult compared to an average.The difficulty index p is the proportion of test takers who answer the item correctly. A value of 0.15 means only 15 per cent passed it, so it is a hard item; items near 0.50 are of average difficulty and discriminate best, and values near 1 mean easy items.A low p does not by itself show that the item is erroneous or must be deleted: a test meant to pick out the most able candidates needs some hard items. Whether to revise or drop it depends on its discrimination index and the test's purpose. 'Relatively simple' reverses the meaning of p.

Q: When the rater knows student's standing on an aptitude test and he is asked to rate the student, then this is considered as an example of :

This is criterion contamination.In a validity study, the predictor (the aptitude test) is correlated with a criterion (here, the rater's judgement of the student). If the rater knows the student's test score, that knowledge can influence the rating, so the criterion is no longer independent of the predictor. The result is an artificially high validity coefficient.Cross validation is re-testing a prediction equation on a new sample. Criterion validity is the general idea that a test predicts or agrees with an outside criterion, which contamination distorts. Face validity is whether a test looks, on its surface, as if it measures what it claims to.

Q: WAIS-IV (India) is mainly characterized by the following index/indices :(I) Full scale IQ(II) Verbal Intelligence Quotient(III) Performance Reasoning Index

The WAIS-IV (India) is characterised by (I) and (III) only: the Full Scale IQ and the Perceptual Reasoning Index.The fourth edition of the Wechsler Adult Intelligence Scale reports a Full Scale IQ and four index scores: Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. The Indian adaptation keeps this structure.The traditional Verbal IQ and Performance IQ of earlier editions were dropped in WAIS-IV, replaced by the index scores. So any option including (II), the Verbal Intelligence Quotient, is wrong, and '(I) only' leaves out the reasoning index.

Q: Which of the following alternatives is correct for the Assertion and Reasoning statements ?Assertion (A) : DIQs as measure of intelligence are preferred over IQs.Reason (R) : To overcome the decimal fractions in IQ values DIQs are used.

(A) is true and (R) is false.Deviation IQs are preferred over ratio IQs. A ratio IQ, mental age divided by chronological age times 100, breaks down for adults, whose mental age stops rising, and its spread differs from age to age, so the same IQ means different things at different ages. A deviation IQ, introduced by Wechsler, is a standard score (mean 100, standard deviation 15) based on the person's own age group, so it means the same at every age.The reason given is wrong: multiplying by 100 already removed decimal fractions from ratio IQs, and that is not why DIQs were adopted. So the options calling R true are wrong.

Q: In an alternate form reliability in delayed type, the source of error variance would be :(I) Content sampling(II) Time sampling

Both are sources of error, so the answer is Both (I) and (II).Alternate-form reliability correlates scores on two equivalent forms of a test. If the forms are given in immediate succession, the only source of error is content sampling, the fact that the two forms use different items. If they are given after a delay, scores can also change with the person's state and with time, adding time sampling error, as in test-retest reliability.So the delayed type combines both sources, and options naming only one, or neither, are incomplete.

Q: Group tests are characterized by :(I) Multiple test administrators administer the test at the same time.(II) Administration of the test on number of test-takers at the same time.(III) Availability of multiple copies of the test.

The defining feature is (II) only: the test is administered to a number of test-takers at the same time.Group tests, which began with the Army Alpha and Beta tests of the First World War, are designed so that a single examiner can test many people at once, with printed instructions, simple timing and objective scoring. That is what separates them from individual tests such as the Stanford-Binet or the Wechsler scales, where one examiner tests one person.Group tests do not need several administrators working together; one usually suffices (I). Having multiple copies of the test booklet is a practical necessity of administering it to many people, not what characterises a group test (III).

Q: Interscorer reliability is best suited for the study of ........ type of tests.

Interscorer reliability is most needed for projective tests.Interscorer (inter-rater) reliability shows how far different scorers agree when scoring the same responses. It matters most where scoring depends on judgement. In projective tests such as the Rorschach and the Thematic Apperception Test, the scorer has to interpret open-ended responses, so scores can differ between scorers, and their agreement must be checked.Achievement and ability tests, and adjustment inventories, are usually objective, with fixed keys and multiple-choice or yes/no items, so different scorers will give the same score and interscorer reliability is of little concern.

Q: If KR-20 reliability of a test is found to be low, then which of the following could be the most important reason ?

The most important reason for a low KR-20 is inadequate content sampling.KR-20 is a measure of internal consistency for tests with right-wrong items. It reflects how far the items measure the same thing. If the items sample heterogeneous content, or the item sample is poor, the items do not correlate well with each other and KR-20 falls; content sampling is the main source of error variance it detects.Interscorer agreement is irrelevant to KR-20, which is used for objectively scored items. Items that are too hard reduce score variance, but that is a narrower effect, and a longer test raises reliability, as the Spearman-Brown formula shows, so it cannot explain a low value.

Q: Item response theory is based on the following assumptions :I : Unidimensional nature of the test.II : Varying ability level of respondents.

Both are assumptions, so the answer is I and II both.Item response theory models the probability of a response to an item as a function of a latent trait, usually called ability (theta), and of the item's own parameters. It assumes that the test measures a single dominant trait, unidimensionality (I), together with local independence of items.It also assumes that respondents differ in their level of that trait, so that ability varies across people and the item characteristic curve describes how the chance of a correct answer changes with ability (II). Without that variation the model's central function would have nothing to describe, so options leaving out either statement are wrong.

51.

Positive affectivity and Negative affectivity schedule is standardized by :

A.Watson, Clark and Tellegen
B.Weston, Collins and Twenge
C.Tellegen, Weston and Clark
D.Willson, Clark and Tellegen

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: A

The PANAS was developed by Watson, Clark and Tellegen.

David Watson, Lee Anna Clark and Auke Tellegen published the Positive and Negative Affect Schedule in 1988. It has two 10-item scales: positive affect (for example, interested, enthusiastic, alert) and negative affect (for example, distressed, upset, nervous). Their work established that positive and negative affect are two largely independent dimensions rather than opposite ends of one.

The other options mix the right names with wrong ones (Weston, Collins, Twenge, Willson), so none gives the authors correctly.

Discuss in Forum

52.

As a measure of item difficulty P = 0.15 would indicate that :

A.The item is relatively difficult compared to an average
B.The item is relatively simple compared to an average
C.The item is erroneous
D.The item needs to be deleted

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: A

P = 0.15 means the item is relatively difficult compared to an average.

The difficulty index p is the proportion of test takers who answer the item correctly. A value of 0.15 means only 15 per cent passed it, so it is a hard item; items near 0.50 are of average difficulty and discriminate best, and values near 1 mean easy items.

A low p does not by itself show that the item is erroneous or must be deleted: a test meant to pick out the most able candidates needs some hard items. Whether to revise or drop it depends on its discrimination index and the test's purpose. 'Relatively simple' reverses the meaning of p.

Discuss in Forum

53.

When the rater knows student's standing on an aptitude test and he is asked to rate the student, then this is considered as an example of :

A.Cross validation
B.Criterion contamination
C.Criterion validity
D.Face validity

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: B

This is criterion contamination.

In a validity study, the predictor (the aptitude test) is correlated with a criterion (here, the rater's judgement of the student). If the rater knows the student's test score, that knowledge can influence the rating, so the criterion is no longer independent of the predictor. The result is an artificially high validity coefficient.

Cross validation is re-testing a prediction equation on a new sample. Criterion validity is the general idea that a test predicts or agrees with an outside criterion, which contamination distorts. Face validity is whether a test looks, on its surface, as if it measures what it claims to.

Discuss in Forum

54.

WAIS-IV (India) is mainly characterized by the following index/indices :

(I) Full scale IQ
(II) Verbal Intelligence Quotient
(III) Performance Reasoning Index

A.(I) only
B.(II) only
C.(I) and (II) only
D.(I) and (III) only

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: D

The WAIS-IV (India) is characterised by (I) and (III) only: the Full Scale IQ and the Perceptual Reasoning Index.

The fourth edition of the Wechsler Adult Intelligence Scale reports a Full Scale IQ and four index scores: Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed. The Indian adaptation keeps this structure.

The traditional Verbal IQ and Performance IQ of earlier editions were dropped in WAIS-IV, replaced by the index scores. So any option including (II), the Verbal Intelligence Quotient, is wrong, and '(I) only' leaves out the reasoning index.

Discuss in Forum

55.

Which of the following alternatives is correct for the Assertion and Reasoning statements ?

Assertion (A) : DIQs as measure of intelligence are preferred over IQs.
Reason (R) : To overcome the decimal fractions in IQ values DIQs are used.

A.(A) is true and (R) is also true, but (R) is not the correct reason of (A)
B.(A) is true and (R) is also true, and (R) is the correct reason of (A).
C.(A) is false and (R) is true
D.(A) is true and (R) is false

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: D

(A) is true and (R) is false.

Deviation IQs are preferred over ratio IQs. A ratio IQ, mental age divided by chronological age times 100, breaks down for adults, whose mental age stops rising, and its spread differs from age to age, so the same IQ means different things at different ages. A deviation IQ, introduced by Wechsler, is a standard score (mean 100, standard deviation 15) based on the person's own age group, so it means the same at every age.

The reason given is wrong: multiplying by 100 already removed decimal fractions from ratio IQs, and that is not why DIQs were adopted. So the options calling R true are wrong.

Discuss in Forum

56.

In an alternate form reliability in delayed type, the source of error variance would be :

(I) Content sampling
(II) Time sampling

A.(I) only
B.(II) only
C.Both (I) and (II)
D.Neither (I) nor (II)

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: C

Both are sources of error, so the answer is Both (I) and (II).

Alternate-form reliability correlates scores on two equivalent forms of a test. If the forms are given in immediate succession, the only source of error is content sampling, the fact that the two forms use different items. If they are given after a delay, scores can also change with the person's state and with time, adding time sampling error, as in test-retest reliability.

So the delayed type combines both sources, and options naming only one, or neither, are incomplete.

Discuss in Forum

57.

Group tests are characterized by :

(I) Multiple test administrators administer the test at the same time.
(II) Administration of the test on number of test-takers at the same time.
(III) Availability of multiple copies of the test.

A.(I) only
B.(II) only
C.(I) and (II) only
D.(I), (II) and (III)

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: B

The defining feature is (II) only: the test is administered to a number of test-takers at the same time.

Group tests, which began with the Army Alpha and Beta tests of the First World War, are designed so that a single examiner can test many people at once, with printed instructions, simple timing and objective scoring. That is what separates them from individual tests such as the Stanford-Binet or the Wechsler scales, where one examiner tests one person.

Group tests do not need several administrators working together; one usually suffices (I). Having multiple copies of the test booklet is a practical necessity of administering it to many people, not what characterises a group test (III).

Discuss in Forum

58.

Interscorer reliability is best suited for the study of ........ type of tests.

A.Achievement
B.Projective
C.Ability
D.Adjustment inventories

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: B

Interscorer reliability is most needed for projective tests.

Interscorer (inter-rater) reliability shows how far different scorers agree when scoring the same responses. It matters most where scoring depends on judgement. In projective tests such as the Rorschach and the Thematic Apperception Test, the scorer has to interpret open-ended responses, so scores can differ between scorers, and their agreement must be checked.

Achievement and ability tests, and adjustment inventories, are usually objective, with fixed keys and multiple-choice or yes/no items, so different scorers will give the same score and interscorer reliability is of little concern.

Discuss in Forum

59.

If KR-20 reliability of a test is found to be low, then which of the following could be the most important reason ?

A.Inadequate content sampling
B.Poor interscorer agreement
C.Higher difficulty level of the items
D.Test is lengthier

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: A

The most important reason for a low KR-20 is inadequate content sampling.

KR-20 is a measure of internal consistency for tests with right-wrong items. It reflects how far the items measure the same thing. If the items sample heterogeneous content, or the item sample is poor, the items do not correlate well with each other and KR-20 falls; content sampling is the main source of error variance it detects.

Interscorer agreement is irrelevant to KR-20, which is used for objectively scored items. Items that are too hard reduce score variance, but that is a narrower effect, and a longer test raises reliability, as the Spearman-Brown formula shows, so it cannot explain a low value.

Discuss in Forum

60.

Item response theory is based on the following assumptions :

I : Unidimensional nature of the test.
II : Varying ability level of respondents.

A.I only
B.II only
C.I and II both
D.Neither I nor II

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: C

Both are assumptions, so the answer is I and II both.

Item response theory models the probability of a response to an item as a function of a latent trait, usually called ability (theta), and of the item's own parameters. It assumes that the test measures a single dominant trait, unidimensionality (I), together with local independence of items.

It also assumes that respondents differ in their level of that trait, so that ability varies across people and the item characteristic curve describes how the chance of a correct answer changes with ability (II). Without that variation the model's central function would have nothing to describe, so options leaving out either statement are wrong.

Psychological Testing Questions and Answers

Topics

Other Subjects

Tags: Psychological Testing Questions and Answers

About Us

Psychological Testing Questions and Answers

Topics

Other Subjects

Tags: Psychological Testing Questions and Answers

About Us

Stay informed about all important Dates & Notifications