Psychological Testing Questions and Answers

Q: The calculation of mental age basically involves :

Mental age rests on the procedure and logic of developmental norms.Developmental (age) norms show the typical performance of children at successive ages. A child's mental age is the age whose typical performance his or her score matches: a child who passes the items typically passed by eight-year-olds has a mental age of 8, whatever the chronological age. Binet's scales were built this way.Within-group norms, such as percentiles and standard scores, compare a person with others of the same age instead of placing him on an age scale. Grade equivalents compare achievement across school grades, and comparing gender differences on an item is a question of item bias, not of mental age.

Q: "Norms are the average performance of standardized sample". This statement is true for which type of tests ?(I) Personality test(II) Aptitude test(III) Achievement test

The statement holds for (II) and (III) only, aptitude and achievement tests.Aptitude and achievement tests are tests of maximum performance: each item has a right answer, and the norm is literally the average performance of the standardisation sample, against which a person's score is read.Personality tests also have norms, but they measure typical behaviour, how a person usually feels or acts, not performance; there is no better or worse score in the same sense. That is why the key excludes (I), and with it the options '(I) only' and '(I), (II) and (III)'. '(II) only' leaves out achievement tests, which are normed in exactly the same way as aptitude tests.

Q: Which of the following statement/s is/are true about the item analysis ?(I) It involves qualitative analysis of test items(II) It improves the validity of the test.

Both statements are true, so the answer is Both (I) and (II).Item analysis has a qualitative side and a quantitative side. Qualitatively, items are reviewed for content, clarity and form, for example checking that each item fits the test's specification and is free of ambiguity or bias (I). Quantitatively, each item's difficulty and discrimination indices and the behaviour of its distractors are computed.The point of the exercise is a better test: by revising or dropping items that are too easy, too hard or poorly discriminating, item analysis improves the test's reliability and validity (II). So neither statement alone is the full answer, and 'neither' is wrong.

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).

51.

The calculation of mental age basically involves :

A.Procedure and logic of developmental norms
B.Procedure and logic of within group norms
C.Comparison of gradewise performance variation
D.Comparison of gender differences on an item in a test

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: A

Mental age rests on the procedure and logic of developmental norms.

Developmental (age) norms show the typical performance of children at successive ages. A child's mental age is the age whose typical performance his or her score matches: a child who passes the items typically passed by eight-year-olds has a mental age of 8, whatever the chronological age. Binet's scales were built this way.

Within-group norms, such as percentiles and standard scores, compare a person with others of the same age instead of placing him on an age scale. Grade equivalents compare achievement across school grades, and comparing gender differences on an item is a question of item bias, not of mental age.

Discuss in Forum

52.

"Norms are the average performance of standardized sample". This statement is true for which type of tests ?

(I) Personality test
(II) Aptitude test
(III) Achievement test

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

Exam Year(s)

MH SET - 2020, SET Exam - 2020,

Answer: C

The statement holds for (II) and (III) only, aptitude and achievement tests.

Aptitude and achievement tests are tests of maximum performance: each item has a right answer, and the norm is literally the average performance of the standardisation sample, against which a person's score is read.

Personality tests also have norms, but they measure typical behaviour, how a person usually feels or acts, not performance; there is no better or worse score in the same sense. That is why the key excludes (I), and with it the options '(I) only' and '(I), (II) and (III)'. '(II) only' leaves out achievement tests, which are normed in exactly the same way as aptitude tests.

Discuss in Forum

53.

Which of the following statement/s is/are true about the item analysis ?

(I) It involves qualitative analysis of test items
(II) It improves the validity of the test.

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 statements are true, so the answer is Both (I) and (II).

Item analysis has a qualitative side and a quantitative side. Qualitatively, items are reviewed for content, clarity and form, for example checking that each item fits the test's specification and is free of ambiguity or bias (I). Quantitatively, each item's difficulty and discrimination indices and the behaviour of its distractors are computed.

The point of the exercise is a better test: by revising or dropping items that are too easy, too hard or poorly discriminating, item analysis improves the test's reliability and validity (II). So neither statement alone is the full answer, and 'neither' is wrong.

Discuss in Forum

54.

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

55.

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

56.

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

57.

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

58.

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

59.

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

60.

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).

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