Match List I with List II and give your answer using the codes given below :List I(Index)List II(Subtest)(P) Verbal Comprehension index(1) Picture completion(Q) Working memory index(2) Digit Span(R) Perceptual organization index(3) Information(S) Processing speed index(4) Symbol Search

The correct code is (P)-(3), (Q)-(2), (R)-(1), (S)-(4).The Verbal Comprehension Index includes Information (3), with Vocabulary, Similarities and Comprehension.The Working Memory Index includes Digit Span (2), with Arithmetic.The Perceptual Organization Index includes Picture Completion (1), with Block Design and Matrix Reasoning.The Processing Speed Index includes Symbol Search (4), with Digit Symbol-Coding.This is the four-index structure of the Wechsler scales (WAIS-III, WISC-III). Options A, B and C give Digit Span or Picture Completion to the wrong index.

Match the Column I with Column II by using the codes given below :Column I(Features)Column II(Tests)(P) Measure of knowledge in school subjects(1) Projective test(Q) Assessment of Ego strength(2) Interest inventory(R) Measure of unconscious conflict(3) Achievement test(S) Measure of career inclination(4) Personality test

The correct code is (P)-(3), (Q)-(4), (R)-(1), (S)-(2).A measure of knowledge in school subjects is an achievement test (3).Ego strength is assessed by a personality test, for example the Ego Strength scale of the MMPI (4).Unconscious conflict is the target of projective tests such as the Rorschach and the TAT (1).Career inclination is measured by an interest inventory such as the Strong Interest Inventory (2).Options A, C and D each give at least one measure to the wrong kind of test.

Psychological Testing Questions and Answers

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.

Q: Which two sub-tests of differential aptitude test (DAT) contribute to the index of scholastic aptitude ?(1) Verbal Reasoning(2) Perceptual speed and accuracy(3) Numerical reasoning(4) Language usage

The two sub-tests are Verbal Reasoning and Numerical reasoning, (1) and (3).In the Differential Aptitude Tests, the scores on Verbal Reasoning (VR) and Numerical Reasoning or Numerical Ability (NA) are added to give the VR + NA index, which serves as a measure of scholastic aptitude, a general index of ability to learn from school work, and correlates well with academic achievement.Perceptual speed and accuracy (clerical speed) and language usage are separate DAT sub-tests that predict specific kinds of work, such as clerical tasks and language skills, but they are not part of the scholastic aptitude index, so options including (2) or (4) are wrong.

Q: Which of the following are true of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)?(1) It consists of eight tasks, including two tasks for each branch of the EI model(2) MSCEIT correlates moderately with verbal intelligence(3) MSCEIT correlates highly with Big-Five personality dimensions of Openness and Agreeableness(4) It is based on traits model of EI and can be measured by Likert-scale

Statements (1) and (2) are true, so the answer is (1) and (2) only.The MSCEIT measures emotional intelligence as an ability, using eight tasks, two for each of the four branches of the Mayer-Salovey model: perceiving, using, understanding and managing emotions (1). Its scores correlate moderately with verbal intelligence, as an ability measure should (2).Statement (3) is false: the MSCEIT correlates only weakly with the Big Five personality traits, which is one of the arguments that it measures something distinct from personality. Statement (4) is false: it is based on the ability model of EI and is scored against right answers, not the trait model measured by Likert-type self-report scales.

Q: Which of the following statements is/are true about the criterion referenced test ?(I) It makes the comparative evaluation of individual's performance with the predetermined standard.(II) It compares individual's performance with normative performance.

Only statement (I) is true, so the answer is (I) only.A criterion-referenced test evaluates a person's performance against a predetermined standard or criterion, such as mastery of specified skills or a cut-off score for passing a driving test. What matters is whether the person reaches the standard, not how others performed (I).Statement (II) describes a norm-referenced test, which interprets an individual's score by comparing it with the performance of a normative group, for example as a percentile. That is the opposite approach, so options including (II) are wrong.

Q: In an item analysis which P value will bring maximum differentiation in respondents ?

The P value giving maximum differentiation is 0.50.In item analysis, P is the proportion of respondents who answer the item correctly. An item discriminates between people by being passed by some and failed by others. The number of pairs of respondents it separates, and the item variance \(pq\), are greatest when half pass and half fail:\[ \begin{aligned} pq &= 0.50 \times 0.50 = 0.25 \\ 0.25 \times 0.75 &= 0.1875 \end{aligned} \]Items with P of 0.25 or 0.75 are too hard or too easy for many respondents and separate fewer of them, and an item passed by 95% of respondents hardly differentiates at all.

Q: Test-retest reliability implies that the test is administered on :

Test-retest reliability means giving the test to the same sample with a reasonable time gap.The same test is administered twice to the same people, and the correlation between the two sets of scores, the coefficient of stability, shows how consistent the test is over time. The interval must be long enough that people do not simply remember their answers, but short enough that the trait itself has not changed.Using two different samples would compare different people, which says nothing about the stability of individuals' scores. Testing the same sample with no time gap would inflate the correlation through memory and practice.

Q: A major distinction between speed and power test is :

The distinction is that items in speed test have less difficulty level compared to power test.A pure speed test consists of easy items that almost everyone could answer correctly given enough time; scores depend on how many items are completed in the strict time limit. A pure power test has ample or no time limit and items that become progressively more difficult, some too hard for anyone to answer; scores depend on the level of difficulty reached.The number of items is not what distinguishes them. Options C and D reverse the relationship by making speed-test items the harder ones.

71.

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.

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72.

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.

Discuss in Forum

73.

Which two sub-tests of differential aptitude test (DAT) contribute to the index of scholastic aptitude ?

(1) Verbal Reasoning
(2) Perceptual speed and accuracy
(3) Numerical reasoning
(4) Language usage

A.Only (1) and (4)
B.Only (2) and (4)
C.Only (1) and (3)
D.Only (2) and (3)

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: C

The two sub-tests are Verbal Reasoning and Numerical reasoning, (1) and (3).

In the Differential Aptitude Tests, the scores on Verbal Reasoning (VR) and Numerical Reasoning or Numerical Ability (NA) are added to give the VR + NA index, which serves as a measure of scholastic aptitude, a general index of ability to learn from school work, and correlates well with academic achievement.

Perceptual speed and accuracy (clerical speed) and language usage are separate DAT sub-tests that predict specific kinds of work, such as clerical tasks and language skills, but they are not part of the scholastic aptitude index, so options including (2) or (4) are wrong.

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74.

Which of the following are true of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)?

(1) It consists of eight tasks, including two tasks for each branch of the EI model
(2) MSCEIT correlates moderately with verbal intelligence
(3) MSCEIT correlates highly with Big-Five personality dimensions of Openness and Agreeableness
(4) It is based on traits model of EI and can be measured by Likert-scale

A.(1) only
B.(1) and (2) only
C.(2) and (4) only
D.(1), (2) and (3) only

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

Statements (1) and (2) are true, so the answer is (1) and (2) only.

The MSCEIT measures emotional intelligence as an ability, using eight tasks, two for each of the four branches of the Mayer-Salovey model: perceiving, using, understanding and managing emotions (1). Its scores correlate moderately with verbal intelligence, as an ability measure should (2).

Statement (3) is false: the MSCEIT correlates only weakly with the Big Five personality traits, which is one of the arguments that it measures something distinct from personality. Statement (4) is false: it is based on the ability model of EI and is scored against right answers, not the trait model measured by Likert-type self-report scales.

Discuss in Forum

75.

Which of the following statements is/are true about the criterion referenced test ?

(I) It makes the comparative evaluation of individual's performance with the predetermined standard.
(II) It compares individual's performance with normative performance.

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

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: A

Only statement (I) is true, so the answer is (I) only.

A criterion-referenced test evaluates a person's performance against a predetermined standard or criterion, such as mastery of specified skills or a cut-off score for passing a driving test. What matters is whether the person reaches the standard, not how others performed (I).

Statement (II) describes a norm-referenced test, which interprets an individual's score by comparing it with the performance of a normative group, for example as a percentile. That is the opposite approach, so options including (II) are wrong.

Discuss in Forum

76.

In an item analysis which P value will bring maximum differentiation in respondents ?

A.0.25
B.0.50
C.0.75
D.0.95

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

The P value giving maximum differentiation is 0.50.

In item analysis, P is the proportion of respondents who answer the item correctly. An item discriminates between people by being passed by some and failed by others. The number of pairs of respondents it separates, and the item variance \(pq\), are greatest when half pass and half fail:

\[ \begin{aligned} pq &= 0.50 \times 0.50 = 0.25 \\ 0.25 \times 0.75 &= 0.1875 \end{aligned} \]

Items with P of 0.25 or 0.75 are too hard or too easy for many respondents and separate fewer of them, and an item passed by 95% of respondents hardly differentiates at all.

Discuss in Forum

77.

Match List I with List II and give your answer using the codes given below :

List I (Index)	List II (Subtest)
(P) Verbal Comprehension index	(1) Picture completion
(Q) Working memory index	(2) Digit Span
(R) Perceptual organization index	(3) Information
(S) Processing speed index	(4) Symbol Search

A.(P)-(2), (Q)-(4), (R)-(3), (S)-(1)
B.(P)-(2), (Q)-(4), (R)-(1), (S)-(3)
C.(P)-(1), (Q)-(4), (R)-(3), (S)-(2)
D.(P)-(3), (Q)-(2), (R)-(1), (S)-(4)

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: D

The correct code is (P)-(3), (Q)-(2), (R)-(1), (S)-(4).

The Verbal Comprehension Index includes Information (3), with Vocabulary, Similarities and Comprehension.
The Working Memory Index includes Digit Span (2), with Arithmetic.
The Perceptual Organization Index includes Picture Completion (1), with Block Design and Matrix Reasoning.
The Processing Speed Index includes Symbol Search (4), with Digit Symbol-Coding.

This is the four-index structure of the Wechsler scales (WAIS-III, WISC-III). Options A, B and C give Digit Span or Picture Completion to the wrong index.

Discuss in Forum

78.

Test-retest reliability implies that the test is administered on :

A.The same sample with a reasonable time gap
B.Two different samples with a time gap
C.Two different samples without a time gap
D.The same sample without a time gap

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: A

Test-retest reliability means giving the test to the same sample with a reasonable time gap.

The same test is administered twice to the same people, and the correlation between the two sets of scores, the coefficient of stability, shows how consistent the test is over time. The interval must be long enough that people do not simply remember their answers, but short enough that the trait itself has not changed.

Using two different samples would compare different people, which says nothing about the stability of individuals' scores. Testing the same sample with no time gap would inflate the correlation through memory and practice.

Discuss in Forum

79.

A major distinction between speed and power test is :

A.Power tests have more number of items compared to a speed test
B.Items in speed test have less difficulty level compared to power test
C.Items in power test have less difficulty level compared to speed test
D.Speed test has some items which will have higher difficulty level compared to power test

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

The distinction is that items in speed test have less difficulty level compared to power test.

A pure speed test consists of easy items that almost everyone could answer correctly given enough time; scores depend on how many items are completed in the strict time limit. A pure power test has ample or no time limit and items that become progressively more difficult, some too hard for anyone to answer; scores depend on the level of difficulty reached.

The number of items is not what distinguishes them. Options C and D reverse the relationship by making speed-test items the harder ones.

Discuss in Forum

80.

Match the Column I with Column II by using the codes given below :

Column I (Features)	Column II (Tests)
(P) Measure of knowledge in school subjects	(1) Projective test
(Q) Assessment of Ego strength	(2) Interest inventory
(R) Measure of unconscious conflict	(3) Achievement test
(S) Measure of career inclination	(4) Personality test

A.(P)-(2), (Q)-(3), (R)-(4), (S)-(1)
B.(P)-(3), (Q)-(4), (R)-(1), (S)-(2)
C.(P)-(1), (Q)-(2), (R)-(3), (S)-(4)
D.(P)-(4), (Q)-(1), (R)-(2), (S)-(3)

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

The correct code is (P)-(3), (Q)-(4), (R)-(1), (S)-(2).

A measure of knowledge in school subjects is an achievement test (3).
Ego strength is assessed by a personality test, for example the Ego Strength scale of the MMPI (4).
Unconscious conflict is the target of projective tests such as the Rorschach and the TAT (1).
Career inclination is measured by an interest inventory such as the Strong Interest Inventory (2).

Options A, C and D each give at least one measure to the wrong kind of test.

Discuss in Forum

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