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Psychological Testing Questions and Answers

Direction for [ Question No: 131 To 132 ] :

Read the following passage and answer the five questions that follow :

The Classical Test Theory (CTT) assumes that every obtained score is a sum of the true score and the error of measurement. The earlier versions of the CTT, in their reliability conceptualization, ambitiously addressed the random errors of measurement. Accordingly, reliability can be conceptualized as a consistency between the true score and the obtained score. Reliability can be studied through various perspectives. In the test construction phase, internal consistency reliability is given heavy emphasis. Various reliability coefficients such as split-half reliability, Kuder-Richardson reliability, Cronbach alpha etc. have been developed for this purpose. One of the earlier development in CTT is the Spearman-Brown formula. The other important types of reliabilities include test-retest reliability and interscorer reliability. In addition to reliability, psychologists emphasize test validity. Content validity, concurrent validity, predictive validity, construct validity are some of the important types of validities in psychometric studies. Factor analysis has also been employed in evaluating the test validity. Once the reliability and validity are well established, the test constructor attempts to establish the representative and comprehensive norms.

131.

The interscorer reliability is especially important for

1. Projective tests
2. Achievement tests with short answers
3. Multiple choice tests
4. Judgements by multiple raters
Codes :

Exam Year(s)

UGC NET - 2013,

Answer: D

Interscorer reliability is especially important when scoring needs judgement. That is the case for projective tests (1), achievement tests with short answers (2), and judgements by multiple raters (4), so the answer is 1, 2 and 4 only.

Multiple-choice tests (3) are scored objectively with a key, so different scorers give the same score and the question of agreement hardly arises. The options that include statement 3 or omit statement 2 are therefore wrong.

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132.

Consider that a newly developed test for assessing abstract reasoning and a well established test of abstract reasoning are administered to a sample of 350 and a correlation of 0.25, significant at .01 level is obtained. It will be inferred that the new test has

Exam Year(s)

UGC NET - 2013,

Answer: A

The new test has unsatisfactory concurrent validity. Concurrent validity is shown by the correlation of the new test with a well-established test of the same ability administered at about the same time, and a satisfactory value is expected to be high.

A correlation of 0.25, though significant at .01 with a sample of 350, is low in size, so the new test shares very little with the established one. Predictive validity concerns a later criterion, which is not involved here. So the first option is correct.

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Direction for [ Question No: 133 To 137 ] :

Read the following paragraph and answer the five questions which follow :

The notion of true score is at the heart of classical reliability theory. This model proposes that the obtained score on a variable is a sum of true score and the random error of measurement, the two components being independent. Using this model, various ways of computing reliability have been developed. One of the way of examining the reliability of a test is to test the homogeneity of test items or the internal consistency. The most widely used method of estimating the reliability is split-half technique, also called as odd-even reliability. In this context, Spearman Brown correction is important. Kuder-Richardson reliability and Chronbach Alpha are the two other methods of studying internal consistency.

Another important type of reliability is the interscorer reliability. This reliability is not useful for objective tests, but for certain types it is quite important. There are also other types of reliability such as parallel form reliability and test-retest reliability, the latter concerned with temporal stability of the test results.

133.

Reliability can be defined as

Exam Year(s)

UGC NET - 2013,

Answer: A

Reliability is the ratio of true score variance to total variance.

In classical test theory the obtained score is the true score plus random error. Reliability is the proportion of the observed variance that is due to the true scores:

\[ r_{xx} = \frac{\sigma^{2}_{T}}{\sigma^{2}_{X}} \]

The second option, error variance over total variance, is the unreliability, and the other two ratios do not have a meaning of this kind.

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134.

For a newly developed test, the scores on odd and even part correlated by 0.4. After applying Spearman-Brown formula

Exam Year(s)

UGC NET - 2013,

Answer: C

The corrected reliability would be greater than 0.4 and less than 0.8.

The Spearman-Brown formula corrects the half-test correlation to the reliability of the full test:

\[ r_{full} = \frac{2r}{1+r} = \frac{2(0.4)}{1.4} \approx 0.57 \]

That value lies between 0.4 and 0.8. It is not 0.8, which would arise by simply doubling 0.4, and the correction always raises the value, so it cannot be 0.4 or less.

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135.

Which of the following statement is true for tests with dichotomous items ?

Exam Year(s)

UGC NET - 2013,

Answer: C

For tests with dichotomous items Cronbach alpha and Kuder-Richardson reliability are equal.

The Kuder-Richardson formula 20 is a special case of Cronbach alpha for items scored one or zero, and when the items are dichotomous the two give the same value.

So alpha is neither greater nor smaller, and it does not vary from one to the other, which excludes the other three statements.

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136.

For which of the following types of tests interscorer reliability is relevant ?

1. Objective personality inventories
2. Projective tests
3. Achievement tests with descriptive items
4. Intelligence tests
Codes :

Exam Year(s)

UGC NET - 2013,

Answer: D

Interscorer reliability matters for projective tests and for achievement tests with descriptive items.

Where the scoring needs the judgment of the scorer, as with responses to inkblots or answers written in full sentences, different scorers may give different scores, so their agreement must be checked. That is statements 2 and 3.

Objective personality inventories and standard intelligence tests have fixed scoring keys, so the scorer makes no difference and interscorer reliability is not relevant to them.

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137.

If two groups are administered the same test with a time gap of eight weeks, we would be able to compute

Exam Year(s)

UGC NET - 2013,

Answer: D

None of the reliabilities named can be computed.

Test-retest reliability needs the same test given twice to the same group. Here two groups take the test with a gap of eight weeks, so there is no pair of scores for any individual and the test-retest correlation cannot be found.

Parallel form reliability needs two different forms, and interscorer reliability needs scores by two scorers. Neither is available either, so the last option is right.

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138.

Given below are two statements, the first labelled as Assertion (A) and the other labelled as Reason (R). Indicate your answer using the codes given below :

Assertion (A) : The usual educational evaluation is aimed at maximizing examiner variance.
Reason (R) : Examiner variance is reduced with higher interscorer reliability.
Codes :

Exam Year(s)

UGC NET - 2013,

Answer: D

The assertion is false and the reason is true: (A) is false, but (R) is true.

Educational evaluation aims to reduce, not to maximise, examiner variance, the differences in marks that arise from who does the scoring. Higher inter-scorer reliability means different examiners agree more, so examiner variance falls, which makes the reason true.

The options that accept the assertion as true therefore fail, however they treat the reason.

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139.

Which of the following can be employed to assess the vocational interests of the subjects in guidance and counselling set up ?

1. EPPS
2. SVIB
3. DAT
4. GATB

Exam Year(s)

UGC NET - 2013,

Answer: A

Only the SVIB assesses vocational interests, so the answer is 2 only.

The Strong Vocational Interest Blank compares a person's likes and dislikes with those of people in various occupations. It is the standard interest inventory in guidance and counselling.

The EPPS (Edwards Personal Preference Schedule) measures personality needs. The DAT (Differential Aptitude Tests) and GATB (General Aptitude Test Battery) measure aptitudes, not interests, so the options containing them are wrong.

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140.

In a multiple choice achievement test, item-remainder correlation can be best obtained through

Exam Year(s)

UGC NET - 2013,

Answer: A

The correlation is best obtained through point-biserial correlation.

In an item-remainder correlation each item score is dichotomous (right or wrong) and the remainder score, the total without that item, is continuous. Point-biserial correlation is the measure for one dichotomous and one continuous variable.

Phi coefficient needs two dichotomies, the contingency coefficient is for categorical frequency tables, and rank difference correlation is for two sets of ranks, so none of these suits the data.

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