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.

Match Column I with Column II by using the codes given below :Column I(Attitude Scale)Column II(Author)(P) Equal Appearing Interval Scale(1) Osgood et. al(Q) Social Distance Scale(2) Thurstone(R) Scalogram Analysis(3) Bogardus(S) Semantic Differential Scale(4) Guttman

The correct code is (P)-(2), (Q)-(3), (R)-(4), (S)-(1).The equal appearing interval scale is Thurstone's method (1928).The social distance scale is Bogardus's (1925).Scalogram analysis is Guttman's cumulative scaling method.The semantic differential is from Osgood, Suci and Tannenbaum (1957).Options A, B and D attribute the Thurstone or Bogardus scale to the wrong author.

Psychological Testing Questions and Answers

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.

Q: Cross validation of the test implies that :

Cross validation means that test validity is studied on a different sample.When items are selected or a regression equation is built using one sample, the validity found in that sample is inflated by chance features of that sample. Cross validation checks the test, or the prediction equation, on a fresh, independent sample from the same population. The usual drop in the validity coefficient is called shrinkage.Repeating item analysis on the same sample does not remove the chance factors. Deleting items of similar difficulty and comparing indices of item discrimination are item-analysis procedures, not cross validation.

Q: Which of the following is/are the example/s of speed test/s ?(I) Koh's Block test(II) Digit-symbol test(III) Advanced progressive matrices testCodes :

The speed tests are (I) and (II) only.A speed test is made of easy items, and the score depends on how many the person completes within a strict time limit. The digit-symbol (coding) test, in which symbols are written under digits as fast as possible, is the classic example. Kohs' block design test is also scored on time, with credit for completing each design quickly, so it is treated as a speeded test.Raven's Advanced Progressive Matrices is a power test: its items increase in difficulty, and the score reflects the level of difficulty the person can reach rather than speed. Options including (III), or leaving out (I) or (II), are therefore wrong.

Q: Which of the following is/are used as item discrimination indices ?(I) Phi-coefficient(II) Point-Biserial correlation(III) Spearman's RhoCodes :

The item discrimination indices are (I) and (II) only.Item discrimination shows how well an item separates high scorers from low scorers. When item scores are dichotomous (right or wrong), it is computed as a correlation between the item and the total or criterion score. The point-biserial correlation relates the dichotomous item to a continuous total score, and the phi coefficient relates the item to a dichotomised criterion (for example upper versus lower group). Both are standard discrimination indices.Spearman's rho is a rank-order correlation between two sets of ranks, not used as an item discrimination index, so options including (III) are wrong.

61.

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

62.

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

63.

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.

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64.

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

65.

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

66.

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

67.

Cross validation of the test implies that :

A.Item analysis is performed on the same sample twice
B.Test validity is studied on a different sample
C.Items with similar difficulty level are deleted from the test
D.Different indices of item discrimination are compared with each other

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: B

Cross validation means that test validity is studied on a different sample.

When items are selected or a regression equation is built using one sample, the validity found in that sample is inflated by chance features of that sample. Cross validation checks the test, or the prediction equation, on a fresh, independent sample from the same population. The usual drop in the validity coefficient is called shrinkage.

Repeating item analysis on the same sample does not remove the chance factors. Deleting items of similar difficulty and comparing indices of item discrimination are item-analysis procedures, not cross validation.

Discuss in Forum

68.

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

Column I (Attitude Scale)	Column II (Author)
(P) Equal Appearing Interval Scale	(1) Osgood et. al
(Q) Social Distance Scale	(2) Thurstone
(R) Scalogram Analysis	(3) Bogardus
(S) Semantic Differential Scale	(4) Guttman

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

Exam Year(s)

MH SET - 2021, SET Exam - 2021,

Answer: C

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

The equal appearing interval scale is Thurstone's method (1928).
The social distance scale is Bogardus's (1925).
Scalogram analysis is Guttman's cumulative scaling method.
The semantic differential is from Osgood, Suci and Tannenbaum (1957).

Options A, B and D attribute the Thurstone or Bogardus scale to the wrong author.

Discuss in Forum

69.

Which of the following is/are the example/s of speed test/s ?

(I) Koh's Block test
(II) Digit-symbol test
(III) Advanced progressive matrices test

Codes :

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

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: D

The speed tests are (I) and (II) only.

A speed test is made of easy items, and the score depends on how many the person completes within a strict time limit. The digit-symbol (coding) test, in which symbols are written under digits as fast as possible, is the classic example. Kohs' block design test is also scored on time, with credit for completing each design quickly, so it is treated as a speeded test.

Raven's Advanced Progressive Matrices is a power test: its items increase in difficulty, and the score reflects the level of difficulty the person can reach rather than speed. Options including (III), or leaving out (I) or (II), are therefore wrong.

Discuss in Forum

70.

Which of the following is/are used as item discrimination indices ?

(I) Phi-coefficient
(II) Point-Biserial correlation
(III) Spearman's Rho

Codes :

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

Exam Year(s)

MH SET - 2023, SET Exam - 2023,

Answer: C

The item discrimination indices are (I) and (II) only.

Item discrimination shows how well an item separates high scorers from low scorers. When item scores are dichotomous (right or wrong), it is computed as a correlation between the item and the total or criterion score. The point-biserial correlation relates the dichotomous item to a continuous total score, and the phi coefficient relates the item to a dichotomised criterion (for example upper versus lower group). Both are standard discrimination indices.

Spearman's rho is a rank-order correlation between two sets of ranks, not used as an item discrimination index, so options including (III) are wrong.

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