28 Jun PSYCHOMETRIC THEORY PORTFOLIO EXERCISE: CALCULATIONS
. Psychometric Theory Portfolio Exercise: Calculations
Following the advice you gave Peter in the Best Practice Policy, he successfully invited candidates applying for the Graduate Accountant role to complete the three Elements ability tests; Numerical, Verbal and Logical.
Peter collated the raw scores for each candidate and displayed in the table below. He has now asked for your help to interpret the psychometric data.
Number
N = 10 Candidate Name Numerical Raw Score Verbal Raw Score Logical Raw Score
1 Monica Shaw 4.50 2.67 3.53
2 Jenny Everton 5.20 5.18 2.60
3 Matt Phillips 3.16 3.90 4.60
4 Amber Green 1.43 4.25 2.36
5 Rob Lovell 5.23 5.99 2.41
6 Craig Henson 4.10 1.45 4.60
7 Louisa Clarke 4.80 4.25 1.50
8 Joey Williams 2.50 5.10 2.70
9 Charlie Morgan 3.33 5.80 3.40
10 Ross Stewart 2.50 3.50 1.20
a) What is the mean test score for Elements Numerical?
b) What is the median test score Elements Verbal?
c) What is the mode for Elements Logical?
d) The Standard Deviation for Elements Numerical (graduate norm group) is 1.0 and the sample size is 800. Use this information to calculate the Standard Error of the Mean.
e) The Standard Error of Measurement for Elements Numerical is 0.04, calculate the 95% confidence banding for Craig Henson and Monica Shaw.
f) What does this information tell you about Craig and Monicas performance on this test? How would you explain this to Peter?
g) Using the above information, calculate the T-Scores for Craig Henson and Monica Shaw.
2. Peter has come back to you with some follow-up questions about the use of psychometric test results. Answer the following short questions to help him better understand how such data should be used.
a) Why is a raw test score of little use to candidates?
b) Why is the Standard Error of the Mean useful and what does it tell us?
c) Describe four different types of reliability and explain why they are important.
d) Outline why test validity is important.
e) Describe each of the following types of validity; construct, face, content, criterion and consequential validity.
Construct Validity:
Face Validity:
Content Validity:
Criterion Validity:
Consequential Validity:
f) Explain to Peter why construct validity is so important.
g) Peter wants to know more about norm groups and how they are composed. Outline the importance of having a representative sample and highlight the implications for accuracy of measurement and representativeness when is sample used for comparison is not representative.
h) Peter has recently read about the concept of “Item Response Theory”. Write him a brief note to explain how ITR differs from Classical Test Theory.
i) Peter is aware of that there are many assessment methods available, measuring different kinds of ability. Using the table below, identify whether the assessment methods measures ability in a general or specific way.
Assessment Method Specific or General?
Verbal ability test
IQ Test
Numerical Reasoning Test
Test of memory
Generic Application Form
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