Elizabeth Thomas

2014S_HHP633_VA_Assessment and Planning in Health & Human Performance

February 24, 2014
Professor Duane Shepherd
Homework 2
Read Chapter 3
The idea in this chapter is correlations. Does this indicate a relationship and if so what is
the strength of the relationship. This can be either positive or negative. It is sometimes
used for prediction regarding the strength of the relationship.
Questions for Chapter 3. 5 points each.
1. Explain a correlation and its purpose in assessment.
The correlation determines links between two events or factors in a given study.
For example, researchers may discover that there is a high correlation between the
number of hours students spend studying for the test and the grades they receive.
The purpose of a correlation is to shed light on factors that appear to play a crucial
role in the big picture puzzle that is being explored. However, correlation by
definition does not equate to causation. For example, the fact that there is a close
link between the number of hours spent studying and grades does not prove that
the number of hours is the direct cause of high academic performance.
Nonetheless, by discovering correlations, researchers can make significant
progress towards understanding relationships between factors can provide
researchers with a general understanding of the phenomenon in question.
2. What are the extreme values of a correlation?
The extreme values of a correlation refer to the wayward data that appear to be
inconsistent with the general data. Generally, correlation statistics tend to be
consistent and follow a predictable pattern. However, an extreme value occurs
when a certain part of empirical data is inconsistent with the general trend or a
pattern.
3. How can a correlation value be used in prediction?
Correlation value can be used in prediction because it constitutes an implicit inductive
argument. The essential implication of an inductive argument is that the future must
resemble the past. By definition, a correlation implies that there is a clear relationship
between two factors. For example, the statement that there is a very high correlation
between the number of hours students spent studying and their grades implies that a lot of
students who spent many hours studying received high grades. Hypothetically, if 20
students out of a class of 100 spent 30 hours studying for a test and their scores were

much higher than the class average that spent 10 hours studying for the test, one may
predict that if another students spends 30 hours studying, he or she would receive a score
much higher than the class average.
4. What does a positive correlation indicate? A negative correlation??
A positive correlation implies that the two factors in question co-exist or supplement each
other. Conversely, a negative correlation shows that the two factors in question
contradict one another or have negative influences on the outcome. For example, if
students who spend a great deal of time studying for the test tend to do well on it, one
may claim that there is a positive correlation between the number of hours spent studying
and performance. On the other hand, if students who abuse illicit drugs tend to perform
poorly on tests, one may conclude that there is a negative correlation between drug abuse
and performance.
5. Correlations indicate relationships. What does a +. 82 mean? A -.82
The correlation of +0.82 suggests that there is a positive correlation between the
two factors in question. By contrast, the correlation of -0.82 suggests that there is
a negative correlation between them.
Read

Chapter

This chapter deals with construction of an appropriate test. It is important to understand

the terms and types of tests as well as the characteristics that make a good test. Later
on in class it will be important understand terms/types of tests as we will be designing
tests/instruments you can utilize in your specific areas.
One thing to remember is "if you can define a particular attribute or behavior" you can
measure it. Hence the need for understanding how to develop a test or testing instrument.
We tend to look at 3 criteria in the development of tests (validity, reliability, and
objectivity) Validity is simply (does the test measure the attribute for which it is designed.
Reliability is concerned with will this test give consistent results. In other words will
scores be similar on subsequent test applications (and example would be the 100m dash.
If I run that today with my best effort and it is 13 seconds flat my effort the next day
should be about the same score). Objectivity refer to "accuracy" of scoring the test
among those who administer the test. Two terms (intra-rater-same scorer scoring the
performance 2 or more times the same and inter-rater- 2 or more people scoring the same
performance. Are the scores consistent??? Take for example the sports of gymnastics and
diving, will people score the performance the same using the same criteria???
Pay close attention to the different types of Validity in the book. The attribute or behavior
being measured has a bearing on the type of validity used in test design.
For reliability look closely at the methods in which we establish if a test will provide
consistency of result.

The use of any test (regardless of how good is) must be feasible from an administrative
perspective. Some tests take a lot of time, require the administer to be highly skilled, and
can
cost
a
lot
of
money.
Questions for Chapter 5. 5 points each
1.

Validity refers to does a test measure what it says it measures. In reference to

the validity of criterion referenced tests explain what is meant by domain
referenced validity evidence and decision validity evidence??
The term domain typically refers to criterion that is evaluated within the present
case. For example, in the scenario of test-taking the domain is test-taking.
Decision validity generally focuses on the outcomes of certain decisions or plans
of action.

2. The book lists 3 types of validity regarding validity evidence of norm-referenced

tests. Name and explain each.
The three types of validity include the logical, concurrent and predictive. The
logical validity refers to the logical consistency of an argument. In a logically
valid argument, the conclusion is necessarily true in the event where the premises
are true. Predictive validity refers to the power of certain results to predict the
future; those that have a high predictive value are known to have predictive
validity. The concurrent validity determines whether or not the test in question can
be used in lieu of another test or as a substitute.
3. Explain what is meant by the reliability of a test. How are correlation coefficients
used to determine reliability??
Reliability generally refers to the tests likelihood of producing the same results
consistently. For example, IQ tests that produce similar results in most cases are
known to be reliable. The correlation coefficients are high, the reliability of the
test-results is also commonly deemed to be high. Conversely, when the correlation
results are low, the reliability is also likely to be low.

4. What are some measures that would produce a high correlation coefficient for
reliability and what are some that would produce lower coefficients and why??
Internal consistency reliability assessment is likely to produce a high correlation
coefficient for reliability. By definition, reliable data is self-consistent and reliable
tests produce similar results consistently. Thus, internal consistency is by
definition the center-piece of reliability and therefore, it should produce high
correlation coefficient results that are also closely linked with reliability. By
contrast, the inter-method reliability should produce lower correlation coefficient

results because there should be more inconsistencies between tests that are
founded on different methods.

5. What is meant by objectivity? What type of tests/measure provide high

objectivity and why? What are some that would not be as objective and why?
By definition, objective in statistics is non-biased or accurately reflects the
character of the phenomenon that is studied. Tests that produce a very high
objectivity generally evaluate various aspects of the scenario I question without
focusing excessively on a small number of factors. For example, researchers who
wish to arrive at an understanding regarding the causes of the students poor
performance on tests will evaluate a broad range of factors such as the number of
hours spent studying, sleep, surrounding social environment and so forth. By
contrast, tests that are low on objectivity will focus on a very limited range of
factors such as the number of hours spent studying or the amount of sleep
acquired. In those cases, the tests would be heavily biased in favor of a limited
number of elements. By contrast, objective findings broadly examine all factors
that may be relevant and avoid biases in favor of a limited number of phenomena.