Q1: What are the implications of using an inappropriate norm, for example an Executive Norm for assessing Trainee applicants?
Q2: Explain what is meant by Predictive and Concurrent Criterion Related Validity
Q3: Explain what face validity means and why it is important to effective test use.
Q4: Explain what is meant by:
A: Maximum Performance Tests
B; Typical Performance Measures
Q5: What is likely to increase the SEm of a test:
A: Poor administration
B: Low ability respondents
C: Poor test reliability
D: Incorrect test scoring
Q6: Explain why a test must be reliable before it can be valid
Q7: Why aren’t tests perfectly reliable?
Q8: Explain why criterion reliability coefficients reported in real world studies are usually understood to be underestimates of true validity
Q9: Why are criterion validity coefficients typically modest in value; 0.3 – 0.5 being typical?
Q10: Explain how restriction of range may occur in a criterion validity study
Q11: Sketch typical scatterplots to illustrate the difference between high and low positive correlations
Q12: What is meant by Adverse Impact
Q13: When would adverse impact be justifiable, and when is it unjustifiable?
Q14: Under what circumstances would it be acceptable to make a test report available to anyone other than those indicated during the informed consent process
Q15: What would be the possible consequences of losing a pack of questions books, answer sheets and scoring keys?