Which magnitude of validity coefficient is typically acceptable to conclude that a test is valid?

Validity

1. A test is considered valid when *a. the test measures what it purports to measure. b. test results are consistent. c. the test can be administered efficiently. d. all of the above Topic: The concept of validity 2. Which is NOT a method of evaluating the validity of a test? a. relating test scores to scores obtained on other tests b. examining the test’s content *c. examining the percentage of passing and failing grades d. relating test scores to the framework of a theoretical construct Topic: The concept of validity 3. Predictive and concurrent validity can be subsumed under a. content validity. *b. criterion-related validity. c. face validity. d. none of the above Topic: The concept of validity 4. Relating scores obtained on a test to other test scores or data from other assessment procedures is typically the kind of evidence collected in an effort to establish the __________ validity of a test. a. content *b. criterion-related c. face d. none of the above Topic: The concept of validity 5. Face validity refers to a. the most preferred method for determining validity. b. another name for content validity. *c. the appearance of relevancy of the test items. d. validity determined by means of face-to-face interviews. Topic: Face validity 6. Which statement concerning “face validity” is accurate? a. It may influence the way the testtaker approaches the situation. b. It relates more to what the test appears to measure than what the test may actually measure. c. It is given short-shrift as compared to other indices of validity. *d. all of the above Topic: Face validity 7.

Which assessment technique has the highest degree of face validity? a. asking examinees to tell what they see in inkblots for the purpose of personality analysis *b. administering a word processing test to a person applying to be a word processor c. asking examinees to draw a picture of their family to assess family relationships d. measuring the height of applicants to a police academy

Topic: Face validity

8. An instructor announces that an examination will cover the topics of reliability and validity. Malcolm boasts that he will read and study only the material on reliability. In fact, all the test questions are only on reliability. You might best conclude that a. the examination lacked criterion-related validity. *b. the examination lacked content validity. c. the examination lacked face validity. d. it’s worth getting to know Malcolm better. Topic: Content validity 9. Lawshes’ method for determining agreement among raters or judges who rate items on how essential they are provides a quantifying measure of what type of validity? *a. content b. construct c. criterion-related d. predictive Topic: The quantification of content validity 10. Before constructing the final examination, your instructor reviews the objectives of the course, the textbook, and lecture notes. Your instructor is making an effort to maximize the __________ validity of the examination. *a. content b. criterion-related c. predictive d. none of the above Topic: Face validity 11. In computing the content validity ratio, panelists are asked to determine a. if the test item has face validity and an acceptable level of reliability. b. if the test item is too long or too short. c. if the test item is ambiguous. *d. if the skill or knowledge measured by the item is essential. Topic: Face validity 12. The minimum value of a content validity ratio necessary to be statistically significant at the .05 level is dependent upon *a. the number of panelists judging the items. b. the degree of the construct validity of the test. c. the number of testtakers. d. all of the above Topic: Face validity 13. A standard against which a test or test score is evaluated is known as a. a coefficient of reliability. b. a correlation coefficient. c. a validity coefficient. *d. a criterion. Topic: Criterion-related validity 14. Which may best be viewed as varieties of criterion-related validity? a. concurrent validity and face validity b. content validity and predictive validity *c. concurrent validity and predictive validity d. concurrent validity and content validity Topic: Criterion-related validity

15. The form of criterion-related validity that reflects the degree to which a test score relates to a criterion measure obtained at the same time is known as a. predictive validity. b. construct validity. *c. concurrent validity. d. content validity. Topic: Criterion-related validity 16. The form of criterion-related validity that reflects the degree to which a test score relates to a criterion measure obtained subsequently is known as *a. predictive validity. b. construct validity. c. concurrent validity. d. content validity. Topic: Criterion-related validity 17. Which pertains to one difference between concurrent and predictive validity? *a. the time at which the criterion measures are collected b. the magnitude of the reliability coefficient c. the magnitude of the validity coefficient d. a and c Topic: Criterion-related validity 18. Which is an example of a criterion? a. achievement test scores b. effectiveness in repairing washing machines c. student ratings of teaching effectiveness *d. all of the above Topic: Criterion-related validity 19. You, as a test developer, are attempting to validate your college admissions test. The criterion you choose is “success in college,” which is operationalized as graduating within four years. Criterion contamination would occur a. if the college adopted an “open admissions” policy and anyone could be admitted. *b. if your college admissions test was used in determining admission to the college. c. if the college suddenly decided to administer your college admissions test to all freshmen and sophomores currently enrolled. d. all of the above Topic: Criterion-related validity 20. Which best represents an unobtrusive measure of marital satisfaction? *a. the number of years a couple has been married b. self-ratings of marital satisfaction by each spouse c. ratings of marital satisfaction made by trained observers d. all of the above Topic: Construct validity 22. An investigation of a test’s construct validity may yield evidence that a. the test is measuring a single construct. b. the test does not correlate significantly with another test purporting to measure the same construct. c. test scores increase as a function of age. *d. all of the above Topic: Construct validity

23. What type of validity evidence best sheds light on how a shorter and less expensive test compares with a longer and more expensive one? a. predictive criterion-related *b. concurrent criterion-related c. content d. construct Topic: Criterion-related validity 24. What type of validity evidence best sheds light on whether a college admissions test is valid for selecting students who will complete the program within four years? *a. predictive criterion-related b. concurrent criterion-related c. content d. construct Topic: Criterion-related validity 25. Blueprinting is best associated with a. construct validity. *b. content validity. c. criterion-related validity. d. all of the above Topic: Content validity 26. Which affects the magnitude of a validity coefficient? a. attrition of the sample b. restriction of range c. inflation of range *d. all of the above Topic: The validity coefficient 27. Which magnitude of validity coefficient is typically acceptable to conclude that a test is valid? a. .50 b. .80 c. above .90 *d. cannot determine without more information Topic: Content validity 28. A coefficient of correlation is calculated between Malcolm’s score on a test of sociopathy and a clinician’s rating of Malcolm on the variable of sociopathy. This coefficient of correlation might also be referred to as a. an index of reliability. b. an index of sociopathy. *c. a validity coefficient. d. none of the above Topic: Content validity 29. Criterion-related validity can be evaluated through the use of *a. expectancy data. b. reliability coefficients. c. the Rulon formula. d. all of the above Topic: Expectancy data 30. Expectancy tables are used in evaluating a. content validity. b. factorial validity. *c. criterion-related validity. d. none of the above Topic: Expectancy data

31. The percentages included in expectancy tables refer to the number of a. tests administered versus tests passed. *b. people obtaining a particular test-score/criterion-score combination. c. items the test developer expects will be sufficient for the item pool. d. people who are expected to pass the test. Topic: Expectancy data 32. Which statement is always true of the criterion in expectancy tables? a. The criterion is represented as the number of points scored. *b. The criterion is dichotomized. c. The criterion is listed by score interval. d. The criterion can be objectively scored. Topic: Expectancy data 33. What is the selection ratio for a position that has 1000 applicants and 5 openings? a. .50 b. .05 *c. .005 d. none of the above Topic: Expectancy data 34. In an expectancy table, the percentage of employees who are currently successful in a position provides some indication of a. the validity of the proposed selection measure. *b. the percent successful using current methods of selection. c. the reliability of the proposed selection measure. d. the base rate of the proposed selection measure. Topic: Expectancy data 35.

Taylor-Russell tables provide evidence of a. content validity. *b. criterion-related validity. c. split-half reliability. d. all of the above

Topic: Expectancy data 36. Both Taylor-Russell and Naylor-Shine expectancy tables must include which type of validity coefficient? *a. concurrent criterion-related b. predictive criterion-related c. construct d. content Topic: Expectancy data 37. Which represents one difference between the Naylor-Shine and Taylor-Russell expectancy tables? a. Taylor-Russell uses concurrent validity coefficients; Naylor-Shine does not. b. Naylor-Shine uses predictive validity coefficients; Taylor-Russell uses concurrent validity coefficients. *c. Naylor-Shine does not require that the criterion be dichotomized; the Taylor-Russell tables do. d. Taylor-Russell is more useful than Naylor-Shine in judging the utility of a test. Topic: Expectancy data 38. Which measures provide statistical evidence for the judgment of criterion-related validity? a. reliability coefficient and content validity ratio *b. validity coefficient and expectancy data c. validity coefficient and content validity ratio d. reliability coefficient and expectancy data Topic: Criterion-related validity

39. A test identifies an individual as being incapable of successfully performing a particular job when in fact the individual would have been successful in the job. This exemplifies what is meant by a. hit. b. false positive. *c. false negative. d. base rate. Topic: Decision theory and test utility 40. Which is an example of a false positive? *a. A test identifies a client as schizophrenic when the client is not. b. A test correctly identifies a client as schizophrenic. c. A test correctly identifies a client as not having schizophrenia. d. A test indicates that a client is not schizophrenic when he is. Topic: Decision theory and test utility 41. If you were a personnel director, which claim by a test publisher might persuade you to purchase and use a new selection test? a. The test identifies a large number of false positives. *b. The test improves the hit rate. c. The test identifies a large base rate. d. The test improves the selection ratio. Topic: Decision theory and test utility 42. Which is an example of a false positive in the context of employee selection? *a. hired applicants who scored at or above the cut-off score on the employment test and failed on the job b. hired applicants who scored at or above the cut-off score on the employment test and succeeded on the job c. rejected applicants who scored below the cut-off score on the employment test who would not succeed on the job d. rejected applicants who scored below the cut-off score on the employment test who would have succeeded on the job Topic: Decision theory and test utility 43. Which is an example of a false negative in the context of employee selection? a. hired applicants who scored at or above the cut-off score on the employment test and failed on the job b. hired applicants who scored at or above the cut-off score on the employment test and succeeded on the job c. rejected applicants who scored below the cut-off score on the employment test who would not succeed on the job *d. rejected applicants who scored below the cut-off score on the employment test who would have succeeded on the job Topic: Decision theory and test utility 44. In comparing the hiring of a neurosurgeon in a large hospital with the hiring of a cafeteria worker in that same hospital, which of the following would be true? *a. The cut-off score for the neurosurgeon would possibly be set at a level to maximize false negatives as opposed to false positives. b. The cut-off score for the cafeteria worker would possibly be set to minimize false negatives as opposed to false positives. c. Cut-off scores for each position would possibly be set to equalize false-positive and false-negative errors for both positions. d. none of the above Topic: Decision theory and test utility 45. What factor is perhaps most prominent in keeping decision theory from being widely used in employee hiring? a. the validity of the measures typically used *b. the complexity of the process c. the lack of demonstrated utility of decision theory d. all of the above

Topic: Decision theory and test utility 46. A “construct” may best be characterized as a. unobservable. b. something that describes behavior. c. something that is assumed to exist. *d. all of the above Topic: Construct validity 47. Which qualifies as a construct? a. depression b. intelligence c. mechanical aptitude *d. all of the above Topic: Construct validity 48. All validity evidence can be interpreted as ________ validity. a. content b. criterion-related c. predictive *d. construct Topic: Construct validity 49. Evidence of the homogeneity of a test can be found in the a. correlation between a test and some criterion. b. correlation between test items and total test scores. c. correlation between subtest scores and total scores. *d. b and c Topic: Construct validity 50. Which statistic is appropriate in estimating the heterogeneity of a test composed of multiple-choice items? a. point-biserial correlation coefficient b. Pearson-product moment correlation coefficient *c. coefficient alpha d. Kendall’s tau Topic: Construct validity 51. Test scores may be affected in pre- and post-testing by a. therapy. b. medication. c. education. *d. all of the above Topic: Construct validity 52. If a test is a valid measure of a particular construct, we would expect that *a. groups of people who differ with respect to the construct will obtain different test scores. b. groups of people who differ with respect to the construct will obtain similar test scores. c. groups of people who obtain similar scores will have similar personalities. d. none of the above Topic: Construct validity 53. A significant, positive relationship exists between scores on a new test of intelligence and scores on the fourth edition of the Stanford-Binet intelligence scale. These data may be viewed as supportive of which type of validity evidence for the new test? a. criterion-related b. content validity *c. convergent evidence of construct validity d. discriminant evidence of construct validity Topic: Construct validity

54. A statistically insignificant correlation between scores on a new test of depression and a measure of satisfaction with life may be construed as which type of validity evidence for the test of depression? a. criterion-related validity b. content validity c. convergent evidence of construct validity *d. discriminant evidence of construct validity Topic: Construct validity 55. Which is a useful tool in evaluating convergent and discriminant validity evidence? a. the Rulon formula *b. a multitrait-multimethod matrix c. a Greco-Latin squares design d. a Judeo-Christian rectangles design Topic: Construct validity: Discriminant evidence 56. Which best characterizes the names attributed to different factor loadings in a factor analysis? a. They are dictated by the factors themselves. b. They are subject to change as new analyses occur. c. They are thoroughly validated against dictionary definitions. *d. They are dependent on the researcher’s judgment. Topic: Factor analysis 57. With regard to test bias, a. a biased test may be used fairly. b. a biased test may be used unfairly. *c. a biased test may be used either fairly or unfairly. d. a biased test is never used. Topic: Validity, bias, and fairness 58. A test is considered to contain a bias if a. 50% of the testtakers fail the test. b. one group, such as males, consistently performs better than another group, such as females. *c. a factor inherent in the test systematically prevents accurate measurement. d. the test author was found to harbor prejudice against some group. Topic: Validity, bias, and fairness: Test bias 59. “Bias” refers to a. random variation. *b. systematic variation in test performance that is unrelated to the construct that is intended to be measured. c. poor reliability. d. poor face validity. Topic: Validity, bias, and fairness: Test bias 60. Which is the best approach to minimizing or eliminating test bias? a. creating separate norm groups for different groups against whom the test is thought to be biased *b. having a panel of experts review the test items before standardizing the test c. pre-screening examiners to be used in the standardization process for any possible prejudicial feelings d. employing techniques such as the multitrait-multimethod matrix to screen items for bias Topic: Validity, bias, and fairness: Test bias 61. Which is true regarding a rating? a. It refers only to a numerical judgment that places a person or an attribute along a continuum. b. It refers only to a verbal judgment that places a person or an attribute along a continuum. c. It tends not to involve a judgment. *d. It refers to either a numerical or a verbal judgment that places a person or an attribute along a continuum. Topic: Validity, bias, and fairness: Rating error

62.

Which term is used to refer to the tendency of a rater to evaluate ratees higher than they objectively deserve because of the rater’s inability to discriminate between aspects of the ratee’s behavior? *a. halo effect b. random error c. generosity error d. severity error

Topic: Validity, bias, and fairness: Rating error 63. Which is true of rating errors? a. They may be unintentional. b. They may be intentional. c. They may involve leniency errors. *d. all of the above Topic: Validity, bias, and fairness: Rating error 64. A supervisor who unintentionally rates his supervisees lower than they deserve is committing which type of error? a. unconscious error *b. severity error c. random error d. runs/hits error Topic: Validity, bias, and fairness: Rating error 65. Which type of error has occurred when a TV critic’s review of Michael Jordan’s debut as a basketball announcer is more positive than most people believe was warranted? a. leniency error b. central tendency error c. severity error *d. halo effect Topic: Validity, bias, and fairness: Rating error 66. A rater systematically assigns ratings in the middle range, thus avoiding extremely positive and negative ratings. Which type of error is this rater making? a. leniency error *b. central tendency error c. severity error d. halo effect Topic: Validity, bias, and fairness: Rating error 67. Issues of “fairness” as applied to tests a. are seldom discussed in the popular media. b. may be determined through mathematical procedures. c. are generally agreed upon. *d. are rooted in moral and philosophical issues. Topic: Test fairness 68. Quotas may be viewed as one type of remedy for a. low reliability of selection tests. *b. previously unfair practices. c. low validity of selection tests. d. all of the above Topic: Test fairness

69. Which of the following is TRUE of test bias as compared to test fairness? *a. Test bias is dependent on statistical analyses while test fairness relates to values. b. Test bias is dependent on values while test fairness relates to statistical analyses. c. Whether a test is fair can be answered with certainty while whether a test is biased cannot. d. None of the above are true. Topic: Test fairness 70. Test fairness defined in a psychometric context would include which of the following? a. the percentage of a particular group that responds to items correctly b. the mean scores earned by two groups on a particular test *c. the degree to which a test is used in an impartial, just and equitable way d. all of the above Topic: Test fairness 71. If new predictors explain something about a predicted score that was not already explained by existing predictors, the new predictors possess a. test-retest reliability. *b. incremental validity. c. construct validity. d. face validity. Topic: Predictive validity: Incremental validity 72. Which is true of Taylor-Russell tables? a. Tests have to be highly valid to improve accuracy in employee selection and in measuring academic achievement. b. Construct validity is more difficult to establish than face validity. c. Face validity is more difficult to establish than construct validity. *d. Tests with low levels of validity may improve accuracy in employee selection under some conditions. Topic: Expectancy data 73. Taylor-Russell tables are designed for use in a. mental hospitals. *b. personnel offices. c. physicians’ offices. d. schools. Topic: Expectancy data 74. Regression lines may be drawn to predict achievement from test scores. When these lines are parallel but not overlapping for two ethnic groups, this is evidence of a. incremental validity. b. construct validity. *c. intercept bias. d. unfairness. Topic: Validity, bias, and fairness 75. Which best describes the concept of validity? *a. how well a test measures what the test authors intend it to measure b. how much confidence the test user has that results would be similar if the subject were tested again c. how well a specific sample performs on an administration of a test d. whether or not a test is administered under standardized conditions Topic: The concept of validity 76. Relating to Lawhe’s Content Validity Ratio (CVR), if half of the panelists rated a given item on an employment test as representing an essential skill required on the job, the item would be said to possess a. negative CVR. b. zero CVR. c. positive CVR. *d. It depends on how many panelists there are. Topic: The quantification of content validity

77. A psychologist wants to determine the criterion-related validity of an intelligence test by determining how well it predicts a student’s placement in a special class. If the psychologist used the intelligence test for both diagnosis and special class placement, that criterion _would be a. irrelevant. *b. contaminated. c. invalid. d. negatively skewed Topic: Criterion-related validity 78. If a student’s performance on a newly developed math achievement test is compared with his or her recent performance on another achievement test known to measure math skills, this would be an example of ________ validity. a. content *b. concurrent criterion-related c. predictive criterion-related d. construct Topic: Concurrent validity 79

Comparing a college freshman’s SAT scores obtained in high school with his or her first semester’s college GPA may provide an example of ________ validity evidence? a. content b. concurrent criterion-related *c. predictive criterion-related d. construct

Topic: Predictive validity 80. The results of a predictive validity study of a test will likely be affected most by *a. the characteristics of the sample tested, such as attrition and self-selection. b. the number of items on the test, with longer tests demonstrating higher predictive validity. c. the correlation coefficient chosen to measure the validity. d. the administration time required for the test compared with that of the criterion test chosen. Topic: Predictive validity 81. When a test developer uses multiple predictors to predict a criterion (such as, academic success) from a test score (such as the SAT) a. all available predictors should be used. *b. only those predictors that add new information should be used. c. only predictors highly correlated with each other should be used. d. people who have had coaching in the SAT should be excluded from study. Topic: Incremental validity 82. For job selection, which is NOT an advantage of expectancy tables? a. They predict the probability that an applicant will be successful on the job. b. They provide information regarding how helpful a test is when making selection decisions. *c. They take into account many kinds of variables that may enter into a hiring decision. d. All of the above are advantages. Topic: Expectancy data 83. In using decision theory to determine a test’s utility for hiring employees who need to have high attention to detail to be successful on the job, what does hit rate refer to? *a. the proportion of people the test accurately identified as having this characteristic b. the proportion of people the test failed to identify as having this characteristic c. the number of people the test incorrectly identified as having this characteristic d. the number of people having this characteristic that the test did not identify Topic: Decision theory and test utility

84. What have researchers discovered about the utility of knowing a company’s selection process? a. It is not as important as first suspected. b. It is relatively easy to calculate and is commonly used by most companies. *c. It can have a significant impact on the profitability of the company. d. none of the above Topic: Decision theory and test utility 85. Which is an example of convergent evidence for the construct validity of a test measuring fear of dogs? a. a high correlation between the test and an existing validated test measuring fear of dogs b. a high correlation with an existing validated test measuring more-generalized fear c. a low correlation between the test and a test to measure fear of cats *d. a and B Topic: Convergent evidence 86. If a newly developed test that attempts to measure happiness correlates with other tests of happiness but not with tests of sadness, this is referred to as __________________ and _________________ evidence of validity, respectively. *a. convergent; discriminant b. discriminant; convergent c. homogeneous; concurrent d. concurrent; homogeneous Topic: Construct validity 87. Which is true regarding test fairness? a. Fairness is relatively easy to determine compared with bias. b. Fairness is usually determined statistically. *c. Fairness often involves moral/ethical issues. d. all of the above Topic: Test fairness 88. Which is true of the adjustment of test scores by group membership? a. It is illegal for purposes of making hiring or promotion decisions according to the Civil Rights Act of 1991. b. It is viewed as helping guarantee the proportional representation of various minority groups in the workplace. c. It is viewed as allowing the preferential treatment of certain groups. *d. all of the above Topic: Everyday Psychometrics: Adjustment of Test Scores by Group Membership: Fairness in Testing or Foul Play? 89. A company that uses ______________ for purposes of affirmative action would be ranking the performance of testtakers in a top-down fashion against those in the same membership group only. a. banding b. preferential policies *c. separate lists d. differential scoring Topic: Everyday Psychometrics: Adjustment of Test Scores by Group Membership: Fairness in Testing or Foul Play? 90. The primary purpose of the correlation matrix is *a. to break down variables into a smaller number of factors. b. to create a large number of factors from a basic set of variables. c. to determine how well a variable correlates with itself. d. none of the above Topic: Factor Analysis; Close-Up: Factor Analysis: What It Is, How It’s Done, and What to Do with It 91

A test is considered to contain bias when a. 50% of the testtakers fail the test. b. more than 84% of the testtakers fail the test.

c. *d.

men consistently perform better than women on a behavioral test involving mall shopping. something inherent in the test prevents accurate measurement.

Topic: Test bias 92.

Which of the following typically use unequal levels of difficulty between two groups as their definition of a biased test? a. the general public *b. the courts c. measurement specialists d. all of the above

Topic: Test bias 93. Which would be characterized as criterion contamination? *a. The criterion measure is influenced by the predictor measure. b. Subjects talk to one another about the test. c. The characteristic being measured occurs with low frequency in the group being studied. d. all of the above Topic: Criterion-related validity: Characteristics of a criterion 94. Expectancy tables and decision theory are used (most specifically) in the application of a. face validity. b. construct validity. *c. criterion-related validity. d. content validity. Topic: Decision theory and test utility 95. The primary reason that decision theory is not widely used in the making of personnel decisions is that a. it is not very cost effective. *b. it is very complex. c. no one has adequately researched how decision theory could be used in making personnel decisions. d. decision theory results in too many errors. Topic: Decision theory and test utility 96. Which of the following is not included in the traditional “trinitarian” conceptualization of validity? *a. face validity b. content validity c. construct validity d. criterion-related validity Topic: The concept of validity 97. In studies that indicate that Attention Deficit Disorder occurs in approximately 2% of the population, 2% represents the __________ for the disorder. a. hit rate *b. base rate c. miss rate d. sample Topic: Decision theory and test utility 98.

Which of the following represents the best definition of “hit rate”? *a. the proportion of people the test correctly identifies as possessing a particular trait, behavior, characteristic, or attribute b. the proportion of people in the general population who possess the particular trait, behavior, characteristic, or attribute c. the proportion of people the test incorrectly identifies as possessing a particular trait, behavior, characteristic, or attribute d. the degree of validity of a particular test

Topic: Decision theory and test utility

99. The extent to which a factor determines a test score is referred to as __________. a. confirmatory factor analysis b. exploratory factor analysis *c. factor loading d. hit rate Topic: Factor analysis 100. Which of the following is TRUE of factor analysis? a. It represents a class of mathematical procedures. b. It represents a data reduction technique. c. It explains the extent to which a factor or factors explain test scores. *d. all of the above Topic: Factor analysis 101. Which of the following represents an appropriate use of the Child Abuse Potential Inventory? a. as legal evidence that a person physically abused a child *b. as a screening measure to determine entrance into a prevention program c. all of the above d. none of the above Topic: Close-up: Base Rates and Predictive Validity 102. Using a test that measures a low base rate trait a. will likely result in more correct than incorrect classifications. *b. will likely result in more incorrect than correct classifications. c. will result in an equal number of correct and incorrect classifications. d. will have results that cannot be determined based on the information presented. Topic: Close-Up: Base Rates and Predictive Validity 103. This Child Abuse Potential (CAP) Inventory boasts an accuracy rate of approximately 90%. Properly interpreted, what does this mean? a. that 90% of the people who score high on the CAP physically abuse children b. that 90% of the people who score low on the CAP do not physically abuse children *c. that in groups with a 50% base rate, 90% of those who abuse children are correctly identified d. that in groups with a 90% base rate, 50% of those who abuse children are correctly identified Topic: Close-Up: Base Rates and Predictive Validity 104. If the rate of a particular disorder occurring in the population is low, what impact does this have on the classification of individuals based on the results of a psychological test? a. There will be no impact on the accuracy of the classification. b. More individuals will be incorrectly classified as not having the disorder. *c. More individuals will be incorrectly classified as having the disorder. d. The impact cannot be determined based on the information provided. Topic: Close-Up: Base Rates and Predictive Validity

What is an acceptable validity coefficient?

Which type of validity coefficient is most important for personality tests?

What is a good construct validity score?

What is a good correlation for criterion validity?