EXSC Exam 2 QUESTIONS AND ANSWERS | 2026 UPDATE | WITH
COMPLETE SOLUTIONS
Reliability ANSWER-consistency or repeatability of scores resulting from the application
of a testing procedure - Degree to which repeated measures of the same trait are
reproduced under the same conditions
Validit
ANSWER-degree of truthfulness of a test score - Dependent on 2 characteristics:
reliability & relevance
Relevance ANSWER-degree to which a test relates to its objectives
Interrater Reliability ANSWER-Consistency between 2 or more independent judgments
of thesame performance made by 2 or more raters
Intrarater Reliability ANSWER-Consistency in scoring when a rater scores the same test
orperformance two or more times
Theoretical Concepts ANSWER-Observed, error, and true scores are ___ that will help
you understand the concept of reliability -
Observed score = true score + error score
TrueANSWER-It's technically impossible to measure the true score or error score of
anything - True or False?
Error ScoreANSWER-results from anything that causes the observed score to differ
from the true score
1.0ANSWER-a true score is perfectly reliable if rxx =?
true score varianceANSWER-S 2/t
observed (total) score varianceANSWER-S 2/o
error score varianceANSWER-S 2/e
observed score varianceANSWER-true score variance + error score variance = ?
0-1ANSWER-Reliability coefficients range from ...?
≥.80ANSWER-Desirable level of reliability is generally ...?
Interclass Reliability Types (3)ANSWER-Test-retest reliability, Equivalence reliability,
Split-halves reliability
Test-Retest ReliabilityANSWER-Single test is administered twice to participants in the
same day
, Stability reliabilityANSWER-time between testing occasions islonger (ex: days or
weeks)
Equivalence ReliabilityANSWER-2 parallel or equivalent forms of an exam/test (exam A
and B) are given to participants
Split-Halves ReliabilityANSWER-Single test split into parts - Used when administering 2
separate tests, or the same test twice is not a feasible option
Spearman-Brown Prophecy FormulaANSWER-
Intraclass ModelANSWER-estimates reliability when scoresfrom ≥2 trials are available
Cronbach's Alpha CoefficientANSWER-Most common intraclass correlation model stat -
Separates total variance (difference) into 3 components= People variance, Trial
variance, People-by-trial variance
People VarianceANSWER-observed score (total) variance/difference between
participants
Trial varianceANSWER-variance/difference across the trials (error)
People-by-trial varianceANSWER-fact that not all participants perform equally across
trials (error)
Standard Error of Measurement (SEM)ANSWER-Reflects the degree to which a
person's observed score fluctuates as a result of errors in measurement - standard
deviation of the errors of measurement around an observed score
5 Evidences of ValidityANSWER-Evidence based on test content
Evidence based on relations to other variables
Evidence based on internal structure
Evidence based on response processes
Evidence based on consequences of testing
Evidence Based on Test ContentANSWER-Analyzing the relationship between a test's
content and the construct/idea/concept it is intended to measure
Evidence Based on Relations to Other VariablesANSWER-Analyzing the relationship
between test scores and variables external to the test
Test-Criterion RelationshipANSWER-Also known as statistical validity and correlational
validity - Evidence of the relation of test scores to a relevant criterion (judgement)
Concurrent evidenceANSWER-criterion is measured at about the sametime as the
alternative/surrogate measure
Predictive evidenceANSWER-criterion is measured in the future
Convergent evidenceANSWER-Relationships between test scores andother measures
intended to assess similar constructs (ideas)
Discriminant evidenceANSWER-Relationships between test scores andother measures
intended to assess different constructs (ideas)
Evidence Based on Internal StructureANSWER-Degree to which the relationship among
test items and test components conform to the construct (idea) on which the proposed
test score interpretations are based
Evidence Based on Response ProcessesANSWER-Degree to which the processes of
test takers or scorers are consistent with the intended interpretation of scores
Evidence Based on Consequences of TestingANSWER-Focuses on scoring
interpretation and the intended and unintended consequences of assessment use
COMPLETE SOLUTIONS
Reliability ANSWER-consistency or repeatability of scores resulting from the application
of a testing procedure - Degree to which repeated measures of the same trait are
reproduced under the same conditions
Validit
ANSWER-degree of truthfulness of a test score - Dependent on 2 characteristics:
reliability & relevance
Relevance ANSWER-degree to which a test relates to its objectives
Interrater Reliability ANSWER-Consistency between 2 or more independent judgments
of thesame performance made by 2 or more raters
Intrarater Reliability ANSWER-Consistency in scoring when a rater scores the same test
orperformance two or more times
Theoretical Concepts ANSWER-Observed, error, and true scores are ___ that will help
you understand the concept of reliability -
Observed score = true score + error score
TrueANSWER-It's technically impossible to measure the true score or error score of
anything - True or False?
Error ScoreANSWER-results from anything that causes the observed score to differ
from the true score
1.0ANSWER-a true score is perfectly reliable if rxx =?
true score varianceANSWER-S 2/t
observed (total) score varianceANSWER-S 2/o
error score varianceANSWER-S 2/e
observed score varianceANSWER-true score variance + error score variance = ?
0-1ANSWER-Reliability coefficients range from ...?
≥.80ANSWER-Desirable level of reliability is generally ...?
Interclass Reliability Types (3)ANSWER-Test-retest reliability, Equivalence reliability,
Split-halves reliability
Test-Retest ReliabilityANSWER-Single test is administered twice to participants in the
same day
, Stability reliabilityANSWER-time between testing occasions islonger (ex: days or
weeks)
Equivalence ReliabilityANSWER-2 parallel or equivalent forms of an exam/test (exam A
and B) are given to participants
Split-Halves ReliabilityANSWER-Single test split into parts - Used when administering 2
separate tests, or the same test twice is not a feasible option
Spearman-Brown Prophecy FormulaANSWER-
Intraclass ModelANSWER-estimates reliability when scoresfrom ≥2 trials are available
Cronbach's Alpha CoefficientANSWER-Most common intraclass correlation model stat -
Separates total variance (difference) into 3 components= People variance, Trial
variance, People-by-trial variance
People VarianceANSWER-observed score (total) variance/difference between
participants
Trial varianceANSWER-variance/difference across the trials (error)
People-by-trial varianceANSWER-fact that not all participants perform equally across
trials (error)
Standard Error of Measurement (SEM)ANSWER-Reflects the degree to which a
person's observed score fluctuates as a result of errors in measurement - standard
deviation of the errors of measurement around an observed score
5 Evidences of ValidityANSWER-Evidence based on test content
Evidence based on relations to other variables
Evidence based on internal structure
Evidence based on response processes
Evidence based on consequences of testing
Evidence Based on Test ContentANSWER-Analyzing the relationship between a test's
content and the construct/idea/concept it is intended to measure
Evidence Based on Relations to Other VariablesANSWER-Analyzing the relationship
between test scores and variables external to the test
Test-Criterion RelationshipANSWER-Also known as statistical validity and correlational
validity - Evidence of the relation of test scores to a relevant criterion (judgement)
Concurrent evidenceANSWER-criterion is measured at about the sametime as the
alternative/surrogate measure
Predictive evidenceANSWER-criterion is measured in the future
Convergent evidenceANSWER-Relationships between test scores andother measures
intended to assess similar constructs (ideas)
Discriminant evidenceANSWER-Relationships between test scores andother measures
intended to assess different constructs (ideas)
Evidence Based on Internal StructureANSWER-Degree to which the relationship among
test items and test components conform to the construct (idea) on which the proposed
test score interpretations are based
Evidence Based on Response ProcessesANSWER-Degree to which the processes of
test takers or scorers are consistent with the intended interpretation of scores
Evidence Based on Consequences of TestingANSWER-Focuses on scoring
interpretation and the intended and unintended consequences of assessment use
