PYC4807 Past Examination (2017/2018/2019) Section B Worked Out Answers
ANSWERS:
Question 1:
Criterion-prediction validity:
- Also known as criterion-related validity.
- Involves the calculation of a correlation coefficient between predictor(s) and a criterion.
- Is determined by means of a quantitative (statistical) procedure.
- There are 2 types of criterion-prediction procedures used to determine criterion-related
validity: concurrent and predictive validity.
- The distinction between these 2 types of criterion-prediction validity is based on the
purpose for which the measure is used.
- Concurrent validity:
- Involves the accuracy with which a measure can identify/diagnose the current behaviour or
status regarding specific skills or characteristics of an individual.
- This definition clearly implies the correlation of two (or more) concurrent sets of behaviours
or constructs.
- Example: Personality questionnaire to diagnose the presence of depression.
- Predictive validity:
- Involves the accuracy with which a measure can predict the future behaviour/ category
status of an individual.
- The fact that psychological measures can be used for decision making is implicit in the
concept of predictive validity.
- Example: Aptitude test to predict future performance in an engineering course.
Any psychological measure can be a possible predictor. A criterion, as the name suggests, is a
benchmark variable against which scores on a psychological measure are compared or
evaluated. Apart from the correlation coefficient, the predictive validity of a measure used to
1
, PYC4807 Past Examination (2017/2018/2019) Section B Worked Out Answers
select or classify people is also determined by its ability to predict their performance on the
criterion, for example job performance.
The concept of criterion contamination must be noted. This is the effect of any factor or
variable on a criterion such that the criterion is no longer a valid measure. For example, a
rating scale is often used to operationalize the criterion variable. Among the shortcomings of
ratings are rating biases where the rater may err on being too lenient or may make
judgments on a ‘general impression’ of a person or on a very prominent aspect only. These
response errors or biases also have a negative effect on the criterion validity. In this instance
we would say that the criterion is contaminated. The criterion must be free from any form of
bias as this will influence the correlation coefficient with a predictor.
Question 2:
(a)
1. Characteristics of suitable test:
- Must be age appropriate.
- Must be able to assess the child’s developmental status.
- Must be standardised in SA.
- Must show significant construct validity – significant construct validity implies that there’s a
shared meaning of the construct across different cultures.
1.1 Suggested measure:
- The JSAIS can be administered to children between 3 – 7 years and 11 months.
- Measures general cognitive intelligence (Spearman’s g factor).
- Has significant construct validity.
- Is standardised in SA.
- Used to evaluate school readiness and predict scholastic achievement.
1.2 Differences between tests for infants and young children:
- Based on the theories of mental development, infant scales and pre-school tests measure
different components of intellectual ability.
- These abilities are associated with the expected level of development.
- Infant tests cover mainly sensory and motor competencies, while tests for pre-schoolers
focus on verbal and conceptual abilities.
- Infant tests include areas such as gross-motor, fine-motor, language development, adaptive
behaviour, personal-social behaviours and sensory-motor intelligence.
- Pre-school tests are more complex, focusing more on cognitive skills.
- When using developmental measures, you need to keep in mind that there is not
necessarily continuity in development from infancy to early childhood.
1.3 Suitability of test items:
- In the scenario, the child is 5 years old and is thus a pre-schooler.
- Items that will be suitable therefore include: items that measure verbal and conceptual
abilities and cognitive skills.
2
ANSWERS:
Question 1:
Criterion-prediction validity:
- Also known as criterion-related validity.
- Involves the calculation of a correlation coefficient between predictor(s) and a criterion.
- Is determined by means of a quantitative (statistical) procedure.
- There are 2 types of criterion-prediction procedures used to determine criterion-related
validity: concurrent and predictive validity.
- The distinction between these 2 types of criterion-prediction validity is based on the
purpose for which the measure is used.
- Concurrent validity:
- Involves the accuracy with which a measure can identify/diagnose the current behaviour or
status regarding specific skills or characteristics of an individual.
- This definition clearly implies the correlation of two (or more) concurrent sets of behaviours
or constructs.
- Example: Personality questionnaire to diagnose the presence of depression.
- Predictive validity:
- Involves the accuracy with which a measure can predict the future behaviour/ category
status of an individual.
- The fact that psychological measures can be used for decision making is implicit in the
concept of predictive validity.
- Example: Aptitude test to predict future performance in an engineering course.
Any psychological measure can be a possible predictor. A criterion, as the name suggests, is a
benchmark variable against which scores on a psychological measure are compared or
evaluated. Apart from the correlation coefficient, the predictive validity of a measure used to
1
, PYC4807 Past Examination (2017/2018/2019) Section B Worked Out Answers
select or classify people is also determined by its ability to predict their performance on the
criterion, for example job performance.
The concept of criterion contamination must be noted. This is the effect of any factor or
variable on a criterion such that the criterion is no longer a valid measure. For example, a
rating scale is often used to operationalize the criterion variable. Among the shortcomings of
ratings are rating biases where the rater may err on being too lenient or may make
judgments on a ‘general impression’ of a person or on a very prominent aspect only. These
response errors or biases also have a negative effect on the criterion validity. In this instance
we would say that the criterion is contaminated. The criterion must be free from any form of
bias as this will influence the correlation coefficient with a predictor.
Question 2:
(a)
1. Characteristics of suitable test:
- Must be age appropriate.
- Must be able to assess the child’s developmental status.
- Must be standardised in SA.
- Must show significant construct validity – significant construct validity implies that there’s a
shared meaning of the construct across different cultures.
1.1 Suggested measure:
- The JSAIS can be administered to children between 3 – 7 years and 11 months.
- Measures general cognitive intelligence (Spearman’s g factor).
- Has significant construct validity.
- Is standardised in SA.
- Used to evaluate school readiness and predict scholastic achievement.
1.2 Differences between tests for infants and young children:
- Based on the theories of mental development, infant scales and pre-school tests measure
different components of intellectual ability.
- These abilities are associated with the expected level of development.
- Infant tests cover mainly sensory and motor competencies, while tests for pre-schoolers
focus on verbal and conceptual abilities.
- Infant tests include areas such as gross-motor, fine-motor, language development, adaptive
behaviour, personal-social behaviours and sensory-motor intelligence.
- Pre-school tests are more complex, focusing more on cognitive skills.
- When using developmental measures, you need to keep in mind that there is not
necessarily continuity in development from infancy to early childhood.
1.3 Suitability of test items:
- In the scenario, the child is 5 years old and is thus a pre-schooler.
- Items that will be suitable therefore include: items that measure verbal and conceptual
abilities and cognitive skills.
2
