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Assignment: Systematic and Unsystematic Error

Assignment: Systematic and Unsystematic Error

PSYC 421 Quiz 3

Systematic and Unsystematic Error


1. Which of the following is TRUE about systematic and unsystematic error in the assessment of physical and psychological abuse?

2. If traditional measures of reliability are applied to a criterion-referenced test, the reliability estimate will likely be

3. A polytomous test item is a test item

4. In the context of IRT, the term discrimination best refers to

5. Which of the following is usually minimized when using split-half estimates of reliability as compared with test-retest or parallel/alternate-form estimates of reliability?

6. A psychologist administers a test and the testtaker scores a 52. If the cut-off score for eligibility for a particular program is 50, what index will best help the psychologist determine how much confidence to place in the testtaker’s obtained score of 52?

7. Which is TRUE of measurement error?

8. Which would NOT be useful in estimating a test’s inter-item consistency?

9. KR-20 is the statistic of choice for tests with which types of items?

10. Which type of reliability estimate would be appropriate only when evaluating the reliability of a test that measures a trait that is presumed to be relatively stable over time?

11. Which of the following is TRUE for parallel forms of a test?

12. Item response theory (IRT) focuses on the

13. If the variance of either variable is restricted by the sampling procedures used, then the magnitude of the coefficient of reliability will be

14. Predictive and concurrent validity can be subsumed under

15. In the development of the CUWQ, which research tool was used to assist the test developers in selecting the final form of the test?

16. Evidence of the homogeneity of a test can be found in the

17. The results of a predictive validity study of a test will likely be affected most by

18. Which of the following is BEST be viewed as varieties of criterion-related validity?

19. Which BEST represents an unobtrusive measure of marital adjustment?

20. “How can group differences on cognitive ability tests be reduced while retaining existing high levels of reliability and criterion-related validity?” According to Gottfredson, the answer to this question

21. “The effect of instituting this remedy for adverse impact is to make equivalent all scores that fall within a particular range.” Here, the “remedy for adverse impact” is more technically referred to as

22. 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 said to be

23. In the development of the CUWQ, the variable “amount of worry” was quantified using

24. A test reviewer comes to the conclusion that a certain test is “a valid test.” This means that the reviewed test has been shown to be valid for

25. Blueprinting is BEST associated with.

Assignment: Systematic and Unsystematic Error

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Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.


LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.


  • Communication is so very important. There are multiple ways to communicate with me:
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.


Systematic and Unsystematic Error

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