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A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 3

Typical performance tests assess behaviour that is typical for the person. There are three main types of typical performance tests: personality tests (1), interest inventories (2) and attitude questionnaires (3). The steps for test development of typical performance tests are the same as the steps for test development in general.

There are three classes of strategies for the conceptual framework:

Intuitive class (no / informal knowledge)

  1. Rational method
    Using all knowledge there is to find about a construct.
  2. Prototypical method
    Items based on prototype of behaviour / construct

Inductive class (weak theory / knowledge)

  1. Internal method
    Items that seem related to the construct are gathered and administered. Highly correlated items represent a construct.
  2. External method
    Different items are selected and administered. Items that correlate highly with a criterion are selected.

Deductive class (strong theory / knowledge)

  1. Construct method
    Construction on basis of a strong theory about the construct and its relation to other constructs.
  2. Facet method
    Conceptual analysis of the construct and every aspect (facet) of the construct is measured in a systematic way.

There are several item writing guidelines which are especially relevant for typical performance tests:

  1. Elicit different answers at different construct positions
    Test takers who have completely different construct positions should give different answers to the item.
  2. Focus on one aspect per item
  3. Avoid making assumptions about test takers
    Test takers that do not meet the assumptions cannot answer the question.
  4. Use correct language
  5. Use clear and comprehensible wording
  6. Use non-sensitive language and content
  7. Put the situational or conditional part of a statement at the beginning and the behavioural part at the end
  8. Use positive statements
  9. Use 5-7 categories in ordinal polytomous response scales
  10. Label each of the categories of a response scale and avoid the use of numbers alone
  11. Format response categories vertically

An indicative item is an item where a high frequency or endorsement indicates a high level of the construct. A contraindicative item is an item where a high frequency or endorsement indicates a low level of the construct. Response tendencies are the differential application of the response scales. The response set is the differential use of the item response scale by different persons and with different constructs (e.g. a person’s responses). The response style is the differential use of the item response scale. There are several response styles:

  1. Acquiescence (yea-saying)
    The tendency to agree with an endorsement statement, regardless of content.
  2. Dissentience (nay-saying)
    The tendency to disagree with an endorsement statement, regardless of content.
  3. Extremity response style
    The tendency to choose extremes of the item response scale.
  4. Midpoint response style
    The tendency to choose the middle of the response scale.

Acquiescence and dissentience can be detected by including both indicative and contraindicative items. There are several response sets:

  1. Social desirability
    The tendency to deceive either oneself or others (e.g. giving socially desirable responses)
  2. Self-deception
    The tendency to deceive oneself (e.g. attributing positive qualities to oneself)
  3. Impression management
    The tendency to deceive others by making a good or bad impression on others.

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A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Book summary
Test Theory and Practice – Exam [UNIVERSITY OF AMSTERDAM]
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Test Theory and Practice – Exam [UNIVERSITY OF AMSTERDAM]

This bundle contains everything you need to know for the exam of Test Theory and Practice for the University of Amsterdam. It uses the book "A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J

...
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 1
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 2
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 3
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 4
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 5
A conceptual introduction to psychometrics, development, analysis, and application of psychological and educational tests, by G. J. Mellenberg (first edition) – Summary chapter 6

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