Questions and Answers of Measurement Theory In Action

2-12. How do countries know if their economic systems are working?
2-13. To what degree are fluctuations in the business cycle predictable?
2-14. Is it beneficial for the country as a whole for individual U.S. states to compete with one another to attract companies? Why or why not? (Offering tax breaks in exchange for building new
2-15. If risk is a part of doing business, why should the Fed be concerned with systemic risk?
3-16. Why is the transnational strategy considered a hybrid of the multidomestic and global strategies?
3-17. How might social media and popular culture affect a company’s functional strategies for international expansion, particularly regarding products and promotion?
3-18. What is machine translation?
3-19. Ethical Considerations. Is it unethical for a U.S.company to choose export markets specifically for their less stringent consumer protection standards? Why or why not?
3-20. Suppose you own a small company that manufactures baseball equipment. You are aware that Russia is a large market, and you are considering exporting your products there. However, you know you
3-21. How has your current employer or any previous employer been affected by globalization? For instance, does your company compete with lower-cost imports? (If you don’t have any relevant work
3-22. Would a major shopping mall developer with experience across Europe be a good strategic alliance partner for your fast-food chain’s first overseas expansion effort? Why or why not?
3-23. Concept Integration. You just received notice that a large shipment of manufacturing supplies that one of your factories in another country has been waiting for has been stuck in customs for
1. Discuss what it means to practice good business ethics, and highlight the forces that can influence ethical decision-making .
3-15. How do tariffs and quotas protect a country’s own industries?
3-14. What types of situations might prompt the U.S.government to implement protectionist measures?
3-13. How do companies benefit from forming international joint ventures and strategic alliances?
7. Describe the current state of AI-assisted translation and its value to international businesses .
3-4. What is economic globalization?
3-5. What is the balance of trade, and how is it related to the balance of payments?
3-6. What is a floating exchange rate?
3-7. What is free trade?
3-8. How can protectionist moves create conflict within a country?
3-9. What is a trading bloc?
3-10. Why are tax havens controversial?
3-11. What two fundamental product strategies do companies choose between when selling their products in the global marketplace?
3-12. Why would a company choose to work through intermediaries when selling products in a foreign country?
1 . Keep in mind that tests are just one part of the decision-making process and should not be the sole basis for any significant decision.
2. The most appropriate assessment measure to use will depend on the type of intra- and/or inter-individual difference you wish to assess.
3 . Multiple constituents exist in any testing situation. All must be considered and/or consulted during in the development, administration, and dissemination stages of the process.
4 . Test users must be aware that the psychometric properties of the test can change based on the population used. Awareness of diversity issues in testing is essential.
1 . What specific goals do you want to achieve by taking a course in measurement?
3. What alternative “test” to the APGAR could an obstetrics nurse or doctor use to assess newborn functioning? What would be the advantages and disadvantages compared to the APGAR test shown in
1. Who are the major constituents or stakeholders in the testing process in this scenario?
2. What is Professor Gilbert’s “stake” in the testing process? Does she have more than one?
3. What form of individual differences is the committee most likely to be focusing on? Why?
4. Should all of the different assessment devices be equally weighted?
1. If you were in Professor Kottke’s practicum class, where would you start in the process of trying to help this agency?
2. Does this seem to be more of an inter-individual differences or intraindividual differences issue? Explain.
3. Who are the constituents in this testing process?
4. What do you think Professor Kottke and her students can realistically accomplish in the 6–7 weeks remaining in the term?
EXERCISE 1.1: DIFFERENT USES FOR A GIVEN TEST OBJECTIVE: To think critically about the wide variety of uses for a given test.The Armed Services Vocational Aptitude Battery (ASVAB) was discussed in
EXERCISE 1.2: WHO ARE THE MAJOR CONSTITUENTS IN THE TESTING PROCESS?OBJECTIVE: To become familiar with the major constituents in the testing process.As noted in the overview, there are typically
EXERCISE 1.3: TESTING AND INDIVIDUAL DIFFERENCES OBJECTIVE: To identify the major forms of individual differences commonly assessed with psychological tests.Most tests are administered to identify
1. A wide variety of descriptive statistics should be used in explaining and interpreting scores from psychological tests.
2. Keep in mind that the old saying, “A picture is worth a thousand words,”definitely applies to interpreting test scores. So, use lots of univariate (e.g., histograms) and bivariate (e.g.,
3. Proper estimation procedures (e.g., 95% CIs) go a long way in depicting the confidence we can have in our observed test scores.
5. What does a 95% CI of the mean tell us? How about a 99% CI for an individual score?
1. What additional descriptive statistics should Rudy have run to try to make sense of the exam data?
2. How could Rudy have used the additional questionnaire data to help make sense of the test scores?
3. What statistics could Rudy calculate to determine if there really were any “significant differences” between the two laboratory sections?
4. Professor Ullman has taught the undergraduate statistics class many times.Would it make sense to go back and compare this term’s results on the first exam to previous classes’ performance on
5. What graphical or visual data displays of the data would be appropriate in this situation?
6. Would it be helpful to estimate any population parameters in this situation?
7. Would it make sense to estimate any true scores in this situation?
1. What statistics should Megan calculate to obtain an estimate of the client’s underlying true score on the psychological measures?
2. If you were Megan, what other information would you want to know about the tests in order to make the best decision possible?
3. Should the nature of the offense have any impact on how Megan determines if the client is “sufficiently high” on the psychological measures?If yes, how so? If no, why not?
4. How should (or could) the other information in the client’s file be combined with the test data to make a recommendation to the court?
EXERCISE 2.1: COMPUTING DESCRIPTIVE STATISTICS OBJECTIVE: To practice computing and interpreting descriptive statistics on test data.
1. What descriptive information can we provide to the EEOC regarding the current MC test being used? How about the proposed one?
2. Create appropriate graphs to describe the current and proposed MC tests.
3. Compute appropriate measures of central tendency, variability, and shape for the current and proposed MC tests.
4. Create standardized Z scores for both the current and the proposed MC tests.
EXERCISE 2.2: COMPUTING BIVARIATE STATISTICS OBJECTIVE: To practice computing and interpreting bivariate inferential statistics.
1. Is the current test related to any other demographic information such as age, education level, or work experience? How about the proposed test?
2. The complainant (with ID #450) is suggesting that the test is biased/unfair.What was her score? What is your best guess of her “true” score? How does her score compare to the scores of the
1. Knowing the level of measurement of your psychological test data is key to making sure you conduct the appropriate analyses and interpret the test score properly.
2. It is important to properly scale items before we try to scale individuals.
3. While true MDS is somewhat complex, it is important to make sure we understand how we are measuring items, responses, and individuals.
5. How would we scale multiple dimensions at one time?
1. What type of scaling should Benjamin be most concerned with? Subject, stimulus, or response? Why?
2. Who should Benjamin get to serve as participants for his study?
3. Would he be better served with a random sample of children or with a relatively homogeneous group of subject matter experts (SMEs) for his scaling study?
4. What level of measurement data is Benjamin dealing with?
5. Will Benjamin actually have to do several scaling projects to get the information he needs?
1. What difference (if any) does it make if Amanda uses an absolute or a relative rating scale?
2. Should Amanda just develop her own scale or try to use an existing measure?
EXERCISE 3.1: CONDUCTING A SCALING STUDY OBJECTIVE: To provide practice in conducting a scaling study.Outline a scaling study similar to the example that is provided at the end of the overview
1. What is the definition of your construct?
2. Who is going to generate items to measure the construct? How many items do they need to generate? Why?
3. What scaling model would be most appropriate for your example?
4. Who is going to serve as SMEs to rate the items?
5. On what basis are you going to select the items to keep for the final version of your scale?
6. Who are going to serve as subjects for your study? How many subjects do you need?
EXERCISE 3.2: SCALING ITEMS OBJECTIVE: To practice scaling items.Using the data from the “Bus Driver.sav” data set described in Appendix B, scale the 10 task items on the three dimensions of
1. Research the content domain thoroughly before writing a single test item.
2. Specify, in writing, the definition of the content domain or construct to be assessed.
1. As an alternative to developing a new measure of job satisfaction, Juan and Barbara might have considered obtaining an existing measure for use at SAVECO. What advantages and disadvantages might
2. Is job satisfaction a one-dimensional or a multidimensional construct?How might the answer to this question impact the development of the job satisfaction measure?
3. How might the item format chosen to measure job satisfaction impact the following?a. Administration of the measureb. Analysis of the datac. Findings of the investigation
4. How might the development of clear test specifications help Barbara and Juan avoid their conflict?
5. What sources of additional information regarding the measurement of job satisfaction might Juan and Barbara seek prior to developing test items?
1. Describe the first few steps you would take in defining the content domain that would constitute Janie’s statistics exam.
2. Would you recommend that Janie write the same number of items for each of the textbook chapters? Why or why not?
3. What percentage of items should be written for each of the following?a. Content presented both in readings and in lectureb. Content presented in lecture onlyc. Content presented in the assigned
4. What types of items should Janie use to assess student learning in the statistics class? Should all of the course content be assessed using the same item format?
EXERCISE 4.1: DEFINING A PERSONALITY TRAIT OBJECTIVE: To gain practice in defining a construct as a part of test specification.There are a large number of personality differences that to date have
EXERCISE 4.2: TEST SPECIFICATIONS FOR A MEASURE OF POTENTIAL FOR VIOLENCE OBJECTIVE: To illustrate how the purpose of testing influences test specifications.Assume that you are currently working as
1. How would you define the purpose of the test?
2. In what ways will the intended purpose of the test influence your definition of the test?

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