PSY 370 FINAL EXAM QUESTIONS
WITH CORRECT ANSWERS
Why |do |we |often |use |psychological |tests |to |make |(or |help |make) |important |
decisions |about |people? |- |CORRECT |ANSWER✔✔-limited |resources |; |
appropriateness |of |treatments/interventions |(e.g., |how |depressed |are |you)
Why |are |both |lawmakers |and |professional |organizations |concerned |about |
regulating |test |use? |- |CORRECT |ANSWER✔✔-Concerned |with |the |results |of |
testing |- |adverse |impact |against |minority |test-takers |is |viewed |as |
discrimination... |
... |unless |the |test |user |can |show |that |the |test |is |valid |and |appropriate |(and |
that |there |are |no |better |alternatives).
What |does |federal |law |say |about |testing |in |each |of |the |following |areas? |(not |in
|your |book!)
Discrimination
Disability
Education
Test-Taker's |Rights |- |CORRECT |ANSWER✔✔-
Discrimination:
Who |is |protected? |Why |is |this |relevant |to |testing? |- |CORRECT |ANSWER✔✔-
Civil |Rights |Act, |1964 |- |prohibits |discrimination |on |the |basis |of |race, |color, |
religion, |national |origin, |and |gender. |
Applies |to |a |wide |variety |of |decisions |- |employment, |education, |housing, |etc. |
,Created |the |Equal |Employment |Opportunity |Commission |- |among |other |
things, |sets |guidelines |for |fair |and |appropriate |employment |testing
Discrimination:
How |are |the |consequences |or |results |of |the |test |considered |in |deciding |
whether |discrimination |is |occurring? |- |CORRECT |ANSWER✔✔-If |minority |and |
majority |group |members |get |different |scores, |is |the |problem |with |the |test? |
Or |is |there |a |real |difference |with |another |cause?
Discrimination:
Can |a |test |show |differences |between |majority |and |minority |group |members |
and |yet |not |be |considered |discriminatory? |If |so, |when? |- |CORRECT |
ANSWER✔✔-
Disability: |How |should |persons |with |disabilities |be |tested? |When |must |schools |
and |other |organizations |make |accommodations |for |a |person |whose |disability |
might |impair |their |performance |on |a |test? |- |CORRECT |ANSWER✔✔-Education |
for |All |Handicapped |Children, |1975 |- |requires |appropriate, |professional |testing
|of |children |suspected |to |have |a |disability. |
-Goal |is |to |determine |child's |educational |needs |and |meet |them. |
Individuals |with |Disabilities |Education |Act |, |1997 |- |requires |appropriate |testing
|to |establish |disability |status |and |educational |progress. |
-Educational |progress |tests |must |accommodate |students |with |disabilities |as |
far |as |is |reasonably |possible. |
Americans |with |Disabilities |Act, |1990 |- |prohibits |discrimination |on |the |basis |of |
disabilities.
,Education: |How |are |tests |used |in |the |No |Child |Left |Behind |Act? |- |CORRECT |
ANSWER✔✔-No |Child |Left |Behind, |2001 |- |holds |schools |accountable |for |
student |improvement |by |assessing |progress |on |standardized |tests.
Test-Takers' |Rights: |What |rights |are |given |to |test-takers |under |federal |law? |- |
CORRECT |ANSWER✔✔-Test-Takers' |Rights
Family |Education |Rights |and |Privacy |Act, |1974 |- |parents |and |students |have |
the |right |to |access |school |records, |including |tests. |
-May |request |a |hearing |to |challenge |test |scores.
Health |Insurance |Portability |and |Accountability |Act, |1996 |- |individuals |have |
the |right |to |know |(and |control) |who |has |access |to |their |medical |information, |
including |psychological |test |results.
What |is |case |law? |How |is |it |different |from |legislated |laws |and |statutes? |- |
CORRECT |ANSWER✔✔-Legislation |is |necessarily |broad. |
Details |of |how |to |implement |the |law |are |often |worked |out |over |time. |
When |there |is |dispute |about |how |to |implement |a |law, |it |often |ends |up |in |court.
|
A |judge's |ruling |sets |precedent |that |other |cases |must |follow |unless |the |ruling |
is |overturned. |
Within |the |same |court |level |- |state, |appeals, |supreme. |
This |means |that |the |judge's |ruling |essentially |tells |us |what |will |be |considered |
legal |or |illegal |in |the |future.
Why |do |test |users |need |to |be |aware |of |case |law? |- |CORRECT |ANSWER✔✔-
What |are |APA's |five |general |ethical |principles? |
Be |able |to |give |examples |of |each |in |a |testing |context |- |not |just |a |research |
context. |- |CORRECT |ANSWER✔✔-1. |Beneficence |and |Nonmaleficence
-Do |good; |avoid |doing |harm. |Consider |the |effects |of |your |choices |on |others. |
, 2. |Fidelity |and |Responsibility
-Understand |that |you |are |in |a |position |of |trust. |Be |accountable; |address |
conflicts |of |interest. |
3. |Integrity
-Encourage |accuracy, |honesty, |and |truthfulness. |
-When |it's |necessary |to |be |deceptive, |do |so |very |carefully. |
-Deception |by |omission |counts |too.
4. |Justice
-Ensure |that |all |people |have |equal |access |to |services |and |equal |quality |of |
service. |
5. |Respect |for |People's |Rights |and |Dignity
-Acknowledge |the |dignity |and |worth |of |all |people. |-Respect |all |people's |rights |
to |privacy, |confidentiality, |and |self-determination. |
-Respect |cultural, |individual, |and |role |differences.
In |addition |to |APA, |what |other |organizations |or |groups |have |issued |standards |
relevant |to |psychological |testing? |- |CORRECT |ANSWER✔✔-American |
Educational |Research |Association, |Association |of |Test |Publishers, |Society |for |
Industrial |and |Organizational |Psychology.
What |are |the |four |basic |rights |of |test |takers, |according |to |the |APA |principles? |- |
CORRECT |ANSWER✔✔-1. |Privacy |and |Confendentiality
-People |have |a |basic |legal |right |to |choose |what |they |share |about |themselves |
and |who |they |share |it |with. |
-Test |results |must |be |kept |secure. |
2. |Informed |consent:
Does |the |test-taker |know |what |he |or |she |is |getting |into?
-Applies |to |ALL |testing |situations, |not |just |research!
WITH CORRECT ANSWERS
Why |do |we |often |use |psychological |tests |to |make |(or |help |make) |important |
decisions |about |people? |- |CORRECT |ANSWER✔✔-limited |resources |; |
appropriateness |of |treatments/interventions |(e.g., |how |depressed |are |you)
Why |are |both |lawmakers |and |professional |organizations |concerned |about |
regulating |test |use? |- |CORRECT |ANSWER✔✔-Concerned |with |the |results |of |
testing |- |adverse |impact |against |minority |test-takers |is |viewed |as |
discrimination... |
... |unless |the |test |user |can |show |that |the |test |is |valid |and |appropriate |(and |
that |there |are |no |better |alternatives).
What |does |federal |law |say |about |testing |in |each |of |the |following |areas? |(not |in
|your |book!)
Discrimination
Disability
Education
Test-Taker's |Rights |- |CORRECT |ANSWER✔✔-
Discrimination:
Who |is |protected? |Why |is |this |relevant |to |testing? |- |CORRECT |ANSWER✔✔-
Civil |Rights |Act, |1964 |- |prohibits |discrimination |on |the |basis |of |race, |color, |
religion, |national |origin, |and |gender. |
Applies |to |a |wide |variety |of |decisions |- |employment, |education, |housing, |etc. |
,Created |the |Equal |Employment |Opportunity |Commission |- |among |other |
things, |sets |guidelines |for |fair |and |appropriate |employment |testing
Discrimination:
How |are |the |consequences |or |results |of |the |test |considered |in |deciding |
whether |discrimination |is |occurring? |- |CORRECT |ANSWER✔✔-If |minority |and |
majority |group |members |get |different |scores, |is |the |problem |with |the |test? |
Or |is |there |a |real |difference |with |another |cause?
Discrimination:
Can |a |test |show |differences |between |majority |and |minority |group |members |
and |yet |not |be |considered |discriminatory? |If |so, |when? |- |CORRECT |
ANSWER✔✔-
Disability: |How |should |persons |with |disabilities |be |tested? |When |must |schools |
and |other |organizations |make |accommodations |for |a |person |whose |disability |
might |impair |their |performance |on |a |test? |- |CORRECT |ANSWER✔✔-Education |
for |All |Handicapped |Children, |1975 |- |requires |appropriate, |professional |testing
|of |children |suspected |to |have |a |disability. |
-Goal |is |to |determine |child's |educational |needs |and |meet |them. |
Individuals |with |Disabilities |Education |Act |, |1997 |- |requires |appropriate |testing
|to |establish |disability |status |and |educational |progress. |
-Educational |progress |tests |must |accommodate |students |with |disabilities |as |
far |as |is |reasonably |possible. |
Americans |with |Disabilities |Act, |1990 |- |prohibits |discrimination |on |the |basis |of |
disabilities.
,Education: |How |are |tests |used |in |the |No |Child |Left |Behind |Act? |- |CORRECT |
ANSWER✔✔-No |Child |Left |Behind, |2001 |- |holds |schools |accountable |for |
student |improvement |by |assessing |progress |on |standardized |tests.
Test-Takers' |Rights: |What |rights |are |given |to |test-takers |under |federal |law? |- |
CORRECT |ANSWER✔✔-Test-Takers' |Rights
Family |Education |Rights |and |Privacy |Act, |1974 |- |parents |and |students |have |
the |right |to |access |school |records, |including |tests. |
-May |request |a |hearing |to |challenge |test |scores.
Health |Insurance |Portability |and |Accountability |Act, |1996 |- |individuals |have |
the |right |to |know |(and |control) |who |has |access |to |their |medical |information, |
including |psychological |test |results.
What |is |case |law? |How |is |it |different |from |legislated |laws |and |statutes? |- |
CORRECT |ANSWER✔✔-Legislation |is |necessarily |broad. |
Details |of |how |to |implement |the |law |are |often |worked |out |over |time. |
When |there |is |dispute |about |how |to |implement |a |law, |it |often |ends |up |in |court.
|
A |judge's |ruling |sets |precedent |that |other |cases |must |follow |unless |the |ruling |
is |overturned. |
Within |the |same |court |level |- |state, |appeals, |supreme. |
This |means |that |the |judge's |ruling |essentially |tells |us |what |will |be |considered |
legal |or |illegal |in |the |future.
Why |do |test |users |need |to |be |aware |of |case |law? |- |CORRECT |ANSWER✔✔-
What |are |APA's |five |general |ethical |principles? |
Be |able |to |give |examples |of |each |in |a |testing |context |- |not |just |a |research |
context. |- |CORRECT |ANSWER✔✔-1. |Beneficence |and |Nonmaleficence
-Do |good; |avoid |doing |harm. |Consider |the |effects |of |your |choices |on |others. |
, 2. |Fidelity |and |Responsibility
-Understand |that |you |are |in |a |position |of |trust. |Be |accountable; |address |
conflicts |of |interest. |
3. |Integrity
-Encourage |accuracy, |honesty, |and |truthfulness. |
-When |it's |necessary |to |be |deceptive, |do |so |very |carefully. |
-Deception |by |omission |counts |too.
4. |Justice
-Ensure |that |all |people |have |equal |access |to |services |and |equal |quality |of |
service. |
5. |Respect |for |People's |Rights |and |Dignity
-Acknowledge |the |dignity |and |worth |of |all |people. |-Respect |all |people's |rights |
to |privacy, |confidentiality, |and |self-determination. |
-Respect |cultural, |individual, |and |role |differences.
In |addition |to |APA, |what |other |organizations |or |groups |have |issued |standards |
relevant |to |psychological |testing? |- |CORRECT |ANSWER✔✔-American |
Educational |Research |Association, |Association |of |Test |Publishers, |Society |for |
Industrial |and |Organizational |Psychology.
What |are |the |four |basic |rights |of |test |takers, |according |to |the |APA |principles? |- |
CORRECT |ANSWER✔✔-1. |Privacy |and |Confendentiality
-People |have |a |basic |legal |right |to |choose |what |they |share |about |themselves |
and |who |they |share |it |with. |
-Test |results |must |be |kept |secure. |
2. |Informed |consent:
Does |the |test-taker |know |what |he |or |she |is |getting |into?
-Applies |to |ALL |testing |situations, |not |just |research!
