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Psychometric Assessment Exam: Level 2 Ability

L2A

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You have 30 minutes to answer 40 questions randomly taken from across the course. The pass mark remains 70%. Good luck!

Psychometric Assessment Exam: Level 2 Ability

Final Course Exam: PAWL2A

Kindly note that because this is a test of your current competence, you will be given only ONE opportunity to take the assessment at the current time.

If you do not pass, you will need to wait at least 7 days (in order to have sufficient time to revise the course content) and pay a re-sit fee of US$99. We charge this fee, both for admin purposes, and to discourage students from taking the exam before they are ready. If you are confident that you are ready to proceed with the assessment, please feel free to do so, but note the only deadline for doing so is your ticket validity, so you do not need to sit this assessment prematurely.

Thank you for your understanding.

Final advice: Please do not use the back buttons on your browser and please stay inside the current tab. Do not switch back and forth between this tab and another. Tab switches are recorded by the system as they are suggestive of looking for the answers elsewhere – we are assessing your own knowledge and competence right now. We reserve the right to cancel certificates of those who switch tabs more than 2-3 times during the exam and to request that you resit.

The number of attempts remaining is 1

Kindly complete the following for tracking and certification purposes.
Name should be entered exactly as you would like to see it on any certificate.

1 / 30

What does the Utility Equation do?

2 / 30

Which of the following Job Analysis methods is the best?

3 / 30

Systematic error during testing refers to:

4 / 30

A candidate scored at the 39th percentile. His score is in the average band.

5 / 30

The SD of a sten scale is (exactly):

6 / 30

Calculate the SEMean for the following: 150 Candidates, SD = 2 (Round to nearest 2 decimal places)

7 / 30

A test publisher correlates an ability test score with a rating of job performance and concludes that the finding is significant at the 5% level. What does she mean? Choose all that apply:

8 / 30

Place the following levels of data in the correct order with the lowest level of quality signified by 1 and the highest signified by 3.

Ordinal
Interval
Nominal

9 / 30

The following are statements that relate to either Classical Test Theory or Item Response Theory. Please indicate which of the statements relate to Item Response Theory:

10 / 30

This picture shows reliability data from a test manual. If a candidate scored a raw score of 15 on NMG1, what would their Z score be?
(Hint: This draws upon knowledge from Level 1 which you should recall!)

11 / 30

Horn and Cattell took Spearman’s work with g further and introduced two sub areas. One of these was called crystallised intelligence and the other was called intelligence.

12 / 30

Match the items on the left with the items on the right:

Measures of spread
Measures of central tendency

13 / 30

Approximately how much of the variance in grade performance is associated with the numerical reasoning test score?

14 / 30

Looking at the 2 correlations in the table – what is the probability that they occurred by chance?

15 / 30

Who developed the first modern ability test?

16 / 30

Every significant finding is useful in establishing the validity of the test:

17 / 30

A company uses an abstract reasoning test as part of its selection process. Candidates who achieve the pass mark are carried forward to the next stage of the selection process. The pass mark is set at a Z score of +2. If the company tests 100 candidates, how many of them are likely to pass?

18 / 30

This picture shows reliability data from a test manual. What does the abbreviation SEm stand for?

19 / 30

A candidate obtains a raw score of 15 on test wherein 39 out of 167 people scored less than 15. How would you feed this back?

You scored at the  rd percentile. This means that you did better than per cent of similar others. This score falls within the band.

20 / 30

What is the minimum level of reliability that we aspire to for ability tests?

21 / 30

Match the types of validity with their descriptions:

Predictive Criterion Related Validity
Construct Validity
Content Validity
Concurrent Criterion Related Validity
Faith validity
Face Validity

22 / 30

Think about this carefully – don’t rush it! Sally and Jo both undertake a numerical reasoning test. The test has an SEm of 2. Sally scores 10 on the test whilst Jo scores 16. How confident can we be that Jo is really better than Sally at numerical reasoning?

23 / 30

T-score scales have a mean of:

24 / 30

At the 1% level of significance, how many correlations in every 100 are probably due to chance effects?

25 / 30

Match the items on the left with the items on the right:

The middle value in a set of data
Most frequently occurring value
Add up all values and then divide by the number of values

26 / 30

Think carefully about this question – don’t rush it! Sally undertakes a verbal reasoning test which has a standard deviation of 3 and a test-retest reliability of 0.8. Sally scores 14 on the test. What is the 68% confidence interval for Sally’s score?

27 / 30

Which of the following statements is TRUE about test-retest reliability?
(Check ALL that apply)

28 / 30

Which of these two theorists was responsible for a Multi-factor approach to intelligence?

29 / 30

Job analysis informs the job description and the (2 words).

30 / 30

Match the level of data to the typical correlation statistic used:

Ordinal
Interval
Nominal

Your score is

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