A researcher wanted to test the psychometric properties of a new intelligence test for children. She administered the test twice, two months apart, to children in a fourth-grade classroom. On the second administration, she noticed that the children who performed well were not the same children who performed well on the first administration and that there appeared to be no relationship between student performance on the first and second administration of the test. Based on this scenario, the psychological construct missing from this intelligence test is     test-retest reliability, because the researcher is administering the same test twice test-retest reliability, because the researcher is administering the same test twice A test-retest reliability, because the researcher is administering equivalent forms of the test twice test-retest reliability, because the researcher is administering equivalent forms of the test twice B split-half reliability, because the researcher is administering the same test twice split-half reliability, because the researcher is administering the same test twice C split-half reliability, because the researcher is administering equivalent forms of the same test twice split-half reliability, because the researcher is administering equivalent forms of the same test twice D internal-consistency reliability, because the researcher is administering the same test twice

A researcher wanted to test the psychometric properties of a new intelligence test for children. She administered the test twice, two months apart, to children in a fourth-grade classroom. On the second administration, she noticed that the children who performed well were not the same children who performed well on the first administration and that there appeared to be no relationship between student performance on the first and second administration of the test. Based on this scenario, the psychological construct missing from this intelligence test is

 
 
  • test-retest reliability, because the researcher is administering the same test twice

    test-retest reliability, because the researcher is administering the same test twice
    A
  • test-retest reliability, because the researcher is administering equivalent forms of the test twice

    test-retest reliability, because the researcher is administering equivalent forms of the test twice
    B
  • split-half reliability, because the researcher is administering the same test twice

    split-half reliability, because the researcher is administering the same test twice
    C
  • split-half reliability, because the researcher is administering equivalent forms of the same test twice

    split-half reliability, because the researcher is administering equivalent forms of the same test twice
    D
  • internal-consistency reliability, because the researcher is administering the same test twice

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