Deck 5: Preparing and Using Achievement Tests

Question 1

The first step in planning an achievement test is to

A) identify the intended learning outcomes
B) construct relevant test items
C) prepare test specifications
D) decide between supply or select items

Answer 1

A

Question 2

The weight assigned to each topic area in a table of specifications should be determined by the

A) complexity of the topic area
B) instructional time devoted to the topic area
C) emphasis given in leading published tests
D) method used to evaluate the topic area

Answer 2

A

Question 3

Which of the following is classified as a supply-type achievement test item?

A) Fill in the blank
B) Multiple choice
C) True-false
d) Matching

Answer 3

Multiple choice

Question 4

The purpose of a table of specifications is to

A) insure that the test measures a sample of the learning outcomes
B) determine how difficult the test items should be
C) identify learning outcomes and content areas measured by the test
D) insure that the test items obtain a spread of scores

Question 5

Completion fill in the blank) items are classified as a

A) extended-response item
B) selection-type item
C) supply-type item
D) restricted-response item

Question 6

A distracter in a multiple-choice item is judged good if it attracts more students who have

A) cheated on the test
B) obtained high scores
C) obtained low scores
D) marked the items carelessly

Question 7

Test items used to measure the lowest level of the cognitive taxonomy are

A) analysis
B) application
C) understand
D) remember

Question 8

The ideal difficulty for an item in a standardized, norm-referenced multiple-choice test that has four alternatives with 15 in the high group and 15 in the low group would range between

A) 0 and 25%
B) 30% and 40%
C) 60% and 65%
D) 80% and 100%

Question 9

Identifies, names, defines, describes, lists, matches, selects, and outlines are verbs used for which level of the cognitive taxonomy?

A) Analysis
B) Application
C) Understand
D) Remember

Question 10

For which general outcome is the essay item most useful?

A) Evaluation
B) Remembering
C) Understanding
D) Application

Question 11

Tests which include items at the understanding, application, and interpretation levels aid the student in

A) self-evaluation
B) transfer of learning
C) motivation
D) mastery of learning

Question 12

Which of the following is classified as a selection-type achievement test item?

A) Extended response
B) Multiple choice
C) Restricted response
D) Short answer

Question 13

A test item has positive discriminating power when answered correctly by

A) all of the students
B) more high-scoring students
C) more low-scoring students
D) none of the students

Question 14

The purpose of preparing a two-way chart is to

A) determine the purpose of the test
B) define the learning objectives
C) prepare instructional objectives
D) assign relative weight to the learning outcomes

Question 15

Given an ideal test item in which 100 percent of the ten students in the high scoring group answer correctly and 20 to 25 percent of the ten students in the low scoring group select each of the four alternatives. An index of discriminating power of .80 for a test item means that it

A) has an ideal level of difficulty
B) has satisfactory discriminating power
C) is too easy for most students
D) should be revised or eliminated

Question 16

Outcomes which specify that students must synthesize and evaluate information are best assessed with which type of item?

A) Extended-response item
B) Selection-type item
C) Multiple-choice item
D) Restricted-response item

Question 17

The first step in constructing an achievement test is to

A) identify and define the general learning outcomes to be measured
B) list specific learning outcomes in terms of observable behavior
C) construct a table of specifications to organize subject matter
D) determining the number of questions to adequately test the students

Question 18

The steps to prepare a table of specifications include all EXCEPT

A) build the table
B) select the topic areas
C) weigh the importance of the topic areas
D) write the test items

Question 19

Selecting a portion of words for a spelling test out of all the terms a student should know is an example of

A) diagnosing
B) sampling
C) coursing
D) extending