Question 1

The difference in proportion of correct responses for each item between the top third of the class and the bottom third of the class is an example of a(n)
A) point biserial correlation.
B) discrimination index.
C) item difficulty.
D) guessing threshold.

Accepted Answer

The difference in proportion of correct responses for each item between the top third and bottom third of the class indicates how well the item discriminates between students who have a deeper understanding of the material versus those who do not. This is measured by the discrimination index, making B the correct answer. A point biserial correlation is used to measure the correlation between a continuous variable and a dichotomous variable. Item difficulty refers to how easy or difficult an item is for all students to answer correctly, regardless of their level of understanding. Guessing threshold refers to the point at which a student is likely to guess on a multiple-choice question.

Question 2

What is the first step in developing criterion-referenced tests?
A) Getting expert agreement about how to construct the test
B) Clearly specifying the objectives in precise statements about what is to be learned
C) Identifying the types of people who are likely to take the test and either score very well or very poorly
D) Creating items with a wide range of difficulty and administering them to experts in the field

Accepted Answer

The first step in developing criterion-referenced tests is to clearly specify the objectives in precise statements about what is to be learned. This is important in order to ensure that the test measures what it is intended to measure and for the construction of appropriate items.

Question 3

Identify and discuss the limitations of item analysis.

Accepted Answer

The answer of Identify and discuss the limitations of item...

Question 4

In most situations,a good test should contain items
A) from a wide range of difficulty levels.
B) at optimum difficulty levels.
C) at levels appropriate for the test taker.
D) mostly at or near average difficulty levels.

Accepted Answer

A good test should contain items from a wide range of difficulty levels to effectively differentiate between test takers of varying abilities.

Question 5

Which of the following is true of the characteristic curve for a "good" test item?
A) It is normally distributed.
B) It is bimodal and positively skewed.
C) It has a gradual,positive slope.
D) It is negatively accelerated.

Accepted Answer

A "good" test item should have a gradual, positive slope on its characteristic curve, indicating that as the ability level of the test-taker increases, the probability of answering the item correctly also increases. This indicates that the test item is effectively distinguishing between individuals with higher and lower levels of the construct being measured, which is the goal of any good test. The other answer choices are not indicative of a good test item.

Question 6

Which of the following methods is used in the analysis of item discriminability?
A) test-retest
B) extreme group
C) characteristic curves
D) factor analysis

Accepted Answer

The answer of Which of the following methods is used...

Question 7

Item analysis is different from the classical method of reliability because
A) a smaller number of items leads to higher reliability in item analysis.
B) item analysis ignores total score.
C) item analysis describes results for individual items,whereas reliability describes results for the scale as a whole.
D) item analysis generally considers the validity of the test.

Accepted Answer

Item analysis focuses on analyzing individual items, while reliability focuses on the overall consistency or dependability of the scale as a whole. Item analysis also takes into account the difficulty level, discrimination power, and potential flaws of individual items, which are not typically addressed in classical reliability analysis. Therefore, item analysis and classical reliability are different concepts and serve different purposes.

Question 8

In order to choose questions for a final version of a test,the examiners created a graph with difficulty on one axis and discriminability on the other.The examiners should use the questions that
A) fall above the .50-point on the discriminability axis.
B) fall below the .50 point on the discriminability axis.
C) fall between .30 and .70 on difficulty and above .30 on discriminability.
D) fall above the .50 point on discriminability and difficulty.

Accepted Answer

The examiners should use questions that fall between .30 and .70 on difficulty and above .30 on discriminability, as they will be both appropriately challenging and able to effectively differentiate between test-takers.

Question 9

The proportion of responses that are expected to be correct for each level of ability can be represented by
A) an item characteristic curve.
B) a discrimination index.
C) a test characteristic curve.
D) the optimum difficulty.

Accepted Answer

The answer of The proportion of responses that are expected...

Question 10

Criterion-referenced tests offer some advantages over tests that may be graded more subjectively and they are now quite prolific in school systems across the country.However,they have some specific problems.Discuss these advantages and disadvantages (feel free to integrate information from previous chapters).How would you improve this situation?

Accepted Answer

The answer of Criterion-referenced tests offer some advantages over tests...

Question 11

Which type of test is especially helpful for evaluating progress in individualized programs of instruction?
A) peaked conventional
B) criterion-referenced
C) rectangular-referenced
D) dichotomous

Accepted Answer

Criterion-referenced tests measure a student's performance against a predetermined set of criteria or standards, rather than comparing their performance to other students. This makes it especially helpful for evaluating progress in individualized programs of instruction, as the criteria can be tailored to the specific goals and objectives of the program. The other test types listed (peaked conventional, rectangular-referenced, dichotomous) are not as well-suited for this purpose.

Question 12

Develop several test items and describe methods for analyzing the appropriateness or inappropriateness of their inclusion on a test.(Hint: It may be helpful to actually "administer" these items to a group of friends. )

Accepted Answer

The answer of Develop several test items and describe methods...

Question 13

Peaked conventional tests present items
A) from a wide range of difficulty levels.
B) at optimum difficulty levels.
C) at levels appropriate for the test taker.
D) mostly at or near average difficulty levels.

Accepted Answer

Peaked conventional tests mainly present items that are around or near average difficulty levels. This is done to ensure that the test can effectively measure a test taker's overall abilities without being too easy or too difficult.

Question 14

Why should tests include a items from a variety of difficulty levels?
A) Students are less likely to guess when there is a wide range of item difficulty.
B) Good tests encourage students to do their best and a range of difficulty helps less confident students.
C) Good tests discriminate at a variety of difficulty levels.
D) Students like to have some easy items because they are more likely to respond correctly by chance.

Accepted Answer

The answer of Why should tests include a items from...

Question 15

Your text presents empirical evidence that indicates school children tend to repeat the same kind of errors when given problems of a particular type.This highlights the
A) importance of ranking students.
B) need to provide corrective feedback.
C) concept of 'teaching to the test'.
D) ability of IRT procedures to initiate guidance.

Accepted Answer

The evidence presented in the text suggests that students tend to repeat similar errors when faced with similar problems. This highlights the need to provide corrective feedback in order to address these recurring errors and promote greater learning and understanding. Rankings or IRT procedures may not necessarily address these specific errors, and the concept of 'teaching to the test' may actually contribute to the repetition of errors rather than helping to address them.

Quiz 7: Writing and Evaluating Test Items

The difference in proportion of correct responses for each item between the top third of the class and the bottom third of the class is an example of a(n)

What is the first step in developing criterion-referenced tests?

Identify and discuss the limitations of item analysis.

In most situations,a good test should contain items

Which of the following is true of the characteristic curve for a "good" test item?

Which of the following methods is used in the analysis of item discriminability?

Item analysis is different from the classical method of reliability because

In order to choose questions for a final version of a test,the examiners created a graph with difficulty on one axis and discriminability on the other.The examiners should use the questions that

The proportion of responses that are expected to be correct for each level of ability can be represented by

Which type of test is especially helpful for evaluating progress in individualized programs of instruction?

Develop several test items and describe methods for analyzing the appropriateness or inappropriateness of their inclusion on a test.(Hint: It may be helpful to actually "administer" these items to a group of friends. )

Peaked conventional tests present items

Why should tests include a items from a variety of difficulty levels?

Your text presents empirical evidence that indicates school children tend to repeat the same kind of errors when given problems of a particular type.This highlights the