Question 1

An item analysis yields the following results for a multiple-choice item (alternative A is the correct answer): Number of students in the upper and lower scoring groups on the total test choosing each alternative.

Which one of the following statements is NOT justified by these results?
A)The item should be reviewed for possible miskeying.
B)The item has negative discrimination.
C)The item has a difficulty of 45%.
D)The item is invalid.

Accepted Answer

The results do not indicate that the item is invalid. However, they suggest that the item may need further review to address negative discrimination or possible miskeying. The item's difficulty level is also indicated as 45%.

Question 2

A fellow teacher's review of test items and assessment tasks is helpful in
A)identifying the objectives measured.
B)improving clarity.
C)improving difficulty.
D)relating items and tasks to instruction.

Accepted Answer

B

Question 3

Which of the following is a desirable procedure for reducing student cheating on a test?
A)Correct the test for guessing
B)Do not permit questions during testing
C)Have students turn in all scratch paper
D)Allow students to use class notes

Accepted Answer

Requiring students to turn in all scratch paper helps prevent them from using it to cheat. It eliminates the possibility of students creating cheat sheets or copying answers onto scratch paper during the test. The other three choices do not directly address the issue of cheating. Correcting the test for guessing may deter students from guessing but does not address cheating. Not permitting questions during testing may hinder students who need clarification on a question but does not address cheating. Allowing students to use class notes may help them perform better on the test but also opens up the possibility of using notes to cheat.

Question 4

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is
A)25%.
B)50%.
C)75%.
D)100%.

Accepted Answer

The item difficulty or level of difficulty is usually expressed as a percentage and is calculated by dividing the number of students who answered the item correctly by the total number of students who took the test and then multiplying the result by 100. In this case, the item difficulty is (25/50) x 100 = 50%, which means that half of the students who took the test answered the item correctly. Therefore, the correct choice is B.

Question 5

When arranging items in a test, it is best to ensure which of the following?
A)item types are mixed within each section
B)essay questions are placed last
C)difficult items are placed first
D)items are placed randomly

Accepted Answer

The answer of When arranging items in a test, it...

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.

Accepted Answer

A good distracter in a multiple-choice item is one that attracts students who have not mastered the material well, typically those who obtain low scores, as it helps to differentiate between students who understand the content and those who do not.

Question 7

If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have
A)content relevance.
B)difficulty.
C)high reliability.
D)high predictive power.

Accepted Answer

High discrimination indexes indicate that the items on the test are effectively distinguishing between high and low scorers, which is a key aspect of test reliability. This suggests that the test is consistent and measures what it is supposed to measure. Content relevance (A) and difficulty (B) are not necessarily related to discrimination indexes, and high predictive power (D) would require information about how the test scores relate to some external criterion.

Question 8

Item discriminating power should typically not be interpreted as item validity because
A)item analysis usually is based on a partial sample..
B)item analysis usually uses an internal criterion.
C)item validity is also based on item difficulty.
D)defects in test items lower validity.

Accepted Answer

Item discriminating power refers to how well an item can distinguish between those who are high and low on the trait or ability the test is measuring, which is an internal criterion. Item validity, on the other hand, concerns how well an item measures what it is supposed to measure, which can involve external criteria and is not solely based on the item's ability to discriminate.

Question 9

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?
A)none
B)10
C)50
D)100

Accepted Answer

The answer of In a 100-item criterion-referenced test, how many...

Question 10

The correction-for-guessing formula assumes that student guesses are based on which of the following?
A)blind choosing
B)incorrect information
C)partial information
D)testwiseness

Accepted Answer

The correction-for-guessing formula is used to adjust scores on multiple-choice tests to compensate for the possibility of getting answers correct by random guessing. It assumes that students are making blind choices, without any specific knowledge guiding their guesses.

Question 11

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?
A)58
B)60
C)62
D)64

Accepted Answer

The correction-for-guessing formula is typically used to adjust scores on multiple-choice tests to account for the possibility of getting answers correct by guessing. The formula is: Corrected Score = Right - (Wrong / (number of options - 1)). In this case, with 70 correct and 24 incorrect answers on a test with 4 options (1 correct answer + 3 distracters), the corrected score would be 70 - (24 / 3) = 70 - 8 = 62.

Question 12

Low discriminating power is acceptable, but only if the item
A)has a 50% level of difficulty.
B)has only three alternatives.
C)is closely related to other items.
D)measures a unique learning outcome.

Accepted Answer

Low discriminating power is acceptable if the item measures a unique learning outcome. This means that the item provides important information about the student's performance, even if it does not differentiate well between high and low achievers.

Question 13

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be
A)50%, .60.
B)50%, .80.
C)60%, .60.
D)60%, .80.

Accepted Answer

The answer of If 8 out of 10 students in...

Question 14

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?
A)the complexity of the computations
B)the difficulty of the interpretations
C)the small number of students
D)the time needed to collect the data

Accepted Answer

Item analysis procedures require a large sample size for accurate results, which is often not feasible in a typical classroom setting with a small number of students.

Question 15

A test item has positive discriminating power when answered correctly by
A)all students.
B)more high-scoring students.
C)more low-scoring students.
D)average students.

Accepted Answer

A test item with positive discriminating power is one that is more likely to be answered correctly by high-scoring students than by low-scoring students. Therefore, choice B (more high-scoring students) is the best answer. Choices A, C, and D are incorrect because they suggest that the item should be answered correctly by all students, low-scoring students, or average students, which would indicate low or no discriminating power.

Question 16

The 10 students with the highest scores on a set of 8 assessment tasks had the following distribution of scores on one of the assessment tasks that was scored on a 3-point scale: 1 (1 student), 2 (5 students), 3 (4 students).Which of the following distributions of scores for the 10 lowest scoring students indicates that the task discriminated negatively?
A)1 (3 students), 2 (4 students), 3 (3 students)
B)1 (5 students), 2 (5 students), 3 (0 students)
C)1 (9 students), 2 (1 student), 3 (0 students)
D)1 (0 students), 2 (3 students), 3 (7 students)

Accepted Answer

The answer of The 10 students with the highest scores...

Question 17

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

Accepted Answer

Announcing that an upcoming test is high stakes can motivate students to study and perform well, as they understand that the test will have significant consequences on their grades or other important outcomes.

Question 18

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?
A)complexity of the items
B)number of alternatives
C)objectivity of the items
D)use of interpretive exercises

Accepted Answer

Increasing the number of alternatives in each item decreases the chance of guessing correctly, and therefore reduces the effect of guessing on scores.

Question 19

If test directions instruct students to "answer every item," it is not recommended that educators
A)compute item difficulty.
B)compute item discrimination.
C)correct for guessing.
D)determine split-half reliability.

Accepted Answer

Correcting for guessing goes against the instruction to answer every item, as it incentivizes students to leave some questions unanswered in order to improve their score.

Question 20

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is
A)20%.
B)60%.
C)70%.
D)80%.

Accepted Answer

Difficulty of the item refers to the percentage or proportion of students who answered the item correctly. In this case, the upper group had a 80% (8/10) correct response rate, while the lower group had a 60% (6/10) correct response rate. Taking the average of these two rates, we get (80% + 60%)/2 = 70%. Therefore, the difficulty of the test item is 70%.

Quiz 14: Assembling, Administering, and Appraising Classroom Tests and Assessments

An item analysis yields the following results for a multiple-choice item (alternative A is the correct answer) : Number of students in the upper and lower scoring groups on the total test choosing each alternative. Which one of the following statements is NOT justified by these results?

A fellow teacher's review of test items and assessment tasks is helpful in

Which of the following is a desirable procedure for reducing student cheating on a test?

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is

When arranging items in a test, it is best to ensure which of the following?

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

If a test is composed of items that all have high discrimination indexes (based on the total test score) , the test is said to also have

Item discriminating power should typically not be interpreted as item validity because

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?

The correction-for-guessing formula assumes that student guesses are based on which of the following?

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?

Low discriminating power is acceptable, but only if the item

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?

A test item has positive discriminating power when answered correctly by

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?

If test directions instruct students to "answer every item," it is not recommended that educators

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is