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Assessment
Assessment for Test Scores and Their Interpretation
Multiple Choice
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1
.
Which of the following is an assessment decision that is made when one chooses to report the number correct as the score for a test?
(
*
)
A.
All items are worth the same amount of points.
Correct
B.
Each item is scored such that partial credit is possible.
C.
Students receive points for a correct response, but are penalized for incorrect responses.
D.
The test has 100 total possible points.
2
.
The traditional grading scale
A.
is based on measurement-based studies
B.
is mandated by most school districts
(
*
)
C.
is a custom familiar to students, teachers, and parents
Correct
D.
should be used in the primary, but not the intermediate grades
3
.
Subscale scores are usually NOT used
A.
on an elementary school report card
(
*
)
B.
on a classroom summative assessment covering a long period of instruction
Correct
C.
on a state mandated standardized test
D.
on an exam that covers more than one content area, such as reading, math, and history
4
.
Formative assessments
(
*
)
A.
do not affect student grades
Correct
B.
come at the end of a long period of instruction
C.
always consist of selection items
D.
are sometimes referred to as finals exams
5
.
Which of the following test formats consists of supply items?
A.
Multiple Choice
B.
Matching
C.
True False
(
*
)
D.
Fill-in the blank
Correct
6
.
An item is said to be objectively scorable if
A.
a student cannot fairly argue with a teacher about whether an answer is correct
B.
it satisfies a teacher’s learning objectives
(
*
)
C.
a scoring key indicates a concrete answer which is considered correct
Correct
D.
the teacher follows an established scoring rubric while grading a student’s response
7
.
Dichotomous scoring
A.
allows for the possibility of more than one correct answer on an exam
B.
rewards students for demonstrating partial understanding of a concept
(
*
)
C.
is usually used on tests with selection items
Correct
D.
involves a highly detailed scoring rubric
8
.
Subjective scoring
A.
should be avoided because it is time consuming and inherently unfair
(
*
)
B.
often helps with validity if each score point matches different levels of learning
Correct
C.
is very reliable provided that only one person does the grading
D.
should be used when a task requires lower levels of understanding
9
.
Rubrics
A.
are only necessary if more than one individual is grading a test
B.
should focus on academic situations found only in the classroom
C.
are an the cornerstone of objective scoring
(
*
)
D.
enhance validity by setting out well-defined performance criteria
Correct
10
.
When teachers or graders use the percentage of agreement approach, the typical minimum goal is
(
*
)
A.
85%
Correct
B.
80%
C.
75%
D.
70%
11
.
Which of the following can best be said about the normal curve?
(
*
)
A.
The normal curve is a bell shaped curve that is the same on both sides.
Correct
B.
The normal curve represents the distribution of scores for small samples of the population.
C.
The normal curve has the mean to the far right of center.
D.
The normal curve has the majority of scores falling outside of two standard deviations.
12
.
What percent of people in a normal curve are approximately one standard deviation away from the mean?
A.
75%
(
*
)
B.
68%
Correct
C.
50%
D.
95%
13
.
When a student scores at the 75
th
percentile, that means:
A.
25 percent of the students taking the reading test scored below this student´s raw score
B.
75 percent of the students taking the reading test scored above this student´s raw score
(
*
)
C.
75 percent of the students taking the reading test scored below this student´s raw score
Correct
D.
75 percent of the students taking the reading test earned a grade of "C"
14
.
Percentiles
A.
Describe some of the scores
(
*
)
B.
Describe raw scores below which a particular percentage of people score
Correct
C.
Describe a single score
D.
Describe the percentage of people scoring at or below a particular score
15
.
Percentile ranks
A.
Describe all of the scores
B.
Describe raw scores below which a particular percentage of people score
(
*
)
C.
Describe the percentage of people scoring at or below a particular score
Correct
D.
Describe most of the scores
16
.
What is the formula for calculating an ACT score from a z score?
(
*
)
A.
18 + Z(6)
Correct
B.
50 + Z(10)
C.
500 + Z(100)
D.
100 + Z(15)
17
.
Stanines
A.
Are not based on the normal curve
B.
Are derived by computing Z scores first
C.
Have a mean of 50
(
*
)
D.
Report scores among seven equal intervals
Correct
18
.
Normal curve equivalents
A.
Is another term for percentile ranks
(
*
)
B.
Are at equal intervals
Correct
C.
Adjusts the score percentages
D.
Are not typically used
19
.
A 4
th
grader who performed at the same level as an average 10
th
grader is capable of doing 10
th
grade work.
A.
True
(
*
)
B.
False
Correct
20
.
Criterion-referenced scoring
A.
Is based on a relevant norm group
B.
Compares students to each other
(
*
)
C.
Is based on some predetermined set of standards
Correct
D.
Does not look at change in a single student
21
.
Criterion-referenced scoring
A.
Compares one student´s performance to others
B.
Should be avoided in elementary schools
(
*
)
C.
Uses a predetermined set of objectives or criteria
Correct
D.
Is used with the ITBS, SAT, and ACT tests
22
.
Which type of score does not rely on a norm group as a reference?
A.
Percentile ranks
(
*
)
B.
Performance scores
Correct
C.
Grade-equivalent scores
D.
Standard scores
23
.
Which is traditionally the most popular approach to test scoring?
(
*
)
A.
Criterion-referenced
Correct
B.
Vertical Equating
C.
Norm-referenced
D.
Horizontal Equating
24
.
A norm is only useful if it represents
A.
The typical student taking the test
B.
The standard sample of students
(
*
)
C.
The population from which examinees are drawn
Correct
D.
The entire population
25
.
A student can answer the same percentage correct on two different subjects
A.
Yet have an equal score
(
*
)
B.
Yet have a different percentile
Correct
C.
Yet have the same score
D.
Yet have a different score
26
.
What kinds of scores are translated to a different scale through the process of equating?
A.
Scaled
B.
Norms
C.
Percentile ranks
(
*
)
D.
Raw
Correct
27
.
Size is important as an evaluation consideration when
(
*
)
A.
Determining if sample size is large enough for representativeness
Correct
B.
Evaluating norm groups
C.
Determining population size viability
D.
Applying criterion-referenced scoring
28
.
Which type of equating takes into account the percentile ranks of scores on multiple versions of a test, and relates them accordingly.
A.
Linear equating
B.
Norm referenced equating
(
*
)
C.
Equipercentile equating
Correct
D.
Vertical equating
29
.
Which equating process compares performance on a single test across grades or age ranges?
A.
Linear equating
B.
Norm Referenced equating
C.
Equipercentile equating
(
*
)
D.
Vertical equating
Correct
30
.
Equating helps track student growth trends
(
*
)
A.
Over time and across age groups
Correct
B.
Compared to teacher effectiveness
C.
When one test version is used
D.
Compared to attrition rates
Test Scores and Their Interpretation
