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Glossary
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Assessment
Assessment for Test Development
Multiple Choice
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1
.
Which of the following is NOT true of the difficulty index?
A.
The larger the difficulty index, the easier the question
(
*
)
B.
A very difficult question will have a negative difficulty index
Correct
C.
A difficulty index is arrived at by dividing the number of student who correctly answered an item by the total number of students who took the test
D.
A difficulty index may be interpreted differently depending on an individual instructor’s classroom goals
2
.
An item’s discrimination index is
A.
a measure of the racial bias in a question
B.
a measure of the average student’s ability to discriminate between answer choices
(
*
)
C.
a measure of an item’s ability to discriminate between those who score high on the total test and those who scored low
Correct
D.
a measure of a question’s difficulty
3
.
Statisticians who study measurement prefer teachers to divide classes
A.
into 4 groups, each with 25% of students
B.
into 3 groups, each with 33% of students
C.
only if there is a wide range in student test scores
(
*
)
D.
into the top 27% and the lower 27%
Correct
4
.
The greater the positive value of a discrimination index
A.
the higher the value of the difficulty index
(
*
)
B.
the stronger the relationship is between overall test performance and performance on that item
Correct
C.
the greater the chance that a student could arrive at the correct answer by blind guessing
D.
the lower the effectiveness of distractors
5
.
A negative discrimination index
A.
can never happen
(
*
)
B.
might indicate that an item fooled those students who most understood the content
Correct
C.
indicates that the distractors were not very plausible and that they should be replaced
D.
is quite common and does not warrant any extra attention from the instructor
6
.
A plausible distractor
(
*
)
A.
lowers the number of students who correctly guess the answer to an item
Correct
B.
is an answer choice that most students can eliminate
C.
is usually drawn from a source which was supplemental reading for a course
D.
hurts the validity and reliability of an item because it confuses students
7
.
Teachers can make a variety of classroom decisions based on item analysis information. Which of the following could a teacher NOT reasonably decide based on item analysis?
A.
That he or she is not correctly teaching the material
B.
That the test item or whole test is not assessing accurately
C.
That grades should be assigned by using a modified scale
(
*
)
D.
That some individuals are made nervous by tests and should be given extra points to make up for this deficit
Correct
8
.
If items have a low or negative discrimination value, the teacher should
(
*
)
A.
remove them from the current test
Correct
B.
add extra points only to the test scores of low performing students
C.
add extra points only to the test scores of high performing students
D.
conclude that the item was too difficult
9
.
If an item is too hard, teachers should not
A.
remove the item from the current test
B.
add an extra point to every student’s test
(
*
)
C.
rewrite the item to include more plausible distractors
Correct
D.
remove the test question from the pool of items for future tests
10
.
A teacher may conclude that an item is too difficult if
A.
it has a high discrimination value
B.
it includes information from past units
C.
it has a negative difficulty index
(
*
)
D.
it has a difficulty index less than .50
Correct
11
.
Which type of test attempts to measure a person’s current knowledge or skill level in a given realm?
A.
Aptitude Test
(
*
)
B.
Achievement Test
Correct
C.
Psychological Test
D.
Personality Test
12
.
Which type of test attempts to measure more abstract items such as constructs?
(
*
)
A.
Aptitude Test
Correct
B.
Achievement Test
C.
Psychological Test
D.
Personality Test
13
.
What is the first and most important step in developing a standardized test?
A.
Develop test specifications
B.
Define the content area
(
*
)
C.
Clearly identify its purpose
Correct
D.
Develop the test items
14
.
What term represents a theoretical universe of content that represents every conceivable piece of knowledge or skill set that directly relates to the purpose of the test?
A.
Population
B.
Test specifications
C.
Test blueprint
(
*
)
D.
Domain
Correct
15
.
Bloom´s taxonomy of cognitive operations consists of six levels of cognitive processing, which is
not
one of those levels?
A.
Knowledge
B.
Comprehension
C.
Application
(
*
)
D.
Deconstructing
Correct
16
.
What is not included in test specifications?
(
*
)
A.
The test items
Correct
B.
The type of item format
C.
The scoring rules
D.
The method of score interpretation
17
.
The quality of an item is usually measured on three dimensions, which is
not
one of those dimensions?
A.
difficulty level
B.
discrimination index
(
*
)
C.
criterion validity
Correct
D.
differential item functioning
18
.
What does a difficulty level of .6 mean?
A.
60% of the test takers answered the item incorrectly
(
*
)
B.
60% of the test takers answered the item correctly
Correct
C.
The majority of test takers had a median score of 60% on that item
D.
60% of the test is more difficult than this item
19
.
The discrimination index:
(
*
)
A.
Calculates the tendency of high-performing students to answer an item correctly and low-performing students to answer it incorrectly
Correct
B.
Calculates The proportion of students who answer the item correctly
C.
Is used to help determine if any of the items are biased for or against a particular group
D.
Is used to determine an items reliability
20
.
The Differential item functioning (DIF):
A.
Calculates the tendency of high-performing students to answer an item correctly and low-performing students to answer it incorrectly
B.
Calculates The proportion of students who answer the item correctly
(
*
)
C.
Is used to help determine if any of the items are biased for or against a particular group
Correct
D.
Is used to determine an items reliability
21
.
What term describes the structured framework for the process of matching test items to a chosen domain?
A.
Test blueprint
(
*
)
B.
Table of specifications
Correct
C.
AYP logic model
D.
Generalizability chart
22
.
Which type of validity evidence is sometimes represented by showing a match between the items which are on a test and the items which should be on the test?
(
*
)
A.
Content-related
Correct
B.
Criterion-related
C.
Construct-related
D.
Consequences
23
.
What term describes the size of the relationships between scores on tests?
(
*
)
A.
Correlation coefficient
Correct
B.
AYP index
C.
Reliability
D.
Construct-related evidence
24
.
Which type of validity evidence is most often represented by a correlation between two tests?
A.
Content-related
(
*
)
B.
Criterion-related
Correct
C.
Construct-related
D.
Consequences
25
.
Which type of validity evidence is driven by the theoretical definition of the invisible trait which is meant to be measured?
A.
Content-related
B.
Criterion-related
(
*
)
C.
Construct-related
Correct
D.
Consequences
26
.
Which type of validity evidence is sometimes developed by looking at the impact that a test has on a person or population?
A.
Content-related
B.
Criterion-related
C.
Construct-related
(
*
)
D.
Consequences
Correct
27
.
Which type of reliability examines the consistency of individual scores across different administrations of a test?
A.
Internal reliability
(
*
)
B.
Test-retest reliability
Correct
C.
Parallel forms reliability
D.
Inter-rater reliability
28
.
Which type of reliability evaluates if different versions of the same test have the same measurement characteristics?
A.
Internal reliability
B.
Test-retest reliability
(
*
)
C.
Parallel forms reliability
Correct
D.
Inter-rater reliability
29
.
Which type of reliability indicates the degree of consistency in responses across the many items of a single test?
(
*
)
A.
Internal reliability
Correct
B.
Test-retest reliability
C.
Parallel forms reliability
D.
Inter-rater reliability
30
.
Which type of reliability refers to the amount of agreement or consistency between two different scorers scoring the same test?
A.
Internal reliability
B.
Test-retest reliability
C.
Parallel forms reliability
(
*
)
D.
Inter-rater reliability
Correct
31
.
Which concept refers to any difference not attributable to actual differences in the trait or ability being measured
A.
True variance
(
*
)
B.
Error variance
Correct
C.
Standard deviation
D.
Score variability
32
.
The Angoff method of developing cutscores refers to:
A.
A method that relies on judges placing people into borderline groups based on their ability
B.
A method that relies on judges placing people into contrasting groups based on their ability
C.
A method that relies on a statistically driven average of all test takers
(
*
)
D.
A method that requires judges to define a minimally competent individual
Correct
33
.
Which is
not
an actual step in the process of developing cutscores?
A.
A representative sample of judges should be assembled
B.
Judges should be given ample opportunity to discuss and revise judgments
(
*
)
C.
A sample of high scoring test takers should be assembled
Correct
D.
The results should be reviewed in light of actual examinee data
34
.
Which is
not
a descriptor of bias?
A.
A systematic error
B.
A technical concept
(
*
)
C.
Identical to fairness
Correct
D.
Can be analyzed impartially
35
.
Which procedure for bias detection is concerned with the opinion of individuals representing the relevant subgroups in the population of potential examinees?
A.
Empirical review
(
*
)
B.
Judgmental review
Correct
C.
Fairness review
D.
differential item functioning analysis
36
.
Which procedure for bias detection allows test developers to ascertain statistically whether or not individual items perform differently for relevant subgroups?
(
*
)
A.
Empirical review
Correct
B.
Judgmental review
C.
Fairness review
D.
Logical review
Test Development
