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Lesson 4:
Outline
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Notes
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Glossary
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Presentation
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Activities
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Directed Questions
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Assessment
Assessment for Developing Standardized Tests
Multiple Choice
Attention: ONLINE RESPONDING IS DISABLED
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1.
Which type of test attempts to measure a person´s current knowledge or skill level in a given realm?
(
*
)
A.
Aptitude Test
Correct
B.
Achievement Test
C.
Psychological Test
D.
Personality Test
2.
Which type of test attempts to measure more abstract items such as constructs?
A.
Aptitude Test
B.
Achievement Test
(
*
)
C.
Psychological Test
Correct
D.
Personality Test
3.
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
4.
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
5.
Bloom´ 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
6.
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
7.
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
8.
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.
9.
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.
10.
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
11.
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
12.
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
13.
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
14.
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 tendency of high-performing students to answer an item correctly and low-performing students to answer it incorrectly.
(
*
)
C.
Is used to help determine if any of the items are biased for or against a particular group.
Correct
D.
s used to determine an items reliability.
Principles of Measurement
