Question 1

When test items are evaluated against total test score,we use a(n)

Accepted Answer

A)  internal criterion. 
B)  external criterion. 
C)  multivariate analysis. 
D)  criterion referenced test. 
A)  internal criterion. 
B)  external criterion. 
C)  multivariate analysis. 
D)  criterion referenced test. A

Question 2

Which testing method is popular for measuring self-rated health?

Accepted Answer

A)  q-sort technique 
B)  visual analogue scale 
C)  checklists 
D)  category formats 
A)  q-sort technique 
B)  visual analogue scale 
C)  checklists 
D)  category formats B

Question 3

One problem with the use of category rating scales is that

Accepted Answer

A)  many respondents are confused by dichotomous formats. 
B)  responses are sometimes influenced by the context in which objects are rated. 
C)  rating scales must be at least 100 points in order to be meaningfully interpreted. 
D)  category rating scale data do not have ordinal scale property. 
A)  many respondents are confused by dichotomous formats. 
B)  responses are sometimes influenced by the context in which objects are rated. 
C)  rating scales must be at least 100 points in order to be meaningfully interpreted. 
D)  category rating scale data do not have ordinal scale property. B

Question 4

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

Accepted Answer

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. 
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.

Question 5

Dr.H likes to start off his tests with a few easier items in order to boost the confidence of the test takers.This is an example of

Accepted Answer

A)  human factors. 
B)  the psychometric properties of the test. 
C)  optimum item difficulty. 
D)  item difficulty. 
A)  human factors. 
B)  the psychometric properties of the test. 
C)  optimum item difficulty. 
D)  item difficulty.

Question 6

One method for measuring chronic pain asks the respondent to group statements according to how accurately they describe his/her discomfort.This would be an example of the

Accepted Answer

A)  Q-sort format. 
B)  checklist format. 
C)  Likert format. 
D)  category format. 
A)  Q-sort format. 
B)  checklist format. 
C)  Likert format. 
D)  category format.

Question 7

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)

Accepted Answer

A)  point biserial correlation. 
B)  discrimination index. 
C)  item difficulty. 
D)  guessing threshold. 
A)  point biserial correlation. 
B)  discrimination index. 
C)  item difficulty. 
D)  guessing threshold.

Question 8

What describes the chances that a low-ability test taker will obtain each score?

Accepted Answer

A)  acquiescence response set 
B)  the miss rate 
C)  guessing threshold 
D)  the moments method 
A)  acquiescence response set 
B)  the miss rate 
C)  guessing threshold 
D)  the moments method

Question 9

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

Accepted Answer

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 
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

Question 10

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

Accepted Answer

A)  test-retest 
B)  extreme group 
C)  characteristic curves 
D)  factor analysis 
A)  test-retest 
B)  extreme group 
C)  characteristic curves 
D)  factor analysis

Question 11

Describing the chances that low-ability test takers will obtain each score is called the

Accepted Answer

A)  dichotomous format. 
B)  polytomous format. 
C)  guessing threshold. 
D)  50% threshold. 
A)  dichotomous format. 
B)  polytomous format. 
C)  guessing threshold. 
D)  50% threshold.

Question 12

Which type of item tends to lose reliability and become obsolete over time?

Accepted Answer

A)  factual items 
B)  skill-based items 
C)  items based on abstract concepts 
D)  simple items 
A)  factual items 
B)  skill-based items 
C)  items based on abstract concepts 
D)  simple items

Question 13

Which of the following item writing recommendations has research support?

Accepted Answer

A)  All answer options should be plausible. 
B)  Items should cover important concepts and objectives. 
C)  All parts of an item or exercise should appear on the same page. 
D)  There should be an equal number of true and false statements. 
A)  All answer options should be plausible. 
B)  Items should cover important concepts and objectives. 
C)  All parts of an item or exercise should appear on the same page. 
D)  There should be an equal number of true and false statements.

Question 14

The average of a series of item characteristic curves is known as

Accepted Answer

A)  the average characteristic curve. 
B)  the standard error of the item characteristic. 
C)  a test characteristic curve. 
D)  the variance ratio curve. 
A)  the average characteristic curve. 
B)  the standard error of the item characteristic. 
C)  a test characteristic curve. 
D)  the variance ratio curve.

Question 15

The tendency for test takers to agree on most of the items is called a(n)

Accepted Answer

A)  guessing threshold. 
B)  acquiescence response set. 
C)  item difficulty. 
D)  the miss rate. 
A)  guessing threshold. 
B)  acquiescence response set. 
C)  item difficulty. 
D)  the miss rate.

Question 16

The optimum level of item difficulty for a five-alternative multiple choice item is

Accepted Answer

A)  .50. 
B)  .60. 
C)  .70. 
D)  .80. 
A)  .50. 
B)  .60. 
C)  .70. 
D)  .80.

Question 17

Exhibit 6-1
  
-Refer to Exhibit 6-1.Which item discriminates at various levels of performance?

Accepted Answer

A)  item a 
B)  item b 
C)  item c 
D)  item d 
E)  item e 
A)  item a 
B)  item b 
C)  item c 
D)  item d 
E)  item e

Question 18

An employment test attempted to find out if individuals who scored high on specific items that assessed an individual's 'ability to work well in a team' related strongly to the test as a whole.The purpose of the study was to evaluate

Accepted Answer

A)  human factors. 
B)  optimum item difficulty. 
C)  item discriminability. 
D)  categories. 
A)  human factors. 
B)  optimum item difficulty. 
C)  item discriminability. 
D)  categories.

Question 19

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

Accepted Answer

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. 
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.

Question 20

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

Accepted Answer

A)  an item characteristic curve. 
B)  a discrimination index. 
C)  a test characteristic curve. 
D)  the optimum difficulty. 
A)  an item characteristic curve. 
B)  a discrimination index. 
C)  a test characteristic curve. 
D)  the optimum difficulty.

Exam 6: Writing and Evaluating Test Items

When test items are evaluated against total test score,we use a(n)

Which testing method is popular for measuring self-rated health?

One problem with the use of category rating scales is that

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

Dr.H likes to start off his tests with a few easier items in order to boost the confidence of the test takers.This is an example of

One method for measuring chronic pain asks the respondent to group statements according to how accurately they describe his/her discomfort.This would be an example of the

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 describes the chances that a low-ability test taker will obtain each score?

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

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

Describing the chances that low-ability test takers will obtain each score is called the

Which type of item tends to lose reliability and become obsolete over time?

Which of the following item writing recommendations has research support?

The average of a series of item characteristic curves is known as

The tendency for test takers to agree on most of the items is called a(n)

The optimum level of item difficulty for a five-alternative multiple choice item is

Exhibit 6-1 -Refer to Exhibit 6-1.Which item discriminates at various levels of performance?

An employment test attempted to find out if individuals who scored high on specific items that assessed an individual's 'ability to work well in a team' related strongly to the test as a whole.The purpose of the study was to evaluate

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

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

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Validity

Test Administration

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, wisc-Iv, and Wppsi-Iii

Other Individual Tests of Ability in Education and Special Education

Standardized Tests in Education, civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Test Bias

Testing and the Law

Ethics and the Future of Psychological Testing

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