Question 1

Exhibit 6-1
  
-Refer to Exhibit 6-1.Which item discriminates well at low levels of performance but not at high levels?

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 2

When Lupe argued that one of the questions on the five-alternative test was unfairly difficult,the teacher simply replied by saying that the item difficulty was optimal at

Accepted Answer

A)  .50. 
B)  .60. 
C)  .625. 
D)  .70. 
A)  .50. 
B)  .60. 
C)  .625. 
D)  .70.

Question 3

Proponents of criterion-referenced tests have criticized item analysis procedures because they

Accepted Answer

A)  cannot be used for criterion-referenced tests. 
B)  have statistical flaws. 
C)  do not provide information about the type of errors that students make. 
D)  have no relevance for educational tests. 
A)  cannot be used for criterion-referenced tests. 
B)  have statistical flaws. 
C)  do not provide information about the type of errors that students make. 
D)  have no relevance for educational tests.

Question 4

In most situations,a good test should contain items

Accepted Answer

A)  from a wide range of difficulty levels. 
B)  at optimum difficulty levels. 
C)  at levels appropriate for the test taker. 
D)  mostly at or near average difficulty levels. 
A)  from a wide range of difficulty levels. 
B)  at optimum difficulty levels. 
C)  at levels appropriate for the test taker. 
D)  mostly at or near average difficulty levels.

Question 5

Exhibit 6-1
  
-Refer to Exhibit 6-1.Which item is inversely related to performance on the test?

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 6

Which type of test is especially helpful for evaluating progress in individualized programs of instruction?

Accepted Answer

A)  peaked conventional 
B)  criterion-referenced 
C)  rectangular-referenced 
D)  dichotomous 
A)  peaked conventional 
B)  criterion-referenced 
C)  rectangular-referenced 
D)  dichotomous

Question 7

Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?

Accepted Answer

A)  when you are making a "wild guess" and a correction formula is being used 
B)  in any test situation where you are making a "wild guess" 
C)  when you can rule out one or more of the alternatives as being incorrect 
D)  when the guessing threshold is low 
A)  when you are making a "wild guess" and a correction formula is being used 
B)  in any test situation where you are making a "wild guess" 
C)  when you can rule out one or more of the alternatives as being incorrect 
D)  when the guessing threshold is low

Question 8

In item analysis,the internal criteria against which items are evaluated refers to the

Accepted Answer

A)  discrimination index. 
B)  total test score. 
C)  criterion. 
D)  predictor. 
A)  discrimination index. 
B)  total test score. 
C)  criterion. 
D)  predictor.

Question 9

In order to choose questions for a final version of a test,the examiners created a graph with difficulty on one axis and discriminability on the other.The examiners should use the questions that

Accepted Answer

A)  fall above the .50-point on the discriminability axis. 
B)  fall below the .50 point on the discriminability axis. 
C)  fall between .30 and .70 on difficulty and above .30 on discriminability. 
D)  fall above the .50 point on discriminability and difficulty. 
A)  fall above the .50-point on the discriminability axis. 
B)  fall below the .50 point on the discriminability axis. 
C)  fall between .30 and .70 on difficulty and above .30 on discriminability. 
D)  fall above the .50 point on discriminability and difficulty.

Question 10

The approach to test construction in which the item characteristic curve for each individual item is analyzed is called

Accepted Answer

A)  prophecy theory. 
B)  classical test theory. 
C)  item response theory. 
D)  item analysis theory. 
A)  prophecy theory. 
B)  classical test theory. 
C)  item response theory. 
D)  item analysis theory.

Question 11

Peaked conventional tests present items

Accepted Answer

A)  from a wide range of difficulty levels. 
B)  at optimum difficulty levels. 
C)  at levels appropriate for the test taker. 
D)  mostly at or near average difficulty levels. 
A)  from a wide range of difficulty levels. 
B)  at optimum difficulty levels. 
C)  at levels appropriate for the test taker. 
D)  mostly at or near average difficulty levels.

Question 12

If 50% of the individuals taking a particular test get a certain item correct,the difficulty (or easiness)level of that item would be

Accepted Answer

A)  .05. 
B)  .25. 
C)  .50. 
D)  .10. 
A)  .05. 
B)  .25. 
C)  .50. 
D)  .10.

Exhibit 6-1 -Refer to Exhibit 6-1.Which item discriminates well at low levels of performance but not at high levels?

When Lupe argued that one of the questions on the five-alternative test was unfairly difficult,the teacher simply replied by saying that the item difficulty was optimal at

Proponents of criterion-referenced tests have criticized item analysis procedures because they

In most situations,a good test should contain items

Exhibit 6-1 -Refer to Exhibit 6-1.Which item is inversely related to performance on the test?

Which type of test is especially helpful for evaluating progress in individualized programs of instruction?

Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?

In item analysis,the internal criteria against which items are evaluated refers to the

In order to choose questions for a final version of a test,the examiners created a graph with difficulty on one axis and discriminability on the other.The examiners should use the questions that

The approach to test construction in which the item characteristic curve for each individual item is analyzed is called

Peaked conventional tests present items

If 50% of the individuals taking a particular test get a certain item correct,the difficulty (or easiness)level of that item would be

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

Filters

Exam 6: Writing and Evaluating Test Items

Exhibit 6-1 -Refer to Exhibit 6-1.Which item discriminates well at low levels of performance but not at high levels?

When Lupe argued that one of the questions on the five-alternative test was unfairly difficult,the teacher simply replied by saying that the item difficulty was optimal at

Proponents of criterion-referenced tests have criticized item analysis procedures because they

In most situations,a good test should contain items

Exhibit 6-1 -Refer to Exhibit 6-1.Which item is inversely related to performance on the test?

Which type of test is especially helpful for evaluating progress in individualized programs of instruction?

Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?

In item analysis,the internal criteria against which items are evaluated refers to the

In order to choose questions for a final version of a test,the examiners created a graph with difficulty on one axis and discriminability on the other.The examiners should use the questions that

The approach to test construction in which the item characteristic curve for each individual item is analyzed is called

Peaked conventional tests present items

If 50% of the individuals taking a particular test get a certain item correct,the difficulty (or easiness)level of that item would be

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

Filters