Question 1

Item Response Theory does all of the following EXCEPT

Accepted Answer

A)  encourages you to think about why people answer items correctly 
B)  defines difficulty in terms of the level of ability needed to answer the item correctly 
C)  links item responses to total test scores rather than to the construct the test is designed to measure 
D)  has become the dominant theme in modern psychometric research 
A)  encourages you to think about why people answer items correctly 
B)  defines difficulty in terms of the level of ability needed to answer the item correctly 
C)  links item responses to total test scores rather than to the construct the test is designed to measure 
D)  has become the dominant theme in modern psychometric research C

Question 2

An item with a p value of _______ guarantees that the item will be a good discriminator.

Accepted Answer

A)  0.5 
B)  1.0 
C)  0.0 
D)  none of the above 
A)  0.5 
B)  1.0 
C)  0.0 
D)  none of the above D

Question 3

Item Response Theory provides measures that are

Accepted Answer

A)  sample specific 
B)  sample indifferent 
C)  sample invariant 
D)  sample inversed 
A)  sample specific 
B)  sample indifferent 
C)  sample invariant 
D)  sample inversed C

Question 4

If an item analysis suggests that an item in a test is poor, and if that item is removed from the test, the reliability of the shorter test is likely to be

Accepted Answer

A)  lower than the original reliability coefficient 
B)  reliability would not change, but validity would increase 
C)  higher than the original reliability coefficient 
D)  none of the above 
A)  lower than the original reliability coefficient 
B)  reliability would not change, but validity would increase 
C)  higher than the original reliability coefficient 
D)  none of the above

Question 5

If an Item Characteristic Curve has a steep upward slope, this indicates that

Accepted Answer

A)  there is a weak relationship between test scores and responses to the particular item illustrated in the graph 
B)  an item has negative discriminating power 
C)  people who did well on the test are less likely to do well on this particular item 
D)  people who did well on the test are much more likely to answer the item correctly 
A)  there is a weak relationship between test scores and responses to the particular item illustrated in the graph 
B)  an item has negative discriminating power 
C)  people who did well on the test are less likely to do well on this particular item 
D)  people who did well on the test are much more likely to answer the item correctly

Question 6

A test is more precise if the difficulty level of the test corresponds with each individual's ability level. Constructing a test for each individual is

Accepted Answer

A)  too time consuming 
B)  tailoring the test 
C)  routinely done for all tests 
D)  all of the above 
A)  too time consuming 
B)  tailoring the test 
C)  routinely done for all tests 
D)  all of the above

Question 7

When everyone answers an item incorrectly the p value will be

Accepted Answer

A)  0.0 
B)  1.0 
C)  between 0.0 and 1.0 
D)  -1.0 
A)  0.0 
B)  1.0 
C)  between 0.0 and 1.0 
D)  -1.0

Question 8

The item-total correlation is a statistic that gives information on

Accepted Answer

A)  item difficulty 
B)  item discrimination 
C)  item distraction 
D)  item complexity 
A)  item difficulty 
B)  item discrimination 
C)  item distraction 
D)  item complexity

Question 9

A good test item should be ______ for people who do not know the correct response.

Accepted Answer

A)  easy 
B)  difficult 
C)  logical 
D)  impossible 
A)  easy 
B)  difficult 
C)  logical 
D)  impossible

Question 10

Suppose that for a question, 15% of people selected response "a", 20% selected response "b", 30% selected response "c" (which is the correct response), and 35% selected response "d". Which item analysis data do you have for that item?

Accepted Answer

A)  item difficulty analysis data 
B)  item discrimination analysis data 
C)  item distractor analysis data 
D)  both a and c 
A)  item difficulty analysis data 
B)  item discrimination analysis data 
C)  item distractor analysis data 
D)  both a and c

Question 11

A distractor that is chosen significantly fewer times than would be expected by chance

Accepted Answer

A)  lowers the difficulty of the item 
B)  increases the difficulty of the item 
C)  does not affect item difficulty 
D)  reflects an item not in the content domain 
A)  lowers the difficulty of the item 
B)  increases the difficulty of the item 
C)  does not affect item difficulty 
D)  reflects an item not in the content domain

Question 12

Item difficulty analysis shows

Accepted Answer

A)  relatedness of responses on one test to other test items on the test 
B)  how many people chose each response for an item 
C)  how many people chose the correct response to an item 
D)  the proportion of people who chose each response for each item 
A)  relatedness of responses on one test to other test items on the test 
B)  how many people chose each response for an item 
C)  how many people chose the correct response to an item 
D)  the proportion of people who chose each response for each item

Question 13

The probability of choosing the correct answer to an item can be represented graphically via

Accepted Answer

A)  item characteristic curves 
B)  item classification curves 
C)  item consistency curves 
D)  item response curves 
A)  item characteristic curves 
B)  item classification curves 
C)  item consistency curves 
D)  item response curves

Question 14

The D statistic in item analysis is a measure of

Accepted Answer

A)  item difficulty 
B)  item discrimination 
C)  item distraction 
D)  item complexity 
A)  item difficulty 
B)  item discrimination 
C)  item distraction 
D)  item complexity

Question 15

The reliability coefficient tells you something about the effects of _______ on test scores, while _______ can tell you why a test is reliable.

Accepted Answer

A)  variability; validity coefficients 
B)  measurement error; item analysis 
C)  measurement error; validity coefficients 
D)  variability; item analysis 
A)  variability; validity coefficients 
B)  measurement error; item analysis 
C)  measurement error; validity coefficients 
D)  variability; item analysis

Question 16

When the item-total correlation is ____, the slope of the item characteristic curve is _______.

Accepted Answer

A)  negative; positive 
B)  negative; negative 
C)  positive; negative 
D)  positive; zero 
A)  negative; positive 
B)  negative; negative 
C)  positive; negative 
D)  positive; zero

Question 17

Which approach gives you the best opportunity to obtain information by examining which incorrect response was chosen on a test?

Accepted Answer

A)  classical reliability theory 
B)  true score theory 
C)  item response theory 
D)  response dissimulation theory 
A)  classical reliability theory 
B)  true score theory 
C)  item response theory 
D)  response dissimulation theory

Question 18

Item difficulty refers to

Accepted Answer

A)  item complexity 
B)  item obscurity 
C)  the number of people who answer an item correctly 
D)  all of the above 
A)  item complexity 
B)  item obscurity 
C)  the number of people who answer an item correctly 
D)  all of the above

Question 19

A test with either all extremely difficult items or all extremely easy items will show ______ on individual test scores.

Accepted Answer

A)  little variability 
B)  much variability 
C)  extreme range 
D)  large differences 
A)  little variability 
B)  much variability 
C)  extreme range 
D)  large differences

Question 20

A test question which everyone answers correctly

Accepted Answer

A)  is a poor item because any item that more than 60% of people answer correctly is too easy 
B)  is a poor item because it has a low reliability 
C)  is a poor item because it does not discriminate 
D)  is NOT a poor item because it is fair to everyone 
A)  is a poor item because any item that more than 60% of people answer correctly is too easy 
B)  is a poor item because it has a low reliability 
C)  is a poor item because it does not discriminate 
D)  is NOT a poor item because it is fair to everyone

Exam 10: Item Analysis

Item Response Theory does all of the following EXCEPT

An item with a p value of _______ guarantees that the item will be a good discriminator.

Item Response Theory provides measures that are

If an item analysis suggests that an item in a test is poor, and if that item is removed from the test, the reliability of the shorter test is likely to be

If an Item Characteristic Curve has a steep upward slope, this indicates that

A test is more precise if the difficulty level of the test corresponds with each individual's ability level. Constructing a test for each individual is

When everyone answers an item incorrectly the p value will be

The item-total correlation is a statistic that gives information on

A good test item should be ______ for people who do not know the correct response.

Suppose that for a question, 15% of people selected response "a", 20% selected response "b", 30% selected response "c" (which is the correct response), and 35% selected response "d". Which item analysis data do you have for that item?

A distractor that is chosen significantly fewer times than would be expected by chance

Item difficulty analysis shows

The probability of choosing the correct answer to an item can be represented graphically via

The D statistic in item analysis is a measure of

The reliability coefficient tells you something about the effects of _______ on test scores, while _______ can tell you why a test is reliable.

When the item-total correlation is ____, the slope of the item characteristic curve is _______.

Which approach gives you the best opportunity to obtain information by examining which incorrect response was chosen on a test?

Item difficulty refers to

A test with either all extremely difficult items or all extremely easy items will show ______ on individual test scores.

A test question which everyone answers correctly

Tests and Measurements

Defining and Measuring Psychological Attributes: Ability, Interests, and Personality

Testing and Society

Basic Concepts in Measurement and Statistics

Scales, Transformations, and Norms

Reliability: the Consistency of Test Scores

Using and Interpreting Information About Test Reliability

Validity of Measurement: Content and Construct-Oriented Validation Strategies

Validity for Decisions: Criterion-Related Validity

The Process of Test Development

Computerized Test Administration and Interpretation

Ability Testing: Individual Tests

Ability Testing: Group Tests

Issues in Ability Testing

Interest Testing

Personality Testing

Tests and Educational Decisions

Psychological Measurement in Industry

Diagnostic Testing: Clinical Applications

Issues in Multi-Method Assessment

Filters

The reliability coefficient tells you something about the effects of _ on test scores, while _ can tell you why a test is reliable.

When the item-total correlation is , the slope of the item characteristic curve is ___.