Question 1

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?

Accepted Answer

A) the complexity of the computations 
B) the difficulty of the interpretations 
C) the small number of students 
D) the time needed to collect the data 
A) the complexity of the computations 
B) the difficulty of the interpretations 
C) the small number of students 
D) the time needed to collect the data C

Question 2

Low discriminating power is acceptable, but only if the item

Accepted Answer

A) has a 50% level of difficulty. 
B) has only three alternatives. 
C) is closely related to other items. 
D) measures a unique learning outcome. 
A) has a 50% level of difficulty. 
B) has only three alternatives. 
C) is closely related to other items. 
D) measures a unique learning outcome. D

Question 3

A test item has positive discriminating power when answered correctly by

Accepted Answer

A) all students. 
B) more high-scoring students. 
C) more low-scoring students. 
D) average students. 
A) all students. 
B) more high-scoring students. 
C) more low-scoring students. 
D) average students. B

Question 4

When arranging items in a test, it is best to ensure which of the following?

Accepted Answer

A) item types are mixed within each section 
B) essay questions are placed last 
C) difficult items are placed first 
D) items are placed randomly 
A) item types are mixed within each section 
B) essay questions are placed last 
C) difficult items are placed first 
D) items are placed randomly

Question 5

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?

Accepted Answer

A) 58 
B) 60 
C) 62 
D) 64 
A) 58 
B) 60 
C) 62 
D) 64

Question 6

The correction-for-guessing formula assumes that student guesses are based on which of the following?

Accepted Answer

A) blind choosing 
B) incorrect information 
C) partial information 
D) testwiseness 
A) blind choosing 
B) incorrect information 
C) partial information 
D) testwiseness

Question 7

Which of the following is a desirable procedure for reducing student cheating on a test?

Accepted Answer

A) Correct the test for guessing 
B) Do not permit questions during testing 
C) Have students turn in all scratch paper 
D) Allow students to use class notes 
A) Correct the test for guessing 
B) Do not permit questions during testing 
C) Have students turn in all scratch paper 
D) Allow students to use class notes

Question 8

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

Accepted Answer

A) True 
 B)False

Question 9

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is

Accepted Answer

A) 20%. 
B) 60%. 
C) 70%. 
D) 80%. 
A) 20%. 
B) 60%. 
C) 70%. 
D) 80%.

Question 10

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?

Accepted Answer

A) none 
B) 10 
C) 50 
D) 100 
A) none 
B) 10 
C) 50 
D) 100

Question 11

A fellow teacher's review of test items and assessment tasks is helpful in

Accepted Answer

A) identifying the objectives measured. 
B) improving clarity. 
C) improving difficulty. 
D) relating items and tasks to instruction. 
A) identifying the objectives measured. 
B) improving clarity. 
C) improving difficulty. 
D) relating items and tasks to instruction.

Question 12

Item discriminating power should typically not be interpreted as item validity because

Accepted Answer

A) item analysis usually is based on a partial sample.. 
B) item analysis usually uses an internal criterion. 
C) item validity is also based on item difficulty. 
D) defects in test items lower validity. 
A) item analysis usually is based on a partial sample.. 
B) item analysis usually uses an internal criterion. 
C) item validity is also based on item difficulty. 
D) defects in test items lower validity.

Question 13

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?

Accepted Answer

A) complexity of the items 
B) number of alternatives 
C) objectivity of the items 
D) use of interpretive exercises 
A) complexity of the items 
B) number of alternatives 
C) objectivity of the items 
D) use of interpretive exercises

Question 14

A distracter in a multiple-choice item is judged good if it attracts more students who have

Accepted Answer

A) cheated on the test. 
B) obtained high scores. 
C) obtained low scores. 
D) marked the items carelessly. 
A) cheated on the test. 
B) obtained high scores. 
C) obtained low scores. 
D) marked the items carelessly.

Question 15

The 10 students with the highest scores on a set of 8 assessment tasks had the following distribution of scores on one of the assessment tasks that was scored on a 3-point scale: 1 (1 student), 2 (5 students), 3 (4 students).Which of the following distributions of scores for the 10 lowest scoring students indicates that the task discriminated negatively?

Accepted Answer

A) 1 (3 students), 2 (4 students), 3 (3 students) 
B) 1 (5 students), 2 (5 students), 3 (0 students) 
C) 1 (9 students), 2 (1 student), 3 (0 students) 
D) 1 (0 students), 2 (3 students), 3 (7 students) 
A) 1 (3 students), 2 (4 students), 3 (3 students) 
B) 1 (5 students), 2 (5 students), 3 (0 students) 
C) 1 (9 students), 2 (1 student), 3 (0 students) 
D) 1 (0 students), 2 (3 students), 3 (7 students)

Question 16

If test directions instruct students to "answer every item," it is not recommended that educators

Accepted Answer

A) compute item difficulty. 
B) compute item discrimination. 
C) correct for guessing. 
D) determine split-half reliability. 
A) compute item difficulty. 
B) compute item discrimination. 
C) correct for guessing. 
D) determine split-half reliability.

Question 17

An item analysis yields the following results for a multiple-choice item (alternative A is the correct answer): Number of students in the upper and lower scoring groups on the total test choosing each alternative.
Alternative A* B C D Omit Total
Upper Group 3 1 5 1 0 10
Lower Group 6 2 0 1 1 10
Which one of the following statements is NOT justified by these results?

Accepted Answer

A) The item should be reviewed for possible miskeying. 
B) The item has negative discrimination. 
C) The item has a difficulty of 45%. 
D) The item is invalid. 
A) The item should be reviewed for possible miskeying. 
B) The item has negative discrimination. 
C) The item has a difficulty of 45%. 
D) The item is invalid.

Question 18

If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have

Accepted Answer

A) content relevance. 
B) difficulty. 
C) high reliability. 
D) high predictive power. 
A) content relevance. 
B) difficulty. 
C) high reliability. 
D) high predictive power.

Question 19

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be

Accepted Answer

A) 50%, .60. 
B) 50%, .80. 
C) 60%, .60. 
D) 60%, .80. 
A) 50%, .60. 
B) 50%, .80. 
C) 60%, .60. 
D) 60%, .80.

Question 20

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is

Accepted Answer

A) 25%. 
B) 50%. 
C) 75%. 
D) 100%. 
A) 25%. 
B) 50%. 
C) 75%. 
D) 100%.

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?

Low discriminating power is acceptable, but only if the item

A test item has positive discriminating power when answered correctly by

When arranging items in a test, it is best to ensure which of the following?

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?

The correction-for-guessing formula assumes that student guesses are based on which of the following?

Which of the following is a desirable procedure for reducing student cheating on a test?

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?

A fellow teacher's review of test items and assessment tasks is helpful in

Item discriminating power should typically not be interpreted as item validity because

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?

A distracter in a multiple-choice item is judged good if it attracts more students who have

If test directions instruct students to "answer every item," it is not recommended that educators

If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Measuring Complex Achievement 3

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters

Exam 14: Assembling, Administering, and Appraising Classroom Tests and Assessments

Which of the following is a major limitation of using item analysis procedures with the typical classroom test?

Low discriminating power is acceptable, but only if the item

A test item has positive discriminating power when answered correctly by

When arranging items in a test, it is best to ensure which of the following?

A multiple-choice test contains 100 items, each having a correct answer and three distracters.Which of the following would be the corrected score for 70 correct and 24 incorrect on the test using the correction-for-guessing formula?

The correction-for-guessing formula assumes that student guesses are based on which of the following?

Which of the following is a desirable procedure for reducing student cheating on a test?

It is probably a sound motivational procedure for the teacher to announce that an upcoming test is high stakes for students.

If item analysis data showed that an item was answered correctly by 8 out of 10 students in the upper group and 6 out of 10 students in the lower group, the difficulty of the test item is

In a 100-item criterion-referenced test, how many items should have zero difficulty at the end of instruction?

A fellow teacher's review of test items and assessment tasks is helpful in

Item discriminating power should typically not be interpreted as item validity because

The effect of guessing on scores can be best be reduced on a multiple-choice test by increasing which of the following?

A distracter in a multiple-choice item is judged good if it attracts more students who have

If test directions instruct students to "answer every item," it is not recommended that educators

If a test is composed of items that all have high discrimination indexes (based on the total test score), the test is said to also have

If 8 out of 10 students in the upper group and 2 out of 10 students in the lower group answer an item correctly, then the difficulty and discriminating power of the item would be

On a test of 50 students, if 25 students answered an item correctly, the item difficulty is

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Validity

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items 1

Constructing Objective Test Items 2

Measuring Complex Achievement 1

Measuring Complex Achievement 2

Measuring Complex Achievement 3

Portfolios

Assessment Procedures: Observational Techniques, Peer Appraisal, and Self-Report

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters