Question 1

When evaluating a standardized achievement test, the most important validity consideration is the

Accepted Answer

A) construct claim made by the publisher. 
B) content covered by the test. 
C) variety of questions offered on the test. 
D) predictive relationship with a criterion. 
A) construct claim made by the publisher. 
B) content covered by the test. 
C) variety of questions offered on the test. 
D) predictive relationship with a criterion. B

Question 2

Which of the following data sources would a teacher likely examine to obtain evidence of validity based on content considerations?

Accepted Answer

A) frequency distribution 
B) correlation coefficient size 
C) description of criterion used 
D) table of specifications 
A) frequency distribution 
B) correlation coefficient size 
C) description of criterion used 
D) table of specifications D

Question 3

Which of the following would likely be a validity consideration inferred from observable behavior?

Accepted Answer

A) Construct 
B) Content 
C) Criterion 
D) Consequence 
A) Construct 
B) Content 
C) Criterion 
D) Consequence B

Question 4

Criterion-related evidence of validity can best be obtained by examining which of the following?

Accepted Answer

A) reliability coefficient 
B) expectancy table 
C) table of specifications 
D) test sample 
A) reliability coefficient 
B) expectancy table 
C) table of specifications 
D) test sample

Question 5

If a test is valid for one group of individuals it most likely means that it

Accepted Answer

A) is valid for all groups of individuals 
B) may not be valid for other groups of individuals 
C) by definition possesses strong content validity 
D) holds strong construct validity 
A) is valid for all groups of individuals 
B) may not be valid for other groups of individuals 
C) by definition possesses strong content validity 
D) holds strong construct validity

Question 6

The current concept of validity is best described as

Accepted Answer

A) a collection of test items. 
B) test scores over time. 
C) a statistical concept. 
D) a unitary concept. 
A) a collection of test items. 
B) test scores over time. 
C) a statistical concept. 
D) a unitary concept.

Question 7

All the following relationships between validity and reliability are possible EXCEPT which of the following?

Accepted Answer

A) high validity and low reliability. 
B) high validity and high reliability. 
C) low validity and low reliability. 
D) low validity and high reliability. 
A) high validity and low reliability. 
B) high validity and high reliability. 
C) low validity and low reliability. 
D) low validity and high reliability.

Question 8

Criterion-related validity considerations typically include which of the following?

Accepted Answer

A) correlations 
B) cut-off scores 
C) psychological traits 
D) construct variables 
A) correlations 
B) cut-off scores 
C) psychological traits 
D) construct variables

Question 9

If a teacher wants to generalize from the sample of items in a test to the larger domain of achievement that the sample represents, the teacher is concerned with

Accepted Answer

A) a concurrent validation study. 
B) content considerations. 
C) criterion-related evidence of validity. 
D) evidence of face validity. 
A) a concurrent validation study. 
B) content considerations. 
C) criterion-related evidence of validity. 
D) evidence of face validity.

Question 10

Which of the following is an example of concurrent validity?

Accepted Answer

A) two sets of behaviors occurring at once 
B) updating classroom behaviors 
C) known high science achievers scoring high on a biology achievement test 
D) the setting of a standard of performance that is expected to be reached 
A) two sets of behaviors occurring at once 
B) updating classroom behaviors 
C) known high science achievers scoring high on a biology achievement test 
D) the setting of a standard of performance that is expected to be reached

Question 11

The term validity, as used in testing and assessment, refers to which of the following?

Accepted Answer

A) interpretation of the results 
B) items or tasks in the test or assessment 
C) sets of scores 
D) setting learning standards 
A) interpretation of the results 
B) items or tasks in the test or assessment 
C) sets of scores 
D) setting learning standards

Question 12

Interpreting a student's chances of success in college can be most effectively done through the use of which of the following?

Accepted Answer

A) construct validity 
B) reliability 
C) expectancy tables 
D) test blueprints 
A) construct validity 
B) reliability 
C) expectancy tables 
D) test blueprints

When evaluating a standardized achievement test, the most important validity consideration is the

Which of the following data sources would a teacher likely examine to obtain evidence of validity based on content considerations?

Which of the following would likely be a validity consideration inferred from observable behavior?

Criterion-related evidence of validity can best be obtained by examining which of the following?

If a test is valid for one group of individuals it most likely means that it

The current concept of validity is best described as

All the following relationships between validity and reliability are possible EXCEPT which of the following?

Criterion-related validity considerations typically include which of the following?

If a teacher wants to generalize from the sample of items in a test to the larger domain of achievement that the sample represents, the teacher is concerned with

Which of the following is an example of concurrent validity?

The term validity, as used in testing and assessment, refers to which of the following?

Interpreting a student's chances of success in college can be most effectively done through the use of which of the following?

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items: Simple Forms

Constructing Objective Test Items: Multiple-Choice Forms

Measuring Complex Achievement: the Interpretative Exercise

Measuring Complex Achievement: Essay Questions

Measuring Complex Achievement: Performance-Based Assessments

Portfolios

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

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters

Exam 4: Validity

When evaluating a standardized achievement test, the most important validity consideration is the

Which of the following data sources would a teacher likely examine to obtain evidence of validity based on content considerations?

Which of the following would likely be a validity consideration inferred from observable behavior?

Criterion-related evidence of validity can best be obtained by examining which of the following?

If a test is valid for one group of individuals it most likely means that it

The current concept of validity is best described as

All the following relationships between validity and reliability are possible EXCEPT which of the following?

Criterion-related validity considerations typically include which of the following?

If a teacher wants to generalize from the sample of items in a test to the larger domain of achievement that the sample represents, the teacher is concerned with

Which of the following is an example of concurrent validity?

The term validity, as used in testing and assessment, refers to which of the following?

Interpreting a student's chances of success in college can be most effectively done through the use of which of the following?

Educational Testing and Assessment: Context, Issues, and Trends

The Role of Measurement and Assessment in Teaching

Instructional Goals and Objectives: Foundation for Assessment

Reliability and Other Desired Characteristics

Planning Classroom Tests and Assessments

Constructing Objective Test Items: Simple Forms

Constructing Objective Test Items: Multiple-Choice Forms

Measuring Complex Achievement: the Interpretative Exercise

Measuring Complex Achievement: Essay Questions

Measuring Complex Achievement: Performance-Based Assessments

Portfolios

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

Assembling, Administering, and Appraising Classroom Tests and Assessments

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters