Question 1

Substituting multiple-choice items for extended-performance tasks is most likely to increase which of the following?

Accepted Answer

A) objectivity 
B) practicality 
C) reliability 
D) the number of items in the test 
A) objectivity 
B) practicality 
C) reliability 
D) the number of items in the test

Question 2

The weight assigned to each instructional objective in a table of specifications should be determined by which of the following factors?

Accepted Answer

A) whether it comes first or last in the order of instruction. 
B) the instructional time devoted to it. 
C) whether or not it is represented on state standardized tests. 
D) the time required to respond. 
A) whether it comes first or last in the order of instruction. 
B) the instructional time devoted to it. 
C) whether or not it is represented on state standardized tests. 
D) the time required to respond.

Question 3

To certify student accomplishment or assign final grades it would be best to use which of the following?

Accepted Answer

A) diagnostic assessment 
B) formative assessment 
C) readiness assessment 
D) summative assessment 
A) diagnostic assessment 
B) formative assessment 
C) readiness assessment 
D) summative assessment

Question 4

Which characteristic of a test or assessment is apt to be increased following the principle, "Use the type of test item or assessment task that measures a learning outcome most directly"?

Accepted Answer

A) Objectivity. 
B) Practicality. 
C) Reliability. 
D) Validity. 
A) Objectivity. 
B) Practicality. 
C) Reliability. 
D) Validity.

Question 5

A pretest is a type of

Accepted Answer

A) diagnostic test. 
B) formative test. 
C) placement test. 
D) summative test. 
A) diagnostic test. 
B) formative test. 
C) placement test. 
D) summative test.

Substituting multiple-choice items for extended-performance tasks is most likely to increase which of the following?

The weight assigned to each instructional objective in a table of specifications should be determined by which of the following factors?

To certify student accomplishment or assign final grades it would be best to use which of the following?

Which characteristic of a test or assessment is apt to be increased following the principle, "Use the type of test item or assessment task that measures a learning outcome most directly"?

A pretest is a type of

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

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 6: Planning Classroom Tests and Assessments

Substituting multiple-choice items for extended-performance tasks is most likely to increase which of the following?

The weight assigned to each instructional objective in a table of specifications should be determined by which of the following factors?

To certify student accomplishment or assign final grades it would be best to use which of the following?

Which characteristic of a test or assessment is apt to be increased following the principle, "Use the type of test item or assessment task that measures a learning outcome most directly"?

A pretest is a type of

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

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