Question 1

It is good practice to not break up a test item and continue it on the next page.
Agree
Disagree

Accepted Answer

Agree

Question 2

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. C

Question 3

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. C

Question 4

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 5

If paper costs are a factor, educators can reduce the print size of test questions.

Accepted Answer

A) True 
 B)False

Question 6

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 7

One good method for discouraging cheating is to proctor an exam by moving around the room.
Agree
Disagree

Accepted Answer

The answer of One good method for discouraging cheating is...

Question 8

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 9

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.

Question 10

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 11

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%.

Question 12

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.

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 13

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 14

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.

Question 15

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 16

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 17

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 18

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 19

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 20

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

It is good practice to not break up a test item and continue it on the next page. Agree Disagree

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

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

If paper costs are a factor, educators can reduce the print size of test questions.

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

One good method for discouraging cheating is to proctor an exam by moving around the room. Agree Disagree

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

A test item has positive discriminating power when answered correctly by

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

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

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. Which one of the following statements is NOT justified by these results?

Low discriminating power is acceptable, but only if the item

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

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

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

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

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

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

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: 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

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

It is good practice to not break up a test item and continue it on the next page. Agree Disagree

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

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

If paper costs are a factor, educators can reduce the print size of test questions.

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

One good method for discouraging cheating is to proctor an exam by moving around the room. Agree Disagree

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

A test item has positive discriminating power when answered correctly by

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

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

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. Which one of the following statements is NOT justified by these results?

Low discriminating power is acceptable, but only if the item

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

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

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

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

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

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

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: 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

Grading and Reporting

Achievement Tests

Aptitude Tests

Test Selection, Administration, and Use

Interpreting Test Scores and Norms

Filters