Question 1

An interitem correlation matrix displays the ______.

Accepted Answer

A)  reliability and validity coefficients for each item 
B)  difficulty of each item on the test 
C)  correlation of each item with every other item on the test 
D)  correlation of each item with the total test score for all test takers 
A)  reliability and validity coefficients for each item 
B)  difficulty of each item on the test 
C)  correlation of each item with every other item on the test 
D)  correlation of each item with the total test score for all test takers C

Question 2

Describe how we collect and interpret data for a qualitative item analysis. Discuss the types of information the test developer should seek and give examples of questions.

Accepted Answer

$\bullet$Potential areas of exploration by means of qualitative item analysis:
o Cultural sensitivity: Did you feel that any item or aspect of this test was discriminatory with respect to any group of people?
o Face validity: Did the test appear to measure what you expected it would measure?
o Test administrator: Did the presence of the test administrator affect your performance on this test in any way?
o Test environment: Did any conditions in the room affect your performance on this test in any way? If so, how?
o Test fairness: Do you think the test was a fair test of what it sought to measure?
o Test language: Were there any instructions or other written aspects of the test that you had difficulty understanding?
o Test length: How did you feel about the length of the test with respect to (a) the time it took to complete and (b) the number of items?
o Test taker's guessing: Did you guess on any of the test items? About what percentage of the items would you estimate you guessed on?
o Test taker's integrity: Do you think that there was any cheating during this test?
o Test taker's mental/physical state upon entry: How would you describe your physical/mental state going into this test? Do you think that your mental state in any way affected the test outcome?
o Test taker's overall impressions: How would you describe your overall impression of this test?
o Test taker's preferences: Was there any part of the test that you found entertaining or otherwise rewarding? What specifically did you like or dislike about the test? Was there any part of the test that you found anxiety provoking, condescending, or otherwise upsetting?
o Test taker's preparation: How did you prepare for this test?
o Expert Panels: Test developers also find the information provided by experts to be helpful in understanding and improving test results. One group of experts would be people who are knowledgeable about the test's constructs.
o Review by another test developer who has not been involved in the development process can provide a fresh look at issues of test length, administration instructions, and other issues not related to test content.

Question 3

What is an item characteristic curve?

Accepted Answer

A)  a line that describes the probability of answering an item correctly plotted against the level of ability on the trait being measured 
B)  a line that describes the distribution of responses to a single item on the trait being measured 
C)  a histogram constructed for the responses to a single item on the trait being measured 
D)  a line similar to the normal curve that results from graphing the discrimination index against difficulty level for the trait being measured ______. 
A)  a line that describes the probability of answering an item correctly plotted against the level of ability on the trait being measured 
B)  a line that describes the distribution of responses to a single item on the trait being measured 
C)  a histogram constructed for the responses to a single item on the trait being measured 
D)  a line similar to the normal curve that results from graphing the discrimination index against difficulty level for the trait being measured ______. A

Question 4

What are interitem correlations? What is their purpose in an item analysis?

Accepted Answer

@#LAT-DLM&An interitem correlation matrix displays

Question 5

Test items that everyone gets "right" or everyone gets "wrong" provide ______.

Accepted Answer

A)  evidence the test yields a wide range of scores 
B)  proof the test is not biased against minorities 
C)  support for the validity of the test questions 
D)  no basis for a comparison of test takers' abilities 
A)  evidence the test yields a wide range of scores 
B)  proof the test is not biased against minorities 
C)  support for the validity of the test questions 
D)  no basis for a comparison of test takers' abilities

Question 6

Which one of the following outcomes indicates that a test item should be retained in a test?

Accepted Answer

A)  High performers answered the item correctly and low performers answered the item incorrectly. 
B)  High performers answered the item correctly and low performers answered the item correctly. 
C)  High performers answered the item incorrectly and low performers answered the item correctly. 
D)  High performers answered the item incorrectly and low performers answered the item incorrectly. 
A)  High performers answered the item correctly and low performers answered the item incorrectly. 
B)  High performers answered the item correctly and low performers answered the item correctly. 
C)  High performers answered the item incorrectly and low performers answered the item correctly. 
D)  High performers answered the item incorrectly and low performers answered the item incorrectly.

Question 7

One advantage of empirically based tests is that ______.

Accepted Answer

A)  they have strong validity coefficients 
B)  their internal reliability is high 
C)  test takers prefer them to other types of tests 
D)  it is more difficult for test takers to fake responses 
A)  they have strong validity coefficients 
B)  their internal reliability is high 
C)  test takers prefer them to other types of tests 
D)  it is more difficult for test takers to fake responses

Question 8

A major difficulty in setting cut scores is ______.

Accepted Answer

A)  setting the score low enough that most test takers pass 
B)  setting the score high enough that only the best test takers pass 
C)  allowing for test error that may allow some to pass who should not pass 
D)  calculating the standard error measurement for the test scores 
A)  setting the score low enough that most test takers pass 
B)  setting the score high enough that only the best test takers pass 
C)  allowing for test error that may allow some to pass who should not pass 
D)  calculating the standard error measurement for the test scores

Question 9

Tests that are designed to classify individuals into two or more categories based on their scores on a criterion measure are called ______.

Accepted Answer

A)  empirically based tests 
B)  pilot tests 
C)  diagnostic tests 
D)  screening tests 
A)  empirically based tests 
B)  pilot tests 
C)  diagnostic tests 
D)  screening tests

Question 10

When items have a very low or very high p value, test developers ______.

Accepted Answer

A)  accept them as good items 
B)  know that they contribute to the variability of the test scores 
C)  rewrite or discard the items 
D)  have evidence that the item is valid 
A)  accept them as good items 
B)  know that they contribute to the variability of the test scores 
C)  rewrite or discard the items 
D)  have evidence that the item is valid

Question 11

Explain the purpose of a cut score and describe two methods for identifying a cut score. Give examples for each method.

Accepted Answer

@#LAT-DLM&When tests are used for making decisions

Question 12

Which one of the following tests is an example of an empirically based test?

Accepted Answer

A)  Mathematics Self-Efficacy Test 
B)  Myers-Briggs type indicator 
C)  Minnesota Multiphasic Personality Inventory 
D)  Graduate Record Exam 
A)  Mathematics Self-Efficacy Test 
B)  Myers-Briggs type indicator 
C)  Minnesota Multiphasic Personality Inventory 
D)  Graduate Record Exam

Question 13

Explain the concepts of predictive bias, differential validity, and single-group validity. Give an example of each.

Accepted Answer

@#LAT-DLM&Predictive bias occurs when the predicti

Question 14

Which one of the following is a part of quantitative item analysis?

Accepted Answer

A)  constructing an agenda for a test takers' group discussion 
B)  constructing one-on-one interviews for test takers 
C)  constructing item characteristic curves 
D)  constructing numerical rating scales for test-taker questionnaires 
A)  constructing an agenda for a test takers' group discussion 
B)  constructing one-on-one interviews for test takers 
C)  constructing item characteristic curves 
D)  constructing numerical rating scales for test-taker questionnaires

Question 15

Which one of the following provides important information for increasing the test's internal consistency?

Accepted Answer

A)  discrimination index 
B)  difficulty level 
C)  interitem correlation matrix 
D)  coefficient of multiple correlation 
A)  discrimination index 
B)  difficulty level 
C)  interitem correlation matrix 
D)  coefficient of multiple correlation

Question 16

How do researchers calculate the discrimination index?

Accepted Answer

A)  They calculate the difference between the percentage of upper performers and the percentage of lower performers who responded correctly. 
B)  They calculate the percentage of test takers who answered the item correctly. 
C)  They compare the percentage of test takers who answered the item correctly by demographic group. 
D)  They develop a matrix that contains the results of the item analyses for each item and calculate a score by adding the matrix columns. 
A)  They calculate the difference between the percentage of upper performers and the percentage of lower performers who responded correctly. 
B)  They calculate the percentage of test takers who answered the item correctly. 
C)  They compare the percentage of test takers who answered the item correctly by demographic group. 
D)  They develop a matrix that contains the results of the item analyses for each item and calculate a score by adding the matrix columns.

Question 17

When test developers examine the discrimination indexes of each item, which one of the following outcomes do they consider being most desirable?

Accepted Answer

A)  low positive numbers 
B)  high positive numbers 
C)  average positive numbers 
D)  low negative numbers 
A)  low positive numbers 
B)  high positive numbers 
C)  average positive numbers 
D)  low negative numbers

Question 18

What are item-criterion correlations? Describe one way in which developers use them?

Accepted Answer

@#LAT-DLM&Some developers correlate item responses

Question 19

Which one of the following ranges of item p values yield distribution of test scores with the most variation?

Accepted Answer

A)  0-0.3 
B)  0.4-0.6 
C)  0.7-1 
D)  1-3 
A)  0-0.3 
B)  0.4-0.6 
C)  0.7-1 
D)  1-3

Question 20

Define and describe types of bias in psychological testing. Discuss different types of predictive bias. Give examples of each type.

Accepted Answer

@#LAT-DLM&When the scores on a test taken by diffe

An interitem correlation matrix displays the ______.

Describe how we collect and interpret data for a qualitative item analysis. Discuss the types of information the test developer should seek and give examples of questions.

What is an item characteristic curve?

What are interitem correlations? What is their purpose in an item analysis?

Test items that everyone gets "right" or everyone gets "wrong" provide ______.

Which one of the following outcomes indicates that a test item should be retained in a test?

One advantage of empirically based tests is that ______.

A major difficulty in setting cut scores is ______.

Tests that are designed to classify individuals into two or more categories based on their scores on a criterion measure are called ______.

When items have a very low or very high p value, test developers ______.

Explain the purpose of a cut score and describe two methods for identifying a cut score. Give examples for each method.

Which one of the following tests is an example of an empirically based test?

Explain the concepts of predictive bias, differential validity, and single-group validity. Give an example of each.

Which one of the following is a part of quantitative item analysis?

Which one of the following provides important information for increasing the test's internal consistency?

How do researchers calculate the discrimination index?

When test developers examine the discrimination indexes of each item, which one of the following outcomes do they consider being most desirable?

What are item-criterion correlations? Describe one way in which developers use them?

Which one of the following ranges of item p values yield distribution of test scores with the most variation?

Define and describe types of bias in psychological testing. Discuss different types of predictive bias. Give examples of each type.

What Are Psychological Tests

Why Is Psychological Testing Important

What Are the Ethical Responsibilities of Test Publishers, Test Users, and Test Takers

How Do Test Users Interpret Test Scores

What Is Test Reliabilityprecision

How Do We Gather Evidence of Validity Based on the Content of a Test

How Do We Gather Evidence of Validity Based on Testcriterion Relationships

How Do We Gather Evidence of Validity Based on a Tests Relation to Constructs

How Do We Construct and Administer Surveys and Use Survey Data

How Do We Develop a Test

How Are Tests Used in Educational Settings

How Are Tests Used in Clinical and Counseling Settings

How Are Tests Used in Organizational Settings

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Exam 11: How Do We Assess the Psychometric Quality of a Test

An interitem correlation matrix displays the ______.

Describe how we collect and interpret data for a qualitative item analysis. Discuss the types of information the test developer should seek and give examples of questions.

What is an item characteristic curve?

What are interitem correlations? What is their purpose in an item analysis?

Test items that everyone gets "right" or everyone gets "wrong" provide ______.

Which one of the following outcomes indicates that a test item should be retained in a test?

One advantage of empirically based tests is that ______.

A major difficulty in setting cut scores is ______.

Tests that are designed to classify individuals into two or more categories based on their scores on a criterion measure are called ______.

When items have a very low or very high p value, test developers ______.

Explain the purpose of a cut score and describe two methods for identifying a cut score. Give examples for each method.

Which one of the following tests is an example of an empirically based test?

Explain the concepts of predictive bias, differential validity, and single-group validity. Give an example of each.

Which one of the following is a part of quantitative item analysis?

Which one of the following provides important information for increasing the test's internal consistency?

How do researchers calculate the discrimination index?

When test developers examine the discrimination indexes of each item, which one of the following outcomes do they consider being most desirable?

What are item-criterion correlations? Describe one way in which developers use them?

Which one of the following ranges of item p values yield distribution of test scores with the most variation?

Define and describe types of bias in psychological testing. Discuss different types of predictive bias. Give examples of each type.

What Are Psychological Tests

Why Is Psychological Testing Important

What Are the Ethical Responsibilities of Test Publishers, Test Users, and Test Takers

How Do Test Users Interpret Test Scores

What Is Test Reliabilityprecision

How Do We Gather Evidence of Validity Based on the Content of a Test

How Do We Gather Evidence of Validity Based on Testcriterion Relationships

How Do We Gather Evidence of Validity Based on a Tests Relation to Constructs

How Do We Construct and Administer Surveys and Use Survey Data

How Do We Develop a Test

How Are Tests Used in Educational Settings

How Are Tests Used in Clinical and Counseling Settings

How Are Tests Used in Organizational Settings

Filters