Question 1

What factors should you consider when determining the optimal number of distractors for a multiple choice item?

Accepted Answer

When determining the optimal number of d

Question 2

The method of item analysis which looks at the correlation between performance on an item (correct or incorrect)and total test score is

Accepted Answer

A) the extreme group method. 
B) the tetrachoric method. 
C) the point-biserial method. 
D) the item characteristic curve method. 
A) the extreme group method. 
B) the tetrachoric method. 
C) the point-biserial method. 
D) the item characteristic curve method.

Question 3

Exhibit 6-1
 
Refer to Exhibit 6-1. Which item discriminates at various levels of performance?

Accepted Answer

A) item a 
B) item b 
C) item c 
D) item d 
E) item e 
A) item a 
B) item b 
C) item c 
D) item d 
E) item e

Question 4

When test items are evaluated against total test score, we use a(n)

Accepted Answer

A) internal criterion. 
B) external criterion. 
C) multivariate analysis. 
D) criterion referenced test. 
A) internal criterion. 
B) external criterion. 
C) multivariate analysis. 
D) criterion referenced test.

Question 5

In order to correct for guessing

Accepted Answer

A) a correction formula can be used. 
B) distractors should be eliminated. 
C) the number of items should be increased. 
D) distractors should be increased. 
A) a correction formula can be used. 
B) distractors should be eliminated. 
C) the number of items should be increased. 
D) distractors should be increased.

Question 6

Exhibit 6-1
 
Refer to Exhibit 6-1. In constructing a test, we would most likely eliminate

Accepted Answer

A) item a 
B) item b 
C) item c 
D) item d 
E) item e 
A) item a 
B) item b 
C) item c 
D) item d 
E) item e

Question 7

Which of the following increases the likelihood that students will guess when they are not sure of the correct response on a multiple choice item?

Accepted Answer

A) when they expect a low grade 
B) when the items are easy 
C) when the course is a required course 
D) when they dislike the subject 
A) when they expect a low grade 
B) when the items are easy 
C) when the course is a required course 
D) when they dislike the subject

Question 8

One problem with the use of category rating scales is that

Accepted Answer

A) many respondents are confused by dichotomous formats. 
B) responses are sometimes influenced by the context in which objects are rated. 
C) rating scales must be at least 100 points in order to be meaningfully interpreted. 
D) category rating scale data do not have ordinal scale property. 
A) many respondents are confused by dichotomous formats. 
B) responses are sometimes influenced by the context in which objects are rated. 
C) rating scales must be at least 100 points in order to be meaningfully interpreted. 
D) category rating scale data do not have ordinal scale property.

Question 9

Which of the following item writing recommendations has research support?

Accepted Answer

A) All answer options should be plausible. 
B) Items should cover important concepts and objectives. 
C) All parts of an item or exercise should appear on the same page. 
D) There should be an equal number of true and false statements. 
A) All answer options should be plausible. 
B) Items should cover important concepts and objectives. 
C) All parts of an item or exercise should appear on the same page. 
D) There should be an equal number of true and false statements.

Question 10

True-false examinations use

Accepted Answer

A) a dichotomous format. 
B) a polytomous format. 
C) a Likert format. 
D) a category format. 
A) a dichotomous format. 
B) a polytomous format. 
C) a Likert format. 
D) a category format.

Question 11

The proportion of responses that are expected to be correct for each level of ability can be represented by

Accepted Answer

A) an item characteristic curve. 
B) a discrimination index. 
C) a test characteristic curve. 
D) the optimum difficulty. 
A) an item characteristic curve. 
B) a discrimination index. 
C) a test characteristic curve. 
D) the optimum difficulty.

Question 12

Which testing method is popular for measuring self-rated health?

Accepted Answer

A) q-sort technique 
B) visual analogue scale 
C) checklists 
D) category formats 
A) q-sort technique 
B) visual analogue scale 
C) checklists 
D) category formats

Question 13

Why have checklists fallen out of favor?

Accepted Answer

A) They are simplistic. 
B) They are prone to error. 
C) They are difficult to write well. 
D) They cannot be validated. 
A) They are simplistic. 
B) They are prone to error. 
C) They are difficult to write well. 
D) They cannot be validated.

Question 14

The least frequent score in a frequency polygon is the

Accepted Answer

A) negative discriminator. 
B) discrimination point. 
C) antimode. 
D) criterion. 
A) negative discriminator. 
B) discrimination point. 
C) antimode. 
D) criterion.

Question 15

Exhibit 6-1
 
Refer to Exhibit 6-1. Which item discriminates well at low levels of performance but not at high levels?

Accepted Answer

A) item a 
B) item b 
C) item c 
D) item d 
E) item e 
A) item a 
B) item b 
C) item c 
D) item d 
E) item e

Question 16

Dr. H likes to start off his tests with a few easier items in order to boost the confidence of the test takers. This is an example of

Accepted Answer

A) human factors. 
B) the psychometric properties of the test. 
C) optimum item difficulty. 
D) item difficulty. 
A) human factors. 
B) the psychometric properties of the test. 
C) optimum item difficulty. 
D) item difficulty.

Question 17

Exhibit 6-1
 
Refer to Exhibit 6-1. Which item is inversely related to performance on the test?

Accepted Answer

A) item a 
B) item b 
C) item c 
D) item d 
E) item e 
A) item a 
B) item b 
C) item c 
D) item d 
E) item e

Question 18

When 100% of the test-takers get an item correct, the item will have a

Accepted Answer

A) low difficulty index (0%). 
B) high discriminability index. 
C) discriminability index of approximately .5. 
D) very low discriminability index. 
A) low difficulty index (0%). 
B) high discriminability index. 
C) discriminability index of approximately .5. 
D) very low discriminability index.

Question 19

The extreme group method and the point biserial method are both used to estimate

Accepted Answer

A) reliability. 
B) validity. 
C) discriminability. 
D) difficulty. 
A) reliability. 
B) validity. 
C) discriminability. 
D) difficulty.

Question 20

Identify and discuss the limitations of item analysis.

Accepted Answer

Item analysis is a valuable tool for eva

Exam 6: Writing and Evaluating Test Items

What factors should you consider when determining the optimal number of distractors for a multiple choice item?

The method of item analysis which looks at the correlation between performance on an item (correct or incorrect)and total test score is

Exhibit 6-1 Refer to Exhibit 6-1. Which item discriminates at various levels of performance?

When test items are evaluated against total test score, we use a(n)

In order to correct for guessing

Exhibit 6-1 Refer to Exhibit 6-1. In constructing a test, we would most likely eliminate

Which of the following increases the likelihood that students will guess when they are not sure of the correct response on a multiple choice item?

One problem with the use of category rating scales is that

Which of the following item writing recommendations has research support?

True-false examinations use

The proportion of responses that are expected to be correct for each level of ability can be represented by

Which testing method is popular for measuring self-rated health?

Why have checklists fallen out of favor?

The least frequent score in a frequency polygon is the

Exhibit 6-1 Refer to Exhibit 6-1. Which item discriminates well at low levels of performance but not at high levels?

Dr. H likes to start off his tests with a few easier items in order to boost the confidence of the test takers. This is an example of

Exhibit 6-1 Refer to Exhibit 6-1. Which item is inversely related to performance on the test?

When 100% of the test-takers get an item correct, the item will have a

The extreme group method and the point biserial method are both used to estimate

Identify and discuss the limitations of item analysis.

Introduction

Norms and Basic Statistics for Testing

Correlation and Regression

Reliability

Validity

Test Administration

Interviewing Techniques

Theories of Intelligence and the Binet Scales

The Wechsler Intelligence Scales: Wais-Iv, Wisc-Iv, and Wppsi-III

Testing in Education: Tests of Ability in Education and Special Education

Standardized Tests in Education, Civil Service, and the Military

Applications in Clinical and Counseling Settings

Projective Personality Tests

Computers and Basic Psychological Science in Testing

Testing in Counseling Psychology

Testing in Health Psychology and Health Care

Testing in Industrial and Business Settings

Test Bias

Testing and the Law

The Future of Psychological Testing

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