Question 1

What describes the chances that a low-ability test taker will obtain each score?

Accepted Answer

A) acquiescence response set 
B) the miss rate 
C) guessing threshold 
D) the moments method 
A) acquiescence response set 
B) the miss rate 
C) guessing threshold 
D) the moments method

Question 2

Why should tests include items from a variety of difficulty levels?

Accepted Answer

A) Students are less likely to guess when there is a wide range of item difficulty. 
B) Good tests encourage students to do their best and a range of difficulty helps less confident students. 
C) Good tests discriminate at a variety of difficulty levels. 
D) Students like to have some easy items because they are more likely to respond correctly by chance. 
A) Students are less likely to guess when there is a wide range of item difficulty. 
B) Good tests encourage students to do their best and a range of difficulty helps less confident students. 
C) Good tests discriminate at a variety of difficulty levels. 
D) Students like to have some easy items because they are more likely to respond correctly by chance.

Question 3

An employment test attempted to find out if individuals who scored high on specific items that assessed an individual's ability to work well in a team related strongly to the test as a whole. The purpose of the study was to evaluate

Accepted Answer

A) human factors. 
B) optimum item difficulty. 
C) item discriminability. 
D) categories. 
A) human factors. 
B) optimum item difficulty. 
C) item discriminability. 
D) categories.

Question 4

When teachers are initially told that the students they will be teaching are either not very imaginative or are very imaginative, ratings using an adjective checklist will tend to reflect this original assessment. This is an example of

Accepted Answer

A) the effect of context. 
B) visual analogue. 
C) low sample size. 
D) forced choice effect. 
A) the effect of context. 
B) visual analogue. 
C) low sample size. 
D) forced choice effect.

Question 5

To be reliable, a true-false test must

Accepted Answer

A) use simple items. 
B) contain many items. 
C) have a high guessing threshold. 
D) contain few items. 
A) use simple items. 
B) contain many items. 
C) have a high guessing threshold. 
D) contain few items.

Question 6

The optimal item difficulty of a six-alternative test is

Accepted Answer

A) .50. 
B) .585. 
C) .60. 
D) .625. 
A) .50. 
B) .585. 
C) .60. 
D) .625.

Question 7

The following is an item from an attitude scale: ​
     Physical punishment is essential in order to control children.
               Strongly disagree
               Disagree
               Neither agree or disagree
               Agree
               Strongly agree
​
This item is in the

Accepted Answer

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

Question 8

Proponents of criterion-referenced tests have criticized item analysis procedures because they

Accepted Answer

A) cannot be used for criterion-referenced tests. 
B) have statistical flaws. 
C) do not provide information about the type of errors that students make. 
D) have no relevance for educational tests. 
A) cannot be used for criterion-referenced tests. 
B) have statistical flaws. 
C) do not provide information about the type of errors that students make. 
D) have no relevance for educational tests.

Question 9

This test item is an example of a

Accepted Answer

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

Question 10

The expected level of chance performance, for a 200-item multiple-choice exam with four choice alternatives, is

Accepted Answer

A) 25 correct. 
B) 50 correct. 
C) 75 correct. 
D) 100 correct. 
A) 25 correct. 
B) 50 correct. 
C) 75 correct. 
D) 100 correct.

Question 11

In order to evaluate a criterion referenced test, the test was administered to a group of students who had studied a learning unit and to another group who had not studied the learning unit. For each item on the test, the criterion for mastery would be

Accepted Answer

A) the point-biserial correlation. 
B) below the antimode. 
C) above the antimode. 
D) the validity coefficient. 
A) the point-biserial correlation. 
B) below the antimode. 
C) above the antimode. 
D) the validity coefficient.

Question 12

The difference between Likert scales and category formats is that

Accepted Answer

A) category formats are used only in health settings. 
B) category formats tends to be dichotomous while Likert scales tends to be polytomous. 
C) category formats tend to have a smaller number of choices. 
D) Likert scales tend to have a smaller number of choices. 
A) category formats are used only in health settings. 
B) category formats tends to be dichotomous while Likert scales tends to be polytomous. 
C) category formats tend to have a smaller number of choices. 
D) Likert scales tend to have a smaller number of choices.

Question 13

Which of the following is NOT one of DeVellis (2016)'s guidelines for writing test items?

Accepted Answer

A) Consider mixing positively and negatively worded items. 
B) Define clearly what you want to measure. 
C) Consider using "double-barreled" items that convey two or more ideas at the same time. 
D) Generate an item pool. 
A) Consider mixing positively and negatively worded items. 
B) Define clearly what you want to measure. 
C) Consider using "double-barreled" items that convey two or more ideas at the same time. 
D) Generate an item pool.

Question 14

The optimum level of item difficulty for a five-alternative multiple choice item is

Accepted Answer

A) .50. 
B) .60. 
C) .70. 
D) .80. 
A) .50. 
B) .60. 
C) .70. 
D) .80.

Question 15

In order to choose questions for a final version of a test, the examiners created a graph with difficulty on one axis and discriminability on the other. The examiners should use the questions that

Accepted Answer

A) all above the .50-point on the discriminability axis. 
B) fall below the .50 point on the discriminability axis. 
C) fall between .30 and .70 on difficulty and above .30 on discriminability. 
D) fall above the .50 point on discriminability and difficulty. 
A) all above the .50-point on the discriminability axis. 
B) fall below the .50 point on the discriminability axis. 
C) fall between .30 and .70 on difficulty and above .30 on discriminability. 
D) fall above the .50 point on discriminability and difficulty.

Question 16

Professor Plum created class intervals from the test scores for his class. He made a line graph using these intervals on the X-axis and the proportion of students who answered a particular question correctly on the Y-axis. The result is

Accepted Answer

A) a discrimination index. 
B) a correlation index. 
C) an item characteristic curve. 
D) a histogram. 
A) a discrimination index. 
B) a correlation index. 
C) an item characteristic curve. 
D) a histogram.

Question 17

Which of the following methods is used in the analysis of item discriminability?

Accepted Answer

A) test-retest 
B) extreme group 
C) characteristic curves 
D) factor analysis 
A) test-retest 
B) extreme group 
C) characteristic curves 
D) factor analysis

Question 18

Describing the chances that low-ability test takers will obtain each score is called the

Accepted Answer

A) dichotomous format. 
B) polytomous format. 
C) guessing threshold. 
D) 50% threshold. 
A) dichotomous format. 
B) polytomous format. 
C) guessing threshold. 
D) 50% threshold.

Question 19

Suppose that you are taking a multiple choice test where there is no correction for guessing. If you aren't sure of the answer,

Accepted Answer

A) only guess if you have some confidence you are correct. 
B) you should always guess on a speed test. 
C) you should always guess. 
D) you should never guess. 
A) only guess if you have some confidence you are correct. 
B) you should always guess on a speed test. 
C) you should always guess. 
D) you should never guess.

Question 20

As the proportion of people who get an item on a test correct increases, the measure of item difficulty

Accepted Answer

A) decreases. 
B) remains the same. 
C) increases. 
D) approaches chance. 
A) decreases. 
B) remains the same. 
C) increases. 
D) approaches chance.

Exam 6: Writing and Evaluating Test Items

What describes the chances that a low-ability test taker will obtain each score?

Why should tests include items from a variety of difficulty levels?

An employment test attempted to find out if individuals who scored high on specific items that assessed an individual's ability to work well in a team related strongly to the test as a whole. The purpose of the study was to evaluate

When teachers are initially told that the students they will be teaching are either not very imaginative or are very imaginative, ratings using an adjective checklist will tend to reflect this original assessment. This is an example of

To be reliable, a true-false test must

The optimal item difficulty of a six-alternative test is

The following is an item from an attitude scale: ​ Physical punishment is essential in order to control children. Strongly disagree Disagree Neither agree or disagree Agree Strongly agree ​ This item is in the

Proponents of criterion-referenced tests have criticized item analysis procedures because they

This test item is an example of a

The expected level of chance performance, for a 200-item multiple-choice exam with four choice alternatives, is

In order to evaluate a criterion referenced test, the test was administered to a group of students who had studied a learning unit and to another group who had not studied the learning unit. For each item on the test, the criterion for mastery would be

The difference between Likert scales and category formats is that

Which of the following is NOT one of DeVellis (2016)'s guidelines for writing test items?

The optimum level of item difficulty for a five-alternative multiple choice item is

In order to choose questions for a final version of a test, the examiners created a graph with difficulty on one axis and discriminability on the other. The examiners should use the questions that

Professor Plum created class intervals from the test scores for his class. He made a line graph using these intervals on the X-axis and the proportion of students who answered a particular question correctly on the Y-axis. The result is

Which of the following methods is used in the analysis of item discriminability?

Describing the chances that low-ability test takers will obtain each score is called the

Suppose that you are taking a multiple choice test where there is no correction for guessing. If you aren't sure of the answer,

As the proportion of people who get an item on a test correct increases, the measure of item difficulty

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

Filters

The following is an item from an attitude scale: Physical punishment is essential in order to control children. Strongly disagree Disagree Neither agree or disagree Agree Strongly agree This item is in the