Question 1

At a minimum, the technical adequacy of a test should include representative norms, reliable scores and general __________.

Accepted Answer

validity

Question 2

Generally, the more flexible a test's materials and directions, the more __________ will be the test results for students with severe disabilities.

Accepted Answer

valid

Question 3

Why is it most important to assess quality of the evidence presented in addition to checking to see if specific information relating to standards is provided?

Accepted Answer

Most importantly, the quality of the technical and procedural information should be verified in order to know what kinds of appropriate inferences can be made for each individual student.  For example, if the reliability was poor for 3rd graders, then the student's results (3rd) would not be usable.

Question 4

Tests used in making important educational decisions for students should have reliability estimates of at least

Accepted Answer

A)  0.90. 
B)  0.60. 
C)  0.70. 
D)  0.95. 
A)  0.90. 
B)  0.60. 
C)  0.70. 
D)  0.95.

Question 5

__________ are scores for each domain or subdomain on a test that can be interpreted appropriately.

Accepted Answer

The answer of __________ are scores for each domain or...

Question 6

Once you use a test, you become responsible for test-based  __________.

Accepted Answer

The answer of Once you use a test, you become...

Question 7

The proportions of students from each racial and ethnic group should be approximately __________ the proportions found in the general population.

Accepted Answer

The answer of The proportions of students from each racial...

Question 8

Good technical adequacy of a test at minimum includes

Accepted Answer

A)  general validity and a sizable norm sample. 
B)  reliable scores and general validity. 
C)  representative norms, reliable scores, and evidence for general validity. 
D)  clear purposes, reliable scores, and evidence for general validity. 
A)  general validity and a sizable norm sample. 
B)  reliable scores and general validity. 
C)  representative norms, reliable scores, and evidence for general validity. 
D)  clear purposes, reliable scores, and evidence for general validity.

Question 9

Each test must have sufficient reliability for every __________ for which the test was intended.

Accepted Answer

The answer of Each test must have sufficient reliability for...

Question 10

If an evaluator finds that the technical adequacy of a test is generally good, then

Accepted Answer

A)  one can use it with all students. 
B)  one should consider if it seems appropriate to use it for the specific student to be assessed. 
C)  the inferences can be trusted. 
D)  it has strong reliability and validity, the key elements to be concerned with. 
A)  one can use it with all students. 
B)  one should consider if it seems appropriate to use it for the specific student to be assessed. 
C)  the inferences can be trusted. 
D)  it has strong reliability and validity, the key elements to be concerned with.

Question 11

A test with four domain scores and six norm groups should have ____ reliability estimates.

Accepted Answer

The answer of A test with four domain scores and...

Question 12

__________ means each normative group to which a person's score on a test could be compared.

Accepted Answer

The answer of __________ means each normative group to which...

Question 13

In general, test publishers

Accepted Answer

A)  report everything there is to know about their test. 
B)  admit when their test is poorly normed. 
C)  must prove that their test is technically adequate. 
D)  provide exciting product development information. 
A)  report everything there is to know about their test. 
B)  admit when their test is poorly normed. 
C)  must prove that their test is technically adequate. 
D)  provide exciting product development information.

Question 14

List the six components of a test to address in a thorough test review.

Accepted Answer

Purposes; content an

Question 15

Explain the four steps of reviewing a test.

Accepted Answer

Acquire relevant materials, sp

Question 16

If a test has limited reliability, then

Accepted Answer

A)  authors should bolster content validity. 
B)  authors should present convincing evidence of general validity. 
C)  its validity must also be lacking. 
D)  the test should be abandoned. 
A)  authors should bolster content validity. 
B)  authors should present convincing evidence of general validity. 
C)  its validity must also be lacking. 
D)  the test should be abandoned.

Question 17

A test score in a normative sample may be dropped for all of the reasons except if

Accepted Answer

A)  it is an outlier. 
B)  demographic data is complete. 
C)  the student was too young for the sample requirements. 
D)  the student failed to complete the test. 
A)  it is an outlier. 
B)  demographic data is complete. 
C)  the student was too young for the sample requirements. 
D)  the student failed to complete the test.

Question 18

Test manuals should include

Accepted Answer

A)  tight testing procedures. 
B)  detailed directions and procedures. 
C)  flexible testing procedures. 
D)  brief descriptions of the domains covered. 
A)  tight testing procedures. 
B)  detailed directions and procedures. 
C)  flexible testing procedures. 
D)  brief descriptions of the domains covered.

Question 19

Unbeknownst to many,

Accepted Answer

A)  the number of students tested generally equals the norm group. 
B)  the norm group is typically less than the number of students tested. 
C)  the norm group is typically greater than the number of students tested. 
D)  None of the answers are correct. 
A)  the number of students tested generally equals the norm group. 
B)  the norm group is typically less than the number of students tested. 
C)  the norm group is typically greater than the number of students tested. 
D)  None of the answers are correct.

Question 20

When test authors allow certain accommodations to be used, they

Accepted Answer

A)  must also give separate norms for students with disabilities. 
B)  should provide evidence that the accommodations produce scores with the same meaning. 
C)  should include certain groups of students with disabilities in their norm groups. 
D)  should provide more flexible materials and directions. 
A)  must also give separate norms for students with disabilities. 
B)  should provide evidence that the accommodations produce scores with the same meaning. 
C)  should include certain groups of students with disabilities in their norm groups. 
D)  should provide more flexible materials and directions.

Exam 13: How to Evaluate a Test

At a minimum, the technical adequacy of a test should include representative norms, reliable scores and general __________.

Generally, the more flexible a test's materials and directions, the more __________ will be the test results for students with severe disabilities.

Why is it most important to assess quality of the evidence presented in addition to checking to see if specific information relating to standards is provided?

Tests used in making important educational decisions for students should have reliability estimates of at least

__________ are scores for each domain or subdomain on a test that can be interpreted appropriately.

Once you use a test, you become responsible for test-based __________.

The proportions of students from each racial and ethnic group should be approximately __________ the proportions found in the general population.

Good technical adequacy of a test at minimum includes

Each test must have sufficient reliability for every __________ for which the test was intended.

If an evaluator finds that the technical adequacy of a test is generally good, then

A test with four domain scores and six norm groups should have ____ reliability estimates.

__________ means each normative group to which a person's score on a test could be compared.

In general, test publishers

List the six components of a test to address in a thorough test review.

Explain the four steps of reviewing a test.

If a test has limited reliability, then

A test score in a normative sample may be dropped for all of the reasons except if

Test manuals should include

Unbeknownst to many,

When test authors allow certain accommodations to be used, they

Assessment in Social and Educational Contexts

Assessment and Decision-Making in Schools

Laws, Ethical Codes, and Standards

Test Scores and How to Use Them

Technical Adequacy: Reliability and Validity

Cultural and Linguistic Considerations

Using Test Adaptations and Accommodations

Teacher-Made Tests of Achievement

Assessing Behavior Through Observation

Monitoring Student Progress Toward Instructional Goals

Managing Classroom Assessment

Response to Intervention Rti and a Multi-Tiered System of Supports Mtss

Assessment of Academic Achievement With Multi-Skill Devices

Using Diagnostic Reading Measures

Using Diagnostic Mathematics Measures

Using Measures of Written Language

Using Measures of Intelligence

Using Measures of Social and Emotional Behavior

Making Instructional Decisions

Making Special Education Eligibility Decisions

Making Decisions About Participation in Accountability Programs

Collaborative Team Decision-Making

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