Question 1

The Taxonomy of Educational Objectives: Cognitive Domain consists of six progressively inclusive categories arranged from least to most complex.

Accepted Answer

A) True 
 B)False

Question 2

The type of test item preferred by most professional testers, because of its ability to measure both simple and complex skills, is the

Accepted Answer

A)  completion item. 
B)  essay item. 
C)  multiple-choice item. 
D)  true-false item. 
A)  completion item. 
B)  essay item. 
C)  multiple-choice item. 
D)  true-false item.

Question 3

Interrelated and interlocking items are good objective test items because they do a better job of measuring complex instructional objectives.

Accepted Answer

A) True 
 B)False

Question 4

List several advantages and disadvantages of each of the following types of test items. (a) objective, (b) essay, (c) oral, (d) performance

Accepted Answer

a) Objective test items:
Advantages:
1.

Question 5

Rearrangement and ranking items are special varieties of

Accepted Answer

A)  matching items. 
B)  multiple-choice items. 
C)  short-answer items. 
D)  true-false items. 
A)  matching items. 
B)  multiple-choice items. 
C)  short-answer items. 
D)  true-false items.

Question 6

In constructing an objective test, approximately __________ more items than needed for the final version of the test should be prepared initially

Accepted Answer

A)  10% 
B)  20% 
C)  50% 
D)  75% 
A)  10% 
B)  20% 
C)  50% 
D)  75%

Question 7

Which of the following is a type of Likert scale?

Accepted Answer

A)  visual analogue 
B)  true-false 
C)  performance assessment 
D)  hierarchical omnibus 
A)  visual analogue 
B)  true-false 
C)  performance assessment 
D)  hierarchical omnibus

Question 8

Likert scales request examinees to make ratings using __________ choices.

Accepted Answer

A)  5 
B)  7 
C)  4 
D)  can be all of the above 
A)  5 
B)  7 
C)  4 
D)  can be all of the above

Question 9

The most versatile of all objective test items, in that it can be adapted to the assessment of simple or complex objectives, is the true-false item.

Accepted Answer

A) True 
 B)False

Question 10

More complex educational objectives cannot be measured with true-false and multiple-choice items.

Accepted Answer

A) True 
 B)False

Question 11

A table of specifications is a listing of specific procedures for constructing a classroom test.

Accepted Answer

A) True 
 B)False

Question 12

The effectiveness of a multiple-choice item is determined primarily by the skill with which the distracters are constructed or selected.

Accepted Answer

A) True 
 B)False

Question 13

Short answer items are most useful in measuring

Accepted Answer

A)  ability to evaluate propositions. 
B)  analysis and synthesis. 
C)  knowledge of terminology. 
D)  understanding of principles. 
A)  ability to evaluate propositions. 
B)  analysis and synthesis. 
C)  knowledge of terminology. 
D)  understanding of principles.

Question 14

Match the descriptive phrase with the each question type:
-Scores most affected by specific determiners and guessing

Accepted Answer

A)  True-false 
B)  Double-choice 
A)  True-false 
B)  Double-choice

Question 15

Separate answer sheets can be used in marking test answers in the upper elementary school grades and beyond.

Accepted Answer

A) True 
 B)False

Question 16

The row and column headings for a two -way table of specifications for a test consist of cognitive and affective objectives.

Accepted Answer

A) True 
 B)False

Question 17

On a matching item, the number of

Accepted Answer

A)  response options should equal the number of premises. 
B)  response options should be greater than the number of premises. 
C)  the number of premises should be greater than the number of response options. 
D)  the number of premises is immaterial, but the number of response options should be substantially less. 
A)  response options should equal the number of premises. 
B)  response options should be greater than the number of premises. 
C)  the number of premises should be greater than the number of response options. 
D)  the number of premises is immaterial, but the number of response options should be substantially less.

Question 18

The first step in devising a test to screen job applicants is

Accepted Answer

A)  analyzing the job content into components. 
B)  constructing a table of specifications. 
C)  consulting a taxonomy of job objectives. 
D)  writing test items to predict the criterion. 
A)  analyzing the job content into components. 
B)  constructing a table of specifications. 
C)  consulting a taxonomy of job objectives. 
D)  writing test items to predict the criterion.

Question 19

Questions rather than incomplete statements are preferred on short answer items.

Accepted Answer

A) True 
 B)False

Question 20

Take a position on the utility of true-false items as measures of cognitive ability, and defend it with logical reasoning and references.

Accepted Answer

I believe that true-false items can be a

The Taxonomy of Educational Objectives: Cognitive Domain consists of six progressively inclusive categories arranged from least to most complex.

The type of test item preferred by most professional testers, because of its ability to measure both simple and complex skills, is the

Interrelated and interlocking items are good objective test items because they do a better job of measuring complex instructional objectives.

List several advantages and disadvantages of each of the following types of test items. (a) objective, (b) essay, (c) oral, (d) performance

Rearrangement and ranking items are special varieties of

In constructing an objective test, approximately __________ more items than needed for the final version of the test should be prepared initially

Which of the following is a type of Likert scale?

Likert scales request examinees to make ratings using __________ choices.

The most versatile of all objective test items, in that it can be adapted to the assessment of simple or complex objectives, is the true-false item.

More complex educational objectives cannot be measured with true-false and multiple-choice items.

A table of specifications is a listing of specific procedures for constructing a classroom test.

The effectiveness of a multiple-choice item is determined primarily by the skill with which the distracters are constructed or selected.

Short answer items are most useful in measuring

Match the descriptive phrase with the each question type: -Scores most affected by specific determiners and guessing

Separate answer sheets can be used in marking test answers in the upper elementary school grades and beyond.

The row and column headings for a two -way table of specifications for a test consist of cognitive and affective objectives.

On a matching item, the number of

The first step in devising a test to screen job applicants is

Questions rather than incomplete statements are preferred on short answer items.

Take a position on the utility of true-false items as measures of cognitive ability, and defend it with logical reasoning and references.

Historical and Professional Matters

Administration and Scoring of Tests

Item Analysis and Standardization of Tests

Reliability and Validity

Intelligence Testing

Individual and Group Differences in Mental Abilities

Neuropsychological Assessment

Standardized Achievement Tests

Applications and Issues in Ability Testing

Testing Special Abilities

Vocational Interests

Attitudes, Values, and Personal Orientations

Personality Assessment: Origins,applications, and Issues

Observations and Interviews

Rating Scales and Checklists

Personality Inventories

Projective Techniques

Appendix A: Measurement and Statistics

Filters

Exam 2: Test Design and Construction

The Taxonomy of Educational Objectives: Cognitive Domain consists of six progressively inclusive categories arranged from least to most complex.

The type of test item preferred by most professional testers, because of its ability to measure both simple and complex skills, is the

Interrelated and interlocking items are good objective test items because they do a better job of measuring complex instructional objectives.

List several advantages and disadvantages of each of the following types of test items. (a) objective, (b) essay, (c) oral, (d) performance

Rearrangement and ranking items are special varieties of

In constructing an objective test, approximately __________ more items than needed for the final version of the test should be prepared initially

Which of the following is a type of Likert scale?

Likert scales request examinees to make ratings using __________ choices.

The most versatile of all objective test items, in that it can be adapted to the assessment of simple or complex objectives, is the true-false item.

More complex educational objectives cannot be measured with true-false and multiple-choice items.

A table of specifications is a listing of specific procedures for constructing a classroom test.

The effectiveness of a multiple-choice item is determined primarily by the skill with which the distracters are constructed or selected.

Short answer items are most useful in measuring

Match the descriptive phrase with the each question type: -Scores most affected by specific determiners and guessing

Separate answer sheets can be used in marking test answers in the upper elementary school grades and beyond.

The row and column headings for a two -way table of specifications for a test consist of cognitive and affective objectives.

On a matching item, the number of

The first step in devising a test to screen job applicants is

Questions rather than incomplete statements are preferred on short answer items.

Take a position on the utility of true-false items as measures of cognitive ability, and defend it with logical reasoning and references.

Historical and Professional Matters

Administration and Scoring of Tests

Item Analysis and Standardization of Tests

Reliability and Validity

Intelligence Testing

Individual and Group Differences in Mental Abilities

Neuropsychological Assessment

Standardized Achievement Tests

Applications and Issues in Ability Testing

Testing Special Abilities

Vocational Interests

Attitudes, Values, and Personal Orientations

Personality Assessment: Origins,applications, and Issues

Observations and Interviews

Rating Scales and Checklists

Personality Inventories

Projective Techniques

Appendix A: Measurement and Statistics

Filters