Question 1

Corrections for guessing are not often used in scoring standardized tests, but they are recommended on classroom achievement tests.

Accepted Answer

A) True 
 B)False  False

Question 2

Which of the following recommendations concerning test scoring is incorrect?

Accepted Answer

A)  Do not use correction for guessing formulas. 
B)  Give multiple-choice items having four alternatives twice as much weight as true-false items. 
C)  Let examinees know the scoring system before the test begins. 
D)  Weight essay items according to the amount of space that examinees are instructed to use in their answers. 
A)  Do not use correction for guessing formulas. 
B)  Give multiple-choice items having four alternatives twice as much weight as true-false items. 
C)  Let examinees know the scoring system before the test begins. 
D)  Weight essay items according to the amount of space that examinees are instructed to use in their answers. B

Question 3

All items on an essay test should be attempted by all examinees.

Accepted Answer

A) True 
 B)False  True

Question 4

Style and content should be evaluated separately in scoring essay items.

Accepted Answer

A) True 
 B)False

Question 5

Which of the following statements is false?

Accepted Answer

A)  Examinees should be told in advance what type of test will be administered. 
B)  Examinees usually do not score as high on an objective test if they are told to expect an essay test than if they are told to expect an objective test. 
C)  Examinees usually score higher on a recall test if they are told to expect a recall test. 
D)  Examinees usually score higher on a recognition test if they are told to expect a recognition test. 
A)  Examinees should be told in advance what type of test will be administered. 
B)  Examinees usually do not score as high on an objective test if they are told to expect an essay test than if they are told to expect an objective test. 
C)  Examinees usually score higher on a recall test if they are told to expect a recall test. 
D)  Examinees usually score higher on a recognition test if they are told to expect a recognition test.

Question 6

In scoring an essay test, an examinee?s answers to all items should be scored before going on to the next examinee?s paper.

Accepted Answer

A) True 
 B)False

Question 7

Ebel's confidence weighting procedure is an alternative method for scoring true -false items.

Accepted Answer

A) True 
 B)False

Question 8

Of all the following important factors in preparing for a standardized group-administered test, the most crucial is for the examiner to

Accepted Answer

A)  be thoroughly familiar with the directions for administering the test. 
B)  inform the examinees in advance where, when, and what kind of test will be administered. 
C)  make certain that the testing environment is quiet, comfortable, well-lighted, and adequately furnished. 
D)  review beforehand with the examinee items that are similar to those on the test. 
A)  be thoroughly familiar with the directions for administering the test. 
B)  inform the examinees in advance where, when, and what kind of test will be administered. 
C)  make certain that the testing environment is quiet, comfortable, well-lighted, and adequately furnished. 
D)  review beforehand with the examinee items that are similar to those on the test.

Question 9

Which of the following is not an advantage of computer-based adaptive tests?

Accepted Answer

A)  Answers can be revised and changed if the examinee likes. 
B)  Time to complete them is less than for conventional tests. 
C)  They are less reliable and valid than conventional tests. 
D)  Adaptive tests are less expensive than conventional tests. 
A)  Answers can be revised and changed if the examinee likes. 
B)  Time to complete them is less than for conventional tests. 
C)  They are less reliable and valid than conventional tests. 
D)  Adaptive tests are less expensive than conventional tests.

Question 10

Cheating on a group test can be most effectively minimized by

Accepted Answer

A)  including a penalty for cheating in the formula for scoring the test. 
B)  seating examinees one seat apart or in such a way that cheating is difficult. 
C)  warning examinees that cheating will be dealt with severely. 
D)  watching the examinees ?like a hawk? during the test. 
A)  including a penalty for cheating in the formula for scoring the test. 
B)  seating examinees one seat apart or in such a way that cheating is difficult. 
C)  warning examinees that cheating will be dealt with severely. 
D)  watching the examinees ?like a hawk? during the test.

Question 11

Examinees should be told the test time limits and how to record their answers, but not necessarily how the test is to be scored.

Accepted Answer

A) True 
 B)False

Question 12

What is an adaptive test, and what are its advantages and disadvantages in comparison with a conventional test?

Accepted Answer

An adaptive test is a type of assessment

Question 13

Correcting for guessing is probably not worth the effort in scoring classroom achievement tests.

Accepted Answer

A) True 
 B)False

Question 14

Rapport refers to a

Accepted Answer

A)  case study describing the tests used and the diagnosis made. 
B)  hierarchy of questions on a test in order of increasing difficulty. 
C)  special type of projective test in which there is a minimum of structure. 
D)  warm, friendly relationship between examiner and examinee. 
A)  case study describing the tests used and the diagnosis made. 
B)  hierarchy of questions on a test in order of increasing difficulty. 
C)  special type of projective test in which there is a minimum of structure. 
D)  warm, friendly relationship between examiner and examinee.

Question 15

Scores on criterion-referenced tests are expressed as percentages.

Accepted Answer

A) True 
 B)False

Question 16

On a four-option, multiple-choice test scored by the recommended procedure for a classroom achievement test, James gets 24 items right, 24 items wrong, and leaves 2 items blank. His score on the test is

Accepted Answer

A)  0. 
B)  16. 
C)  18. 
D)  24. 
A)  0. 
B)  16. 
C)  18. 
D)  24.

Question 17

In scoring a classroom achievement test, it is recommended that

Accepted Answer

A)  a correction for guessing be applied to multiple-choice, but not to true-false items. 
B)  essay answers containing the same information not be weighted according to the length of the answer. 
C)  multiple-choice items be weighted according to their length and degree of complexity. 
D)  multiple-choice items be weighted more than true-false and short-answer items. 
A)  a correction for guessing be applied to multiple-choice, but not to true-false items. 
B)  essay answers containing the same information not be weighted according to the length of the answer. 
C)  multiple-choice items be weighted according to their length and degree of complexity. 
D)  multiple-choice items be weighted more than true-false and short-answer items.

Question 18

What are the differences in the procedures used in scoring essay, objective, oral, and performance tests?

Accepted Answer

The procedures used in scoring essay, ob

Question 19

Employing the standard correction for guessing formula in scoring a 50 -item true-false test, an examinee who gets 30 items right and 20 items wrong will make a score of

Accepted Answer

A)  10. 
B)  20. 
C)  25. 
D)  30. 
A)  10. 
B)  20. 
C)  25. 
D)  30.

Question 20

What is a ʺcorrection for guessing,ʺ with what kinds of tests is it used, and how effective is it?

Accepted Answer

A "correction for guessing" refers to a

Corrections for guessing are not often used in scoring standardized tests, but they are recommended on classroom achievement tests.

Which of the following recommendations concerning test scoring is incorrect?

All items on an essay test should be attempted by all examinees.

Style and content should be evaluated separately in scoring essay items.

Which of the following statements is false?

In scoring an essay test, an examinee?s answers to all items should be scored before going on to the next examinee?s paper.

Ebel's confidence weighting procedure is an alternative method for scoring true -false items.

Of all the following important factors in preparing for a standardized group-administered test, the most crucial is for the examiner to

Which of the following is not an advantage of computer-based adaptive tests?

Cheating on a group test can be most effectively minimized by

Examinees should be told the test time limits and how to record their answers, but not necessarily how the test is to be scored.

What is an adaptive test, and what are its advantages and disadvantages in comparison with a conventional test?

Correcting for guessing is probably not worth the effort in scoring classroom achievement tests.

Rapport refers to a

Scores on criterion-referenced tests are expressed as percentages.

On a four-option, multiple-choice test scored by the recommended procedure for a classroom achievement test, James gets 24 items right, 24 items wrong, and leaves 2 items blank. His score on the test is

In scoring a classroom achievement test, it is recommended that

What are the differences in the procedures used in scoring essay, objective, oral, and performance tests?

Employing the standard correction for guessing formula in scoring a 50 -item true-false test, an examinee who gets 30 items right and 20 items wrong will make a score of

What is a ʺcorrection for guessing,ʺ with what kinds of tests is it used, and how effective is it?

Historical and Professional Matters

Test Design and Construction

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 3: Administration and Scoring of Tests

Corrections for guessing are not often used in scoring standardized tests, but they are recommended on classroom achievement tests.

Which of the following recommendations concerning test scoring is incorrect?

All items on an essay test should be attempted by all examinees.

Style and content should be evaluated separately in scoring essay items.

Which of the following statements is false?

In scoring an essay test, an examinee?s answers to all items should be scored before going on to the next examinee?s paper.

Ebel's confidence weighting procedure is an alternative method for scoring true -false items.

Of all the following important factors in preparing for a standardized group-administered test, the most crucial is for the examiner to

Which of the following is not an advantage of computer-based adaptive tests?

Cheating on a group test can be most effectively minimized by

Examinees should be told the test time limits and how to record their answers, but not necessarily how the test is to be scored.

What is an adaptive test, and what are its advantages and disadvantages in comparison with a conventional test?

Correcting for guessing is probably not worth the effort in scoring classroom achievement tests.

Rapport refers to a

Scores on criterion-referenced tests are expressed as percentages.

On a four-option, multiple-choice test scored by the recommended procedure for a classroom achievement test, James gets 24 items right, 24 items wrong, and leaves 2 items blank. His score on the test is

In scoring a classroom achievement test, it is recommended that

What are the differences in the procedures used in scoring essay, objective, oral, and performance tests?

Employing the standard correction for guessing formula in scoring a 50 -item true-false test, an examinee who gets 30 items right and 20 items wrong will make a score of

What is a ʺcorrection for guessing,ʺ with what kinds of tests is it used, and how effective is it?

Historical and Professional Matters

Test Design and Construction

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