Question 1

The optimum difficulty index (p) of a classroom achievement test varies with the number of item options.

Accepted Answer

A) True 
 B)False  True

Question 2

If all the items on a test have high discrimination indexes, the test of necessity has a high

Accepted Answer

A)  concurrent validity. 
B)  internal consistency. 
C)  level of difficulty. 
D)  predictive validity. 
A)  concurrent validity. 
B)  internal consistency. 
C)  level of difficulty. 
D)  predictive validity. B

Question 3

Age and grade norms have equal units throughout the range of ages and grades.

Accepted Answer

A) True 
 B)False  False

Question 4

An item analysis of a test is conducted to determine if the items are

Accepted Answer

A)  correlated with the criterion measure. 
B)  functioning properly. 
C)  adequately standardized. 
D)  reliable but valid. 
A)  correlated with the criterion measure. 
B)  functioning properly. 
C)  adequately standardized. 
D)  reliable but valid.

Question 5

How does the item analysis procedure with an internal criterion measure differ from that in using an external criterion measure?

Accepted Answer

Item analysis procedure with an internal

Question 6

Approximately 68% of a normal distribution of test scores falls between a z score range of

Accepted Answer

A)  -.5 to +.5. 
B)  -1.0 to +1.0. 
C)  -1.5 to +1.5. 
D)  -2.0 to +2.0. 
A)  -.5 to +.5. 
B)  -1.0 to +1.0. 
C)  -1.5 to +1.5. 
D)  -2.0 to +2.0.

Question 7

List and describe four kinds of norms, the types of tests with which each is used, and the merits and demerits of each kind of norm.

Accepted Answer

1. Social Norms: 
   - Used with observa

Question 8

Norms are standards of acceptable performance for evaluating test scores.

Accepted Answer

A) True 
 B)False

Question 9

An item response curve relates the performance of examinees on test items to their estimated standings on a hypothetical latent ability continuum.

Accepted Answer

A) True 
 B)False

Question 10

The range of p (difficulty index) on a set of items comprising a four -option multiple-choice test should be approximately

Accepted Answer

A)  -1.00 to 1.00. 
B)  .00 to 1.00. 
C)  .10 to .90. 
D)  .40 to .80. 
A)  -1.00 to 1.00. 
B)  .00 to 1.00. 
C)  .10 to .90. 
D)  .40 to .80.

Question 11

An item response curve is a plot of the

Accepted Answer

A)  frequency distribution of examinees at each total test score range who get the item right. 
B)  point-biserial correlations between item and total test scores. 
C)  proportion of examinees who get an item right against the proportion who get it wrong. 
D)  proportion of examinees who get an item right against an external or internal criterion. 
A)  frequency distribution of examinees at each total test score range who get the item right. 
B)  point-biserial correlations between item and total test scores. 
C)  proportion of examinees who get an item right against the proportion who get it wrong. 
D)  proportion of examinees who get an item right against an external or internal criterion.

Question 12

Wechsler deviation IQs range from approximately __________ to __________.

Accepted Answer

A)  20, 120 
B)  40, 160 
C)  55, 145 
D)  25, 200 
A)  20, 120 
B)  40, 160 
C)  55, 145 
D)  25, 200

Question 13

Percentile is to percentile rank as

Accepted Answer

A)  decile is to quartile. 
B)  percentage is to decile. 
C)  score is to percentage. 
D)  score is to quartile. 
A)  decile is to quartile. 
B)  percentage is to decile. 
C)  score is to percentage. 
D)  score is to quartile.

Question 14

Every distracter in a multiple-choice item should be selected by approximately the same number of examinees who do not know the answer.

Accepted Answer

A) True 
 B)False

Question 15

The difficulty of an item on a criterion-referenced test is the criterion score at which 50% or more of the examinees pass the item.

Accepted Answer

A) True 
 B)False

Question 16

Fifteen people in a upper group consisting of 25 people get an item right and 5 people in a lower group of 25 people get the item wrong. The item has a difficulty index of __________ and a discrimination index of __________.

Accepted Answer

A)  .40, .20 
B)  .40, .40 
C)  .60, .20 
D)  .80, .40 
A)  .40, .20 
B)  .40, .40 
C)  .60, .20 
D)  .80, .40

Question 17

Item analyses are usually not worth the time and effort in terms of the improvements they make in test effectiveness.

Accepted Answer

A) True 
 B)False

Question 18

On a multiple-choice item, the number of examinees who select each distracter should be approximately

Accepted Answer

A)  equal for each distracter. 
B)  equal to zero if possible. 
C)  normally distributed across distracters. 
D)  the same as the number choosing the correct answer 
A)  equal for each distracter. 
B)  equal to zero if possible. 
C)  normally distributed across distracters. 
D)  the same as the number choosing the correct answer

Question 19

Parallel forms of a test contain the same kinds of items of equal difficulty and have a high correlation with each other.

Accepted Answer

A) True 
 B)False

Question 20

Unlike other types of norms, stanine scores represent specific score points rather than score intervals.

Accepted Answer

A) True 
 B)False

The optimum difficulty index (p) of a classroom achievement test varies with the number of item options.

If all the items on a test have high discrimination indexes, the test of necessity has a high

Age and grade norms have equal units throughout the range of ages and grades.

An item analysis of a test is conducted to determine if the items are

How does the item analysis procedure with an internal criterion measure differ from that in using an external criterion measure?

Approximately 68% of a normal distribution of test scores falls between a z score range of

List and describe four kinds of norms, the types of tests with which each is used, and the merits and demerits of each kind of norm.

Norms are standards of acceptable performance for evaluating test scores.

An item response curve relates the performance of examinees on test items to their estimated standings on a hypothetical latent ability continuum.

The range of p (difficulty index) on a set of items comprising a four -option multiple-choice test should be approximately

An item response curve is a plot of the

Wechsler deviation IQs range from approximately to .

Percentile is to percentile rank as

Every distracter in a multiple-choice item should be selected by approximately the same number of examinees who do not know the answer.

The difficulty of an item on a criterion-referenced test is the criterion score at which 50% or more of the examinees pass the item.

Fifteen people in a upper group consisting of 25 people get an item right and 5 people in a lower group of 25 people get the item wrong. The item has a difficulty index of and a discrimination index of .

Item analyses are usually not worth the time and effort in terms of the improvements they make in test effectiveness.

On a multiple-choice item, the number of examinees who select each distracter should be approximately

Parallel forms of a test contain the same kinds of items of equal difficulty and have a high correlation with each other.

Unlike other types of norms, stanine scores represent specific score points rather than score intervals.

Historical and Professional Matters

Test Design and Construction

Administration and Scoring 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 4: Item Analysis and Standardization of Tests

The optimum difficulty index (p) of a classroom achievement test varies with the number of item options.

If all the items on a test have high discrimination indexes, the test of necessity has a high

Age and grade norms have equal units throughout the range of ages and grades.

An item analysis of a test is conducted to determine if the items are

How does the item analysis procedure with an internal criterion measure differ from that in using an external criterion measure?

Approximately 68% of a normal distribution of test scores falls between a z score range of

List and describe four kinds of norms, the types of tests with which each is used, and the merits and demerits of each kind of norm.

Norms are standards of acceptable performance for evaluating test scores.

An item response curve relates the performance of examinees on test items to their estimated standings on a hypothetical latent ability continuum.

The range of p (difficulty index) on a set of items comprising a four -option multiple-choice test should be approximately

An item response curve is a plot of the

Wechsler deviation IQs range from approximately __________ to __________.

Percentile is to percentile rank as

Every distracter in a multiple-choice item should be selected by approximately the same number of examinees who do not know the answer.

The difficulty of an item on a criterion-referenced test is the criterion score at which 50% or more of the examinees pass the item.

Fifteen people in a upper group consisting of 25 people get an item right and 5 people in a lower group of 25 people get the item wrong. The item has a difficulty index of __________ and a discrimination index of __________.

Item analyses are usually not worth the time and effort in terms of the improvements they make in test effectiveness.

On a multiple-choice item, the number of examinees who select each distracter should be approximately

Parallel forms of a test contain the same kinds of items of equal difficulty and have a high correlation with each other.

Unlike other types of norms, stanine scores represent specific score points rather than score intervals.

Historical and Professional Matters

Test Design and Construction

Administration and Scoring 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

Wechsler deviation IQs range from approximately to .

Fifteen people in a upper group consisting of 25 people get an item right and 5 people in a lower group of 25 people get the item wrong. The item has a difficulty index of and a discrimination index of .